Christian Education Books
Already Compromised: Christian colleges took a test on the state of their faith and the final exam
Call Number: BV 1610 .H36 2011
Publication Date: 2011-04-15
Aplogetics powerhouse Ken Ham teams with Dr. Greg Hall for an eye-opening assessment of 200 Christian colleges and universities from across America. During the unprecedented 2010 study by Britt Beemer's America Research Group (ARG), these colleges were polled oil core faith questions...and the results are revealing and shocking! Examine the beginnings of the Ivy League schools and their now forgotten purpose at their formation Observe the views, responses, and answers to basic questions from these Christian colleges that will surprise and alarm you Arg interviewed university presidents, academic deans/vice presidents, as well as the heads of the science and theology/religion departments. Discover how these institutions address the cultural battlefield of science, Christianity, and the accuracy of the Bible, including views of inspiration, inerrancy, and infallibility. Get tips for choosing colleges and questions you must ask to ensure your children will be instructed to stand boldly on God's Word. Will your college of choice pass the critical test by building your child's faith instead of destroying it? Book jacket.
Biblical Themes in Religious Education
Call Number: BS 600.2 .B46 1983
Publication Date: 1983-10-01
Can Hope Endure? : a historical case study in Christian higher education
Call Number: LD 2281 .H62 K46 2005
Publication Date: 2005-02-01
"The spate of books written recently on Christian higher education highlights a common theme - how numerous colleges founded by church bodies have gradually lost their religious moorings, often culminating in what historian George Marsden calls "established nonbelief." Can Hope Endure? examines the history of Hope College in Holland, Michigan, as it has struggled to find a faithful middle way between secularization and withdrawal from mainstream academic and American culture."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Christian Education : foundations for the future
Call Number: BV 1473 .C46 1991
Publication Date: 1991-10-22
Whether in the home, in the church, or in a Christian school, the challenge of contemporary Christian educators is to meet the academic needs of students while remaining unswerving in adherence to biblical principles. Christian Education: Foundations for the Future introduces you to the basics of a healthy Christian education program, then takes you beyond, showing you how to develop a fresh, innovative Christian education program that will revitalize your church, home, or school.
Christian Liberal Arts: an education that goes beyond
Call Number: LC 427 .M26 2000
Publication Date: 2000-05-10
Rate T for teens ....My Henry is a coming of age story told by the main character Gracie Lemaras.It begins in the summer before Gracie will be starting high school and she is very nervous about it. To make matters worse her best friend Michie is off spending the summer with her father and Gracie is left all alone. However her loneliness is to be short lived when she meets Henry and they set out on an adventure that Gracie will certainly never forget.
The Christian College: a history of Protestant higher education in America
Call Number: LC 621 .R56 2006
Publication Date: 2006-04-01
When it first appeared in 1984 "The Christian College" was the first modern comprehensive history of Protestant higher education in America. Now this second edition updates the history, featuring a new chapter on the developments of the past two decades, a major introduction by Mark Noll, a new preface and epilogue, and a series of instructive appendixes.
Educational Topics Books
After Brown - The Rise and Retreat of School Desegregation
Call Number: LC 214.2 .C56 2004
Publication Date: 2004-05-09
The United States Supreme Court's 1954 landmark decision, Brown v. Board of Education, set into motion a process of desegregation that would eventually transform American public schools. This book provides a comprehensive and up-to-date assessment of how Brown's most visible effect--contact between students of different racial groups--has changed over the fifty years since the decision. Using both published and unpublished data on school enrollments from across the country, Charles Clotfelter uses measures of interracial contact, racial isolation, and segregation to chronicle the changes. He goes beyond previous studies by drawing on heretofore unanalyzed enrollment data covering the first decade after Brown, calculating segregation for metropolitan areas rather than just school districts, accounting for private schools, presenting recent information on segregation within schools, and measuring segregation in college enrollment. Two main conclusions emerge. First, interracial contact in American schools and colleges increased markedly over the period, with the most dramatic changes occurring in the previously segregated South. Second, despite this change, four main factors prevented even larger increases: white reluctance to accept racially mixed schools, the multiplicity of options for avoiding such schools, the willingness of local officials to accommodate the wishes of reluctant whites, and the eventual loss of will on the part of those who had been the strongest protagonists in the push for desegregation. Thus decreases in segregation within districts were partially offset by growing disparities between districts and by selected increases in private school enrollment.
American Higher Education: a history
Call Number: LA 226 .L83 2006
Publication Date: 2006-04-02
The roots of controversy surrounding higher education in the US extend deep into the past. This original, incisive history goes far in offering a needed sense of perspective on current debates over such issues as access, costs, academic quality, social equity, and curricula. Eminently readable and always lively, this timely historical account is sure to be an invaluable resource for assessing the present condition and future prospects of American colleges and universities.
Antisocial Behavior in School: strategies and best practices
Call Number: LB 3012 .W335 1995
Publication Date: 1994-11-01
This indispensible resource describes the best practices for coping with antisocial behavior patterns among children and youth in school. Designed to enhance educators' understanding of the nature, origins, and causes of antisocial behavior, this book offers interventions and model programs that can be used in preventing or remediating this growing problem in the schools.
Building Background Knowledge for Academic Achievement: research on what works in schools
Call Number: LB 1062.6 .M37 2004
Publication Date: 2004-08-15
Discover how a carefully structured combination of two approaches--sustained silent reading and instruction in subject-specific vocabulary--can help rescue low achievers and boost the academic performance of all students.
The Ambiguity of Teaching to the Test: standards, assessment, and educational reform
Call Number: LB 3051 .A592 2004
Publication Date: 2004-05-01
Testing is one of the most controversial of all state and federal educational policies. The effects of testing are quite ambiguous. The same test may lead to different consequences in different circumstances, and teachers may use very different strategies to prepare students for tests. Although most experts agree that mandatory testing leads to teaching to the test, they disagree about whether it leads to meaningless drill, wasted time, de-professionalizing teachers, and demotivating students, or to more challenging and thoughtful curricula, more engaging teaching, increased student motivation, and increased accountability. To help sort through this ambiguity and provide a firmer basis for decisions, The Ambiguity of Teaching to the Test: Standards, Assessment, and Educational Reform offers a hard look at the effects of state testing, and thoroughly examines the ambiguity of test preparation and how test preparation practices are influenced by what teachers know and the leadership coming from the school and district. Drawing on data from a three-year study of New Jersey's testing policy in elementary mathematics and science, it helps to explain the variety of ways that teachers modify their teaching in response to state tests, raises important questions, and offers useful guidance on how state policymakers and local and district school administrators can implement policies that will improve educational equity and performance for all students. It also offers an in-depth analysis of classroom practices that should inform teachers and teacher educators whose goal is to meaningfully implement conceptually based teaching practices. This comprehensive look at the statewide variation in testing practice features: *a data-based, non-ideological treatment of how testing affects teachers, in a field characterized by ideologically driven beliefs and by anecdotes; *an extensive and well-integrated combination of qualitative and quantitative data sources that provide a statewide overview, as well as an in-depth analysis of teachers and classrooms; *a careful analysis of the variety of forms of teaching to the test; and *a multilevel exploration of how a variety of personal and leadership factors can influence teaching to the test. This is an important book for researchers, professionals, and students in educational testing, educational policy, educational administration, mathematics and science education, educational reform, and the politics and sociology of education. It will also prove useful for state policymakers, school and district leaders, and teacher educators and curriculum specialists who are making decisions about how to design and respond to new testing systems.