bluuebunny/crossref_metadata_2025 huggingface dataset:
Moral Orientation, Ego Maturity, and Religious Commitment : an Exploratory Study from a Developmental Perspective
Authors:   ,   Andrews University, Webster Penelope
Published: May 2023

Problem. Although moral development research has focused extensively on Kohlberg's moral judgment theory and Gilligan's considerations of moral orientation, little has directly addressed the issue of integration of the voices of care and justice. This study proposed that, with maturation, a more integrated moral orientation would guide moral decision making. Integration and the impact of age, gender, ego maturity, and religious commitment were examined from a developmental perspective. Method. A cross-sectional design was employed, with adults from two age cohorts (25-35 and 50-65). A semi-structured interview (Brown, Debold, Tappan, & Gilligan, 1991) was used to collect data. Each individual also completed a demographic information survey, the Sentence Completion Test for Ego Development (Loevinger, Wessler, & Redmore, 1970), and a Religious Commitment Survey (Anderson, 1995; Dudley, 1992). Data were qualitatively analyzed for moral orientation, religious motivation, definitions of morality, and contextual factors. Hypotheses were tested using Chi-square, the t-test for means of two independent groups, ANOVA, and Multiple Regression Analysis. Results and Conclusions. In a sample of 82 individuals from a religious (Seventh-day Adventist) population, 28 showed an integrated moral orientation, while 23 were justice-oriented and 31 were care-oriented. The integrated subjects emphasized compassion and forgiveness in their dilemmas. Most participants related current or recent conflicts. Concerns in close relationships were more common than work-related dilemmas. There were no gender or age differences between younger and older adults who showed integration. Among those non-integrated, males were significantly more justice-oriented and females more care-oriented (p = .03). Overall religious commitment differentiated the integrated moral orientation from a justice orientation (p = .04). Positive religious experience distinguished the integrated from the non-integrated (p = .04). Both the integrated and the care-oriented showed a higher level of devotional practices than did the justice-oriented (p = .01). No statistically significant relationship was observed between moral orientation and ego maturity. However, qualitative analysis revealed a steady increase in integration with ego maturation. No linear combination of age, gender, religious commitment, and ego maturity predicted an integrated moral orientation. The major contribution of this study highlighted the impact of personal religious commitment on moral maturity. Recommendations were made for further study.
The Contribution of Terminological Patterns to the Literary Structure of Leviticus
Authors:   ,   Andrews University, Warning Wilfried
Published: May 2023

The aim and purpose of this dissertation is to investigate both the microstructure and macrostructure of Leviticus on the basis of terminological patterns. The first chapter deals with the method of analysis and the scope of the study. Aiming at detecting thestructural outline, it is concerned only with terminology and not with the theology of Leviticus. The methodology employed is one aspect of rhetorical criticism. Chapter 2 presents the basic working hypothesis: Leviticus has been structured by means of thirty-seven divine speeches (DS). The plausibility of this hypothesis is tested by applying it to Lev 16:1, by investigating the terminological interrelationship of chaps. 1-3 and chap. 27, and by probing the terminology employed in Lev 11; in an excursus theinterrelation of Lev 1-5 and 6-7 is investigated. The third chapter is devoted to scrutinizing terminological patterns present on the microstructural level, that is, the level of the distinct DS, in the whole of Leviticus. This part shows that grasping the compositional outline of a given pericope is an indispensable prerequisite for understanding its content. Chapter 4 examines the validity of the working hypothesis on the macrostructural level, that is, the terminological interrelatedness of the distinct and different DS. This part evidences the intricate terminological and hence theological cohesion of the extant text of Leviticus. The fifth chapter gives a general summary and conclusions. The appended concordance of Leviticus, which has been arranged according to the distribution of the vocabulary of the individual DS, presents the total vocabulary of Leviticus.
Vision and the Ideal Teacher: Implications for Educational Practice
Authors:   ,   Andrews University, Aaron Rosalind
Published: May 2023

