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Showing 1 to 15 of 23 results Save | Export
Eckert, Jonathan – Phi Delta Kappan, 2011
This paper examines the roles that faith and vocation play in teaching. Faith can lead to a sense of calling that impacts the identity and integrity of the teacher, which, in turn, influences the holistic development of students. Therefore, teachers of faith who respect the limits of religious belief in public schools are essential contributors to…
Descriptors: Integrity, Student Development, Religion, Religious Factors
Beauchamp, Marcia – Phi Delta Kappan, 2011
The Tony Blair Faith Foundation has created a program that enables students to learn directly with, from, and about one another's culture, religion and beliefs. Face to Faith is a state-of-the-art educational program that addresses cross-cultural and inter-religious understanding in the context of study about global issues. The program uses…
Descriptors: Citizenship, Internet, Religion, Organizations (Groups)
James, Jennifer Hauver – Phi Delta Kappan, 2011
Teacher education should provide opportunities for preservice teachers to think about the intersection of their faith and their practice. Students with a high degree of theological certainty may shut down those conversations and therefore deny themselves and their classmates opportunities to wrestle with questions related to their religious…
Descriptors: Preservice Teacher Education, Preservice Teachers, Democracy, Religion
Purinton, Ted; Gunther, Vicki – Phi Delta Kappan, 2011
How educators, school board members, taxpayers, voters, parents, and students design a school calendar, in terms of both process and product, should be a reflection of how we desire to accommodate and conform diverse faiths within our communities. If, according to Dewey, the school is a reflection of society, then what does the inability to…
Descriptors: Holidays, School Schedules, Boards of Education, Religious Cultural Groups
Reichert, Michael; Hawley, Richard – Phi Delta Kappan, 2010
Despite a continuing stream of concern on the part of researchers, demographers, and cultural pundits about a crisis in boys' social development and schooling, surprisingly little attention has been paid to what is perhaps the richest pool of data: current, observable teaching practices that clearly work with boys. In schools of all types in all…
Descriptors: Teacher Effectiveness, Social Development, Males, Teaching Methods
Abo-Zena, Mona M. – Phi Delta Kappan, 2011
Even though public schools maintain a separation between church and state, non-Christians face social and logistical challenges that threaten their development and academic performance. The challenges may be inadvertent or intentional, observable or discreet, or introduced by students, educators, school policies, or broader society. Educators have…
Descriptors: Educational Change, Religion, Religious Cultural Groups, Minority Groups
Wolfe, Deborah Partridge – Phi Delta Kappan, 1978
We must show the developing countries of the world that we have not only a workable form of government, but a sustained faith in the democratic creed; a faith that can meet and conquer the challenges to democracy. (Author)
Descriptors: Civil Liberties, Democracy, Democratic Values
Broudy, Harry S. – Phi Delta Kappan, 1977
Analyzes why the public has lost faith in the schools and offers two ways to restore that faith--identify educational leaders with high credibility to form a national academy or policies commission and build faith in the functional rationality of the educational system. (Author/IRT)
Descriptors: Credibility, Elementary Secondary Education, Higher Education, Public Opinion
Walling, Donovan R. – Phi Delta Kappan, 2007
Civic education began wandering in the curricular wilderness in the 1960s, when Vietnam and then Watergate brought disenchantment, rebellion, experimentation, a loss of faith in traditional institutions and traditional leaders, the breakup of consensus, the weakening of the core culture and ultimately the erosion of curricular requirements in…
Descriptors: Textbooks, Federal Legislation, Democracy, Citizenship Education
Kirst, Michael; Bulkley, Katrina – Phi Delta Kappan, 2000
When mayors take over education systems (as in Chicago, Boston, and Cleveland), school boards are big losers, and problems may persist. Mayoral takeovers happen for various reasons: bureaucratic dysfunction, diminishing faith in existing government structures, new demands on city governments, and perceived need for mayoral involvement. (Contains…
Descriptors: Accountability, City Officials, Educational History, Educational Improvement
Rallis, Sharon F.; Zajano, Nancy C. – Phi Delta Kappan, 1997
A reform initiative's demise is often due not to its ineffectiveness, but to its inability to deliver immediate results. Beginning with a clear vision, educators move through a "ready, fire, aim" sequence that creates "products" along the way. Charting progress can help maintain everyone's faith by distinguishing between long-term and immediate…
Descriptors: Community Support, Educational Change, Elementary Secondary Education, Evaluation Criteria
Beezer, Bruce – Phi Delta Kappan, 1985
Educators are reluctant to report child abuse and neglect because they are not sure how abuse and neglect are defined, they are inadequately informed about the reporting process, and they fear prosecution. Most states make failure to report illegal, and courts tend to support educators making reports in good faith. (PGD)
Descriptors: Child Abuse, Child Advocacy, Child Neglect, Court Litigation
Ramirez, Al – Phi Delta Kappan, 1999
Policymakers are placing tremendous faith in assessment, a technology with many limitations. Assessment-driven improvement policy uses mandatory testing to leverage desired change, but it narrows the curriculum, punishes teachers for things beyond their control, expands bureaucracy, and does not work. Alternative strategies for school leaders are…
Descriptors: Educational Policy, Elementary Secondary Education, National Standards, Program Implementation
Brameld, Theodore – Phi Delta Kappan, 1972
Urges educators to make education transformative as well as transmissive by suggesting education should work toward making man have the faith and power to direct his future. Asks educators to prophecy urgently, magnetically, and then fulfill those prophecies. (Author/DN)
Descriptors: Educational Change, Educational Innovation, Educational Objectives, Educational Responsibility
Roselle, Daniel – Phi Delta Kappan, 1992
Principal theme in world history should be universality of basic human experience. This approach values differing forms of human expression without associating abstract concepts (such as faith, reason, or creativity) to one specific period of history in one particular part of the world. Scholarship should remain the highest priority, and past…
Descriptors: Behavior Patterns, Cultural Differences, Elementary Secondary Education, History Instruction
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