This book asserts that authority is a contested category and explores why traditional notions of authority are increasingly in tension with progressive and postmodern claims, devolving into stalemate, schizophrenia, or power plays. Offering a Christian framework as a philosophically coherent and practical alternative for teachers, the author argues that Jesus provides a pattern from which to reconstruct our conception of teaching authority in ways that align with evidence-informed teaching practices and cultivate intellectual virtues. Rather than examine “Jesus as teacher,” the book instead applies the central insight on authority that Jesus embodies. This authority with which Jesus taught, it argues, stemmed from his passion—that is, passive, even suffering, experience. The author aligns this to a subject-centered conception of teaching (as opposed to student-centered or teacher-centered) in which the subject is the authority and knowing is identified with being acted upon by the subject. Teaching with authority thereby becomes a matter of unveiling suffering with students and inviting them into their own suffering encounter with the subject. Building on the work on Parker Palmer and exploring pedagogical practice from a Christian perspective, this book will appeal to scholars and researchers with interests in higher education, evidence-based teaching, educational theory, religion and education, and Christian history and thought.

"This book asserts that authority is a contested category and explores why traditional notions of authority are increasingly in tension with progressive and postmodern claims, devolving into stalemate, schizophrenia, or power plays. Offering a Christian framework as a philosophically coherent and practical alternative for teachers, the author argues that Jesus provides a pattern from which to reconstruct our conception of teaching authority in ways that align with evidence-informed teaching practices and cultivate intellectual virtues. Rather than examine "Jesus as teacher", the book instead applies the central insight on authority that Jesus embodies. This authority with which Jesus taught, it argues, stemmed from his passion-that is, passive, even suffering, experience. The author aligns this to a subject-centered conception of teaching (as opposed to student-centered or teacher-centered) in which the subject is the authority and knowing is identified with being acted upon by the subject. Teaching with authority thereby becomes a matter of unveiling suffering with students and inviting them into their own suffering encounter with the subject. Building on the work on Parker Palmer and exploring pedagogical practice from a Christian perspective, this book will appeal to scholars and researchers with interests in higher education, evidence-based teaching, educational theory, religion and education, and Christian history and thought"--

This book asserts that authority is a contested category and explores why traditional notions of authority are increasingly in tension with progressive and postmodern claims, devolving into stalemate, schizophrenia, or power plays. Offering a Christian framework as a philosophically coherent and practical alternative for teachers, the author argues that Jesus provides a pattern from which to reconstruct our conception of teaching authority in ways that align with evidence-informed teaching practices and cultivate intellectual virtues. Rather than examine "Jesus as teacher," the book instead applies the central insight on authority that Jesus embodies. This authority with which Jesus taught, it argues, stemmed from his passion--that is, passive, even suffering, experience. The author aligns this to a subject-centered conception of teaching (as opposed to student-centered or teacher-centered) in which the subject is the authority and knowing is identified with being acted upon by the subject. Teaching with authority thereby becomes a matter of unveiling suffering with students and inviting them into their own suffering encounter with the subject. Building on the work on Parker Palmer and exploring pedagogical practice from a Christian perspective, this book will appeal to scholars and researchers with interests in higher education, evidence-based teaching, educational theory, religion and education, and Christian history and thought.

Feminist Engagements is a collection of essays by some of the top names in feminist education, in which they read and revision the works of the major twentieth-century theorists in education and cultural studies.

Teacher leadership remains at the forefront of conversations in teacher education, with discussions on recruitment, retention, and effectiveness. Teachers are at the core of schooling, and the roles they assume and types of leadership they engage in are multi-dimensional. Teacher leadership comes in many shapes and definitions. In this sense, both opportunities and challenges exist in teacher leadership. While national competencies continue to define dispositional and knowledge base for teacher leaders, there is still work to be done to define and add to the body of scholarship on this topic. Teacher leadership opportunities provide development for teachers as a key retention strategy; however, role ambiguity presents challenges in how to empower teachers for formal and informal roles of leadership while maintaining the teacher identity. Empowering Formal and Informal Leadership While Maintaining Teacher Identity provides a comprehensive look at the opportunities and challenges of teacher leadership, drawing on research and practice that add to the body of knowledge for teacher leadership, which is a niche in education that differs from educational administration. Highlighted topics within this book include models for teacher leadership, teacher education, types of leadership roles, the development and retention of teacher leaders, and leadership across different types of school districts. This book is ideally designed for inservice and preservice teachers, administrators, teacher educators, practitioners, researchers, academicians, and students interested in teacher leadership roles and the way in which teacher identity is maintained in relation to these other leadership positions.

Authentic teaching is messy, exciting, frustrating, joyful, challenging―and sacred. "Through stories, information and reflection, we [will look] inward, going more deeply into the discovery of who we are, not only as teachers but also as women and men for whom teaching is only a part of life. I believe the deepest calling ... is the call to be who we truly are." ―from Chapter Seven, “Teaching Who We Are” Beloved teacher Rev. Jane E. Vennard leads an inner exploration of the hopes and fears, joys and frustrations, gifts and limitations that influence teachers of all kinds―teachers like you―every day. Drawing on her own experience as well as stories from many teachers in conventional and unconventional settings, she inspires you to reconnect to your original desire to open minds and hearts to learning. With reflection questions, practices and activities, she helps you reinvigorate your passion for your vocation, your students and your subject, thus recognizing how teaching is a sacred art.

Would you want to be a student in your own classroom? In Passionate Learners: How to Engage and Empower Your Students, author Pernille Ripp challenges both novice and seasoned teachers to create a positive, interactive learning environment where students drive their own academic achievement. You'll discover how to make fundamental changes to your classroom so learning becomes an exciting challenge rather than a frustrating ordeal. Based on the author’s personal experience of transforming her approach to teaching, this book outlines how to: Build a working relationship with your students based on mutual trust, respect, and appreciation. Be attentive to your students; needs and share ownership of the classroom with them. Break out of the vicious cycle of punishment and reward to control student behaviour. Use innovative and creative lesson plans to get your students to become more engaged and intellectually-invested learners, while still meeting your state standards. Limit homework and abandon traditional grading so that your students can make the most of their learning experiences without unnecessary stress. And much more! New to the second edition, you' ll find practical tools, such as teacher and student reflection sheets, parent questionnaires, and parent conference tools, available in the book and as eResources.

Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.

Navigating the Modern Classroom: A Teacher's Journey

Break the Surface of Spiritual Boredom to Find the Reservoir of Meaning Within We need to be bored. When we get bored and take responsibility for our boredom, we arrive at a new level of interest, introspection, or action that has been stirred by the very creativity used to keep boredom away. The relationship between boredom and creativity is far from accidental. Creative minds are often stimulated by boredom, regarding it as a brain rest until the next great idea looms on the horizon of the otherwise unoccupied mind. from Chapter 10 Boredom is a crisis of our age. In religious terms, boredom is sapping spirituality of its mystical and wholesome benefits, slowly corroding our ability to recognize blessing and beauty in our lives, to experience wonder and awe. What happens when our need for constant newness minimizes our interest in prayer, learning, and the mysteries of nature? This intriguing look at spiritual boredom helps you understand just what this condition is, particularly as it relates to Judaism, and what the absence of inspiration means to the present and future of the Jewish tradition. Drawing insights from psychology, philosophy, and theology as well as ancient Jewish texts, Dr. Erica Brown explores the many ways boredom manifests itself within Judaismin the community, classroom, and synagogueand shows its potentially powerful cultural impact on a faith structure that advises sanctifying time, not merely passing it.