Purpose. The purpose of this study was to describe how and why teachers with a vision of an ideal teacher have chosen teaching as their profession and to articulate how that vision has influenced their educational practice. Procedure. This study was conducted in the classroom setting using qualitative methods. The qualitative techniques were informal and formal interviews, non-participant observations, and personal journal entries. Conclusions. The findings of the study revealed that the three teachers do have visions, which they clearly articulated. Their visions resulted from their interaction with others, but specifically with some of their former teachers. As new ideas, educational trends, and policies are introduced, they adjust their goals to attain their visions. Their visions are communicated to students, parents, colleagues, and school administrators directly and indirectly. Their visions have taken on several realities that are reflected in every facet of their educational practice. Implications. Opportunity should be provided for teachers to (1) articulate how and why they became teachers, (2) develop a networking system in which they share imaging and visionary techniques, and (3) develop awareness that future teachers are being prepared in their classrooms every day, and the responsibility is theirs to demonstrate that teaching is an honorable profession. School administrators might be interested in the visions teachers have and what goes on in their classrooms. It would motivate them to help teachers polish their visions. Researchers should base more of their studies on outstanding aspects of what is happening in classrooms and report these findings in terms that teachers, parents, and school administrators can understand. Recommendations for further study. Recommendations are (1) for the study to be extended to a larger number of teachers, (2) for first- and second-year teachers be included in a future study, and (3) for college and university professors to be interviewed to see if they also have a vision of ideal teachers that influenced them in some way.
Instructional Practices and Attitudes of Teachers in One- and Two-Room Schools in the Seventh-day Adventist School System in North America
Authors:   ,   Andrews University, Anderson Judith
Published: May 2023

Problem. This study examines the instructional practices, perceptions, and attitudes of multi-grade teachers in one- and two-room schools in the Seventh-day Adventist educational system. Method. The researcher developed a survey and mailed it to a randomly selected stratified sample of 500 teachers in one- and two-room schools in the Seventh-day Adventist educational system in the United States and Canada. Two hundred eighty surveys were returned; 276 were used in the data analysis. Descriptive statistics give a demographic picture of these teachers--the practices used, their perceived levels of expertise, methods of grouping students for instruction, and their assessment of multi-grade students' cognitive and psycho-social development in comparison to single-grade peers. Qualitative questions were asked concerning what teachers liked and disliked about teaching in the multi-grade room, what would strengthen their multi-grade teaching, and whether or not they would choose to stay in the multi-grade room if they had the opportunity to teach a single-grade class. Data from two sub-groups who were either very satisfied with multi-grade teaching or who were very dissatisfied were compared. Results. (1) Individualized and small group instruction were strategies multi-grade teachers reported using most; learning centers, computer instruction, and portfolio assessment were used the least. (2) Less than 20% of the teachers responding to the survey considered practices specific to certain subject areas essential to their multi-grade program. (3) Few teachers reported grouping across grade levels for instruction. (4) The two most frequently stated reasons for use of a practice were "effective for multi-grade" and "it fits my teaching style." (5) Most teachers rated the psycho-social development of multi-grade students "superior" and their cognitive development "comparable" to the psycho-social and cognitive development of single-grade peers. (6) Multi-grade teachers appreciated their autonomy; they were troubled by the workload and the isolation. (7) Teachers indicated that training and curriculum materials specific to multi-grade needs would strengthen their multi-grade teaching. (8) About 50% of the teachers indicated they would prefer to teach in a single-grade classroom if it were offered, about 30% would consider the offer, and about 20% would prefer to stay in a multi-grade classroom. Conclusions. Most multi-grade teachers would prefer to teach in a single-grade classroom. They need training in methods for organizing multi-grade curriculum and using instructional practices valuable for the multi-grade classroom. They need stronger support from pastors, parents, boards, and conference personnel. Those teachers who are most satisfied with their multi-grade assignments indicate higher levels of use and expertise in instructional practices effective for multi-grade teaching and are more likely to group grade levels for instruction.
The Experience of Growing Up in a Minister's Home and the Religious Commitment of the Adult Child of a Minister
Authors:   ,   Andrews University, Anderson Carole
Published: May 2023

Problem. The purpose of this study was to ascertain if there is any relationship between the unique aspects of the pastoral family, the relationships of the PK, and his or her adult religious commitment. Method. The population included Seventh-day Adventist pastors' children (PKs) who were age 25 or older and whose fathers were ministers for at least 10 years before subjects were 18 years old. A survey was completed by 487 subjects. Data were analyzed using multiple-regression, correlational, and qualitative methods. Results. All variables unique to the pastoral home correlated significantly with measures of religious commitment--feelings towards moving (not actual number ofmoves), consistency of parental behavior, family time, ability to be oneself without being noticed, expectations perceived as greater than for others, the status of having a pastor as a father, and support of church and members. The strongest predictor ofweak religious commitment was the PK's perception that more was expected of him/her. Intimacy with each parent correlated positively with religious commitment. A satisfying parental marriage and relationships with friends and extended family correlated positively with some of the measures of religious commitment, although most correlations were extremely low. Qualitative analysis was consistent with the quantitative analysis and lent further support. Perception of expectations was the most frequently mentioned dislike, whereas people and friendships was the most liked. Attendance at special church events or meetings of the SDA church was viewed positively. Conclusion. The unique aspects of the clergy home and the experience of being a PK seem to be related to the religious commitment of the adult child of a minister, although not strongly. Influences other than being a PK appear to have a greater impact. Pastors' children have shared, strong feelings about their experience. Those PKs who were more religiously committed came from homes characterized by apositive parental relationship with positive spiritual role models, quality family time, freedom to be themselves, and boundaries between church and home.
The Empirical Development of an Instructional Product Designed to Enhance the Cognitive Awareness of and the Modification of Affect Toward the Disability Condition
Authors:   ,   Andrews University, Bailey Rikard
Published: May 2023

Problem. The Seventh-day Adventist church had no empirically developed instructional product in the form of an educational curriculum designed to enhance the cognitive awareness of and the modification of affect toward the disability condition. The purpose of this project was to develop empirically an instructional product in disability awarenesstraining for Seventh-day Adventist church members and their guests so to better build aninteractive, empowered, and inclusive sense of community. Method. The developmental process of Baker and Schutz (1971) was used to produce and validate the instructional product. First, the content of the curriculum to train Seventh-day Adventist church members and their guests was identified through an examination of disability and disability awareness training literature. The developing materials were divided into instructional units, arranged into a logical sequence, and introduced with behavioral objectives. It was established that the productwould be successful only when at least 80% of the attending learners achieved at least 80% on each objective. In the developmental process, the instructional product was revised numerous times. Some of the learning units were streamlined, while others were expanded. Specific weaknesses, exposed during the tryout stages, were appropriately corrected and a participants' and instructor's manual were prepared. At the conclusion of the final presentation, the required standard for mastery was attained on all objectives. Results. The instructional product, called the D.A.R.T. Seminar or Disability Awareness Reality Training Seminar, includes the instructor's manual with textual information covering each of the 20 points of the disability training seminar divided into four sections in combination with a separate participant's manual inclusive of review questions, pictorial representations of textual examples, and the general outline in progressive detail of each of the 20 disability training points. This instructional product met an arbitrarily established criteria that held true to theresearcher's chosen methodology and represented a realistic majority of a convenient sample: 80% of the subjects on the final presentation reached each objective at or above the 80% arbitrarily chosen mastery level. The modification of affect was considered significant when the difference between the affective post-test and pre-test scores reached the 15.35% difference level. A t-test for dependent means, significant at the .05 level, was utilized.
The Relationship Between Co-Dependence and Borderline Personality Disorder
Authors:   ,   Andrews University, Bird Helen
Published: May 2023

Problem. Co-dependence (CODC) is described as an "incurable disease" by some practitioners in the addictions treatment business. The CODC concept developed in isolation from mainstream psychology and psychiatry and remains an unverified diagnostic category. It has been compared with Borderline Personality Disorder (BPD) and this relationship was investigated. Method. Representative samples of the voluminous literature on CODC and BPD were reviewed in an effort to identify commonalities. The characteristics used for comparison were the ones identified by Dr. E. G. Goldstein in Borderline Disorders: Clinical Models & Techniques (1990). Two self-report, anonymous instruments were used; one was completed by clinicians and the other by persons who self-identify as co-dependent or were so identified by a relative, friend, or counselor. Results. Evidence of commonalities between CODC and BPD was provided by an exacting comparison of descriptions from both bodies of literature. In addition, the survey of clinicians revealed insufficient understanding of the nature and characteristics of BPD and CODC that could lead to a failure to diagnose accurately. The survey of clients provided rich evidence that many persons identified as co-dependent obtained scores on a BPD instrument higher than required to be suggestive of a diagnosis of BPD. Conclusions. There appears to be an area of overlap between CODC and BPD. Clinicians are not taught to recognize this overlap but when they are tested on a BPD instrument, "co-dependent" persons often endorse enough items to be suggestive of a BPD diagnosis.
Development of the Concept of Salvation in Seventh-day Adventist Children and Adolescents 7 to 18 Years of Age Who Attend Public Schools
Authors:   ,   Andrews University, Booth Bradley
Published: May 2023

Problem. This study sought to explore how the concept of salvation and assurance of salvation develop in Seventh-day Adventist children and adolescents who have been educated only in public schools. Method. Using a developmental, cross-sectional design, semi-clinical interviews were conducted with 91 subjects 7 to 18 years of age. Subjects also completed a demographic information survey and drawings. Parents were also interviewed. Data were analyzed quantitatively and qualitatively. Results. Three of the eight sub-concepts of salvation were age-related in their development (the impact of sin on one's relationship to God, baptism, and being saved). The most growth in understanding of salvation occurred from 8 to 11 years of age. No significant differences in levels of understanding on the assurance of salvation were found among age groups. Subjects' and fathers' baptismal status was positively related to understanding of salvation. Time out as a form of discipline and videos used for religious education in the home were negatively related to understanding of salvation. Subjects' baptismal status was positively related to assurance of salvation and time out was negatively related to assurance of salvation. Conclusions. (1) Understanding of some of the sub-concepts of salvation appears to be age-related. Assurance of salvation is not age-related. (2) Baptism positively relates to understanding of salvation for SDA children and adolescents who attend public schools. (3) Having a father who is a church member positively relates to understanding of salvation. (4) The use of religious videos in the home negatively relates to understanding of salvation. (5) Compared with results from previous studies, SDA children and adolescents who attend public schools have a less developed understanding of salvation than those who attend church schools.
A Study of the Internal Family Systems Model Applied to Remarried Couples of Stepfamilies in Different Stages of Adjustment
Authors:   ,   Andrews University, Carter Susan
Published: May 2023

Problem. Stepfamilies are becoming the largest family type in the United States. This has significant implications for understanding the complications of remarriage and providing clinical interventions that support the adjustment process of stepfamilies. The Internal Family Systems Model, developed by Dr. Richard Schwartz, asserts that an individual's personality is multiple naturally, and that there are interactions within the individual that have significant impact on their external systems. In applying the IFS model to the study of stepfamilies, this present study identifies the IFS maps of the partners of remarried couples active in stepfamily interaction and to determine how this IFS Map enhanced or detracted from stepfamily development. Method. A combined qualitative and quantitative study was designed. The Stepfamily Adjustment Scale, developed by Dr. Margaret Crosbie-Burnett, provided quantitative assessment of the stage of stepfamily adjustment. Stepfamilies were assessed qualitatively as to their stage of stepfamily adjustment as well. The IFS Map of each individual in stepfamily interaction was identified along with their access to Self. Results. Six stepfamilies were found to be in Stage II of stepfamily adjustment, two in Stage III, and two in Stage I. SAS results supported these qualitative conclusions, with one exception. IFS Maps disclosed both functional and extreme personality parts present in stepfamily interactions. Conclusions. The ability to evoke Self leadership was found to be a significant factor in stepfamily adjustment with these stepfamilies. The SAS appeared to be a valid instrument in assessing stage of stepfamily adjustment, and more so when accompanied with a qualitative evaluation. Internal personality parts played acomplex role in the adjustment process of these stepfamilies.
Predictors of Divorce Adjustment Among Members of Three Conservative Protestant Denominations
Authors:   ,   Andrews University, Erben Andreas
Published: May 2023

Problem. Only a few attempts have been made thus far to explore the situation of Christian divorced men and women in a scholarly manner. The basic question for this research was to find out what social factors, religious factors, and coping strategies are related to the divorce adjustment of divorced Christians who are members of predominately conservative Protestant denominations and how well these Christians adjust to divorce. Method. The population for this research project was composed of all currently divorced men and women residing in the United States of America who are members of The Lutheran Church--Missouri Synod, the Church of the Nazarene, and the Seventh-day Adventist Church. The sample for this study consisted of 360 subjects who were members of one of the three target denominations at the time when the decision to divorce was made. The hypotheses were tested using the following statistical methods: t-test for two independent samples, ANOVA, Pearson r, and Spearman rho. A combination of hierarchical and stepwise multiple regression procedures was employed to develop an integrated view of the relationships between the independent variables and the four measures of adjustment (self-esteem, symptoms of depression, attachment, and anger at loss) based on the adapted model of coping with family stress. Results. Religious variables played a limited hut significant role in explaining the variance in divorce adjustment. Meaning-related variables (meaning, positive reappraisal) entered into the final multiple regression models for self-esteem. symptoms of depression, and attachment. Escape-avoidance and health status played an important role in explaining the variance in divorce adjustment. Conclusions. The majority of this religious sample of 360 divorced men and women evidenced high self-esteem and low attachment. The perceived frequency of depressive symptomatology was higher among the respondents in this study than what Radloff (1977) reported for the general public. The majority of subjects seemed to experience problems in the area of anger at loss. The adapted model of coping with family stress appears to have heuristic value for the study of divorce adjustment among members of conservative Protestant denominations. Specific adjustment problems seem to be related to specific indicators of religious experience. Coping strategies appear to he important in divorce adjustment.
A Comparative Study of Stressors Among Undergraduate Students at Grand Valley State University
Authors:   ,   Andrews University, Forrest Lennox
Published: May 2023

Problem. Past research provides limited information on stress among college students. A significant number of undergraduate students find their college experience very stressful. This present study was to investigate the frequency and severity of stressors among undergraduate students according to class, gender, race, major, living status, student status, work status, and religion. Method. The subjects for this study were 420 undergraduate students attending Grand Valley State University.A brief demographic questionnaire was utilized, followed by the Undergraduate Stress Questionnaire (USQ). Chi-square, one-way ANOVA, and t-test analyses were used to analyze the relationship of class, gender, race, major, living status, student status, work status, and religion of the 83 potential sources of stress. Results. The present study showed that freshman students reported significantly more frequent and severe occurrence of stress than sophomore, junior, and senior students. The males in this study reported significantly more frequent occurrence of stress, whereas females expressed greater severity of stressors. African American students experienced significantly greater frequency and severity of stressors than did Anglo American and "Other" students. It was found that students who live off campus reported more frequent and severe stressors than students who live on campus. Conclusions. Major differences in frequency and severity of stress do exist among class, gender, race, and living status. However, there were minor differences in frequency and severity of stress for students among declared major, student status, work status, and religion. According to this study, freshman students experience greater frequency and severity of stress than the other class groups, which may be due to adjustment issues. Unlike previous studies, the males in this study reported more frequent stress; however, females experienced greater severity of stress. The greater frequency and severity of stressors experienced by African American students, compared to Anglo American and "Other" students in this study, may be due to social, cultural, and environmental factors. More empirical research, however, is needed to clarify the relationship between stress and ethnicity. Students who live off campus reported greater frequency and severity of stress, which may be attributable to commuting concerns.
Arthur Whitefield Spalding : A Study of His Life and Contributions to Family-Life Education in the Seventh-day Adventist Church
Authors:   ,   Andrews University, Freed Allan
Published: May 2023

Problem. Using the historical-documentary research design, this study documented the contributions of Arthur W. Spalding to family-life education within the Seventh-day Adventist church. The contextual milieu revealed that Spalding was current with his times in fostering family-life education, but unique in his approach. Method. The author examined primary documents from four archival sources, as well as reference holdings in two libraries. All book and article publications by Spalding were also examined. The findings were analyzed and compared. Agreements and inconsistencies were noted to maintain internal reliability. Secondary sources were utilized to create the contextual milieu and to supplement the primary sources. Conclusions. The era in which Spalding did his work for families was fraught with rapid changes in morals and domesticity. Spalding developed a personal philosophy, not out of harmony with his church but far in advance of many, for teaching familiness and sexuality. Although his work extended around the world, the Great Depression and indistinct lines of organization impeded further advance of his work in parent and family-life education. Notwithstanding, Spalding's writings and personal work for the families of the church sustained an awareness of their needs. He published more than eight hundred articles and poems, and thirty-one books, giving instruction in Christian philosophy and family life. Although he met with critical opposition for his view that sexeducation ought to be taught in Seventh-day Adventist educational institutions, Spalding pioneered family-life education in Seventh-day Adventist schools and colleges. When he retired, the Home Commission was merged into the Education Department of the General Conference of Seventh-day Adventists, where it lost momentum within a few years.
A Longitudinal Study on the Essence of Success Development As Seen by Caribbean Canadian Women in the Storied Landscape of Their Lived Experience
Authors:   ,   Andrews University, Greene Glenda-mae
Published: May 2023

Problem. Caribbean Canadians are often susceptible to negative stereotyping because of issues of social class and length of residence in Canada. This study describes how three Caribbean Canadian young women avoided stereotype vulnerability and journeyed to their definition of success. This narrative study focuses on themes which acted as catalysts for success in their lives. The data collection began with interviews conducted during their high school years and concluded with another set of interviews in the post-college years. The study records their stories as they strive to develop and achieve their idea of success in the non-school world. Method. Through the in-depth collaborative interview, the researcher and the participants examined--chiefly through the channel of emerging metaphors--how these three women perceived, recalled, and explained critical incidents as they journeyed toward success. Participants share their accounts of the dynamic interrelationship of their religious experience, education and maternal influence as they seek to find the answers to the question, "What is behind your story of success?" Arts-based forms of representation--poetry, a playlet and graphic syntheses--are used to expand the method of interpreting the knowledge uncovered. Results. As the women portrayed their journey, three themes emerged as salient contributors to their success--strong female support networks; the education experience, and God-reliance. The study also confirms four points of Bandura's social learning theory--self-regulation, self-evaluation, a history of past successes,experience with role models. Embedded in their stories are acts of will which shape their lives and allow them to define success as being self-actualized. Many of the growth descriptors of Maslow's model of the self-actualized person are storied by the women in this study. This study also unveiled a corner of the world that is not yet fully revealed to North American educators. As the path these women have trod is illuminated, we hear the women's voices urging other women to follow in their footsteps. Conclusion. Undergirding the resilience stories that these women recount are motifs of self-efficacy and agency. Departing from the notion that success is achievement, these women argue that success is being self-sufficient and comfortable with themselves. The findings of this exploratory study highlight the value of agency, community at institutions of learning, maternal role modeling, and religious beliefs to women of Caribbean descent.
The Empirical Development of a Curriculum on the Issues Concerning the History of Ancient Israel
Authors:   ,   Andrews University, Gregor Ruzica
Published: May 2023

Problem. An understanding of Israel's history is crucial to a Christian view of history, including its morals and values, and is a foundation stone of most conservative Christians including Seventh-day Adventists and their religious educational philosophy. There is a vital need for a curriculum that provides reasonable answers to the most frequently asked questions about Israel's early history and builds a solid base for the Christian/Adventist faith. The purpose of this study was to meet this need by empirically developing a curriculum for religion majors in Seventh-day Adventist colleges. Issues discussed include the Philosophical Background and Importance of History; the Role of Biblical Hermeneutics; Archaeology and the Bible; the Patriarchal Period; Abraham and Middle Bronze Customs, the Thirteenth and Fifteenth Centuries Exodus Debate; and Israelite Conquest/Settlement. Method. The instructional product development methods of Baker and Schutz and Naden were employed in this research. Instructional specifications were established through non-ambiguous behavioral objectives after the need for the product had been established. Criteria for the evaluation of these objectives were based on current literature related to the topic. Strategies for the positive modification of affect were included. The curriculum was prepared in the form of ten, 50-minute class periods. Mastery was set at 80/80 which means that at least 80 percent of the participants would score at least 80 percent on each of the twenty-three behavioral objectives. Religion majors were the designated subjects through which the empirical development was conducted. The product was first presented to small groups. The group size was increased as the product was modified and as the groups achieved higher levels of mastery. The curriculum was considered to be presentation ready when mastery was reached by a larger group (33), the results of which could be statistically analyzed. Modification of affect was measured by means of a Likert-scale instrument. Results. After developing the curriculum, the instruction was presented to thirty-three subjects. Mastery at the predetermined level was achieved on all of the behavioral objectives. Modification of affect suggested that students were significantly motivated by the instruction to further study the archaeologically based issues on the history of ancient Israel. Conclusion. In academic circles, conflict continues over the historicity of the Bible in general and of Israel in particular. These questions carry over into general society and congregational life. Because SDA colleges lacked an empirically developed curriculum for teaching these issues related to the history of ancient Israel, this product could be utilized in a college instruction in religion/religious education classes.
The Relative Effectiveness of Face-to-Face and Telephone Contact by Community Mental Health Workers During Psychiatric Inpatient Treatment of Children and Adolescents
Authors:   ,   Andrews University, Hackworth Bruce
Published: May 2023

Problem. With the advent of managed care has come the increasing necessity to provide effective and efficient services to children and families experiencing severe emotional disturbances. The use of cost-effective and therapeutically effective services is at the crux of an effective service delivery system. Few studies have considered the usefulness and comparative effectiveness of face-to-face versus telephone interventions in therapeutic situations. This study considered the clinical value of face-to-face community mental health worker involvement during and after psychiatric inpatient hospitalizations of children and adolescents ages 11-17. The study also considered the comparative value of this follow-up when using master's-trained, mental health therapists versus bachelor's-trained mental health specialists. Method. The 52 subjects in this study were 11-17-year-old children and adolescents who were screened and subsequently admitted to psychiatric inpatient units. They were assigned to either the face-to-face or telephone conditions and followed up by either mental health therapists or mental health specialists. Parents were administered the Personality Inventory for Children (PIC) in order to obtain scores on the depression subscale. Children and adolescents were administered the Children's Depression Inventory (CDI). Dependent variables included level of depression as determined by post-test scores and length of hospital stay. Results. The results of this study indicated that there was no significant difference in the use of face-to-face versus telephone interventions or in the use of mental health therapists versus mental health specialists using the clinical outcome indicators identified in this study. An unanticipated finding of this study involved the relative stability of parents' scores between pre-test and post-test, indicating very little difference in parent assessment of improvement in depression compared with child and adolescent self-reported improvement between pre-test and post-test. Conclusions. There may be very little difference in major clinical outcomes using telephone contacts versus face-to-face contacts in some clinical situations. The use of more extensively trained and more highly educated staff may not be necessary in certain clinical situations. Further study should occur that investigates the disparity between parent assessment of their children's emotional and mental states versus child and adolescent self-report.
Instructional Approaches to Conventional Spelling in Holistic Classrooms : A Descriptive Study
Authors:   ,   Andrews University, Hale Laurie
Published: May 2023

Problem. Spelling instruction in American schools has adhered to the same traditional format for more than 40 years. However, the whole-language philosophy advocates the delivery of spelling instruction through meaningful interactions with receptive and projective print. Since the whole-language movement is based on a philosophy of teaching and learning, rather than a prescriptive instructional model, perhaps many teachers who do not teach spelling holistically simply do not know how. This study looks at the instructional components and contextual milieu in which holistic spelling instruction occurs. It also presents the strategies for conventional spelling that are used by teachers and students in three whole-language classrooms. Method. A multiple case, descriptive approach generated data over a period of 16 weeks. The strategies for spelling instruction used by three whole-language elementary school teachers, representing grades 1, 2, and 3, were observed and documented. Each teacher was observed one morning per week during the duration of the study. An analysis of the cases looked for similarities and differences in strategies for teaching spelling that could be identified across the three grade levels. Results. The three whole-language teachers in this study embed spelling instruction in the reading and writing activities that occur throughout the day and across the curriculum. The teachers develop curricularly integrated thematic units that provide authentic opportunities for reading and writing experiences. Spelling instruction focuses on the words that the students want to use in their writing, as well as the selective use of commercial materials. Conclusions. Their students' acquisition of conventional spelling is important to the three teachers in this study, but they believe it is most successfully taught and learned within meaningful episodes of application. These three teachers believe that children learn to spell in developmentally progressive stages. Therefore, they adapt their spelling instructions and expectations of students' achievements to appropriately accommodate their students' stages of spelling development. Their provision of meaningful opportunities to interact and experiment with the visual and graphophonic elements of English words seems to afford their students an effective forum for acquiring knowledge about standard orthography.
A Descriptive Case Study of Teacher Study Groups and Teachers' Perceptions of the Impact of Study Groups on Professional Growth
Authors:   ,   Andrews University, Henriquez-Roark Rita
Published: May 2023

Problem. Few studies have focused on defining and delineating the essential characteristics of veteran teacher study groups or the perceptions of teachers about how study groups affect their professional growth. Purpose. The purposes of this study were to: (1) define and delineate the essential characteristics of existing study groups; (2) describe the effects of study groups on the professional growth of the teacher in the workplace and; (3) explore the implications of ongoing study groups on school change, school improvement, and staff development. Methodology. This study used a descriptive, qualitative case study method based on interviews, observations, surveys, documents, and records to describe teacher study groups. Three schools and nine primary informants, which were identified by using purposive sampling, provided the means for comparing and contrasting the concept of teacher study groups from more than one perspective. The Growth States Interview and The Gregorc Style Delineator supplied the basis for constructing the profiles of the primary informants. Findings and Conclusions. In this study the themes of community, cooperation, and culture represent one scheme for isolating and naming the most salient and recurring themes of study groups. Teacher study groups develop, florish, and create an environment where cooperation and true community have become established norms of the school’s culture. Within this culture teachers experience social, professional, and personal growth. As a result, teachers perceived that organizing the faculty into study groups (1) reduces participants' feelings of isolation and stress; (2) provides time to integrate the study of new teaching strategies into the work day; (3) helps develop meaningful interchange among colleagues; and (4) leads to the professional growth of teachers. Since this was the first descriptive study of whole school teacher study groups conducted in the Richmond County School District, an Innovation Configuration of the program was developed. Interviews of the program developers, and users (teachers), and observation of teacher study groups helped in delineating 13 critical components. As a result of teacher study groups, schools can become learning organizations that (1) nurture the professional within them; (2) promote long-term change; and (3) result in teachers, students, and parents, once again, becoming excited about learning.
Variables That Discriminate Between Persisting and Nonpersisting, First-Year Undergraduate Students in an Open-Admissions, Multicampus, Commuter College System
Authors:   ,   Andrews University, Hines Jeffery
Published: May 2023

Problem. Most new undergraduate students begin college with the highest hope of finishing their educational programs. Unfortunately, a large number of students drop out prior to graduation. This is particularly true of nontraditional students who attend nonresidential commuter colleges. This study investigates the differences between nontraditional commuter students who persist through to completion, and those who do not. Method. A total of 436 Davenport College students, 65 males and 371 females, was surveyed for this study. They were full or part-time, certificate, diploma, or degree-seeking students at one of five Davenport campuses: South Bend and Merrillville, Indiana; Grand Rapids, Alma, and Kalamazoo, Michigan. The Davenport College New Student Survey and the Hines College Student Persistence Inventory, which were developed for this study, were group administered during several sittings at the various campuses in October 1997. ASSET scores (reading, writing, and numerical skills) were collected from Davenport College student records for all participants. The data were analyzed using, t-tests, chi-square and discriminant analysis. Results. The Hines College Student Persistence Inventory was found to be statistically reliable (Cronbach's alpha) in pilot studies. However, only one of the four scales, social consciousness, was predictive of college student persistence. There exists a linear combination of the independent variables which significantly (p <. 05) discriminates between persisters and nonpersisters (chi-square of 81.28, df = 51) with 78.3% correct classification. In general, the data suggest that nonpersisters are more likely to indicate that they will not register for the winter quarter, have low self-reported high-school GPAs, and low self-ratings of completion chances. They tend to be veterans, not receiving veteran's tuition benefits, enrolled part-time with low attendance self-ratings, cigarette smokers, and not Protestant. Their parents are not paying their tuition and they tend to work nearly full-time (approximately 30 hours per week) and score low on the social consciousness scale of the Hines College Student Persistence Inventory. Conclusions. The major significant finding of this study is a combination of 12 variables that predicts 57% better than chance those students who are at risk of dropping out. This information may prove beneficial in Davenport's student retention programs.
Student Evaluations of Teachers, Student Ratings of Teacher Behaviors, and Their Relationship to Student Achievement : A Cross Ethnic Comparison
Authors:   ,   Andrews University, Holmes Trudy
Published: May 2023

Problem. This study was conducted to determine (1) whether student evaluations of teachers and ratings of teacher behaviors are related to the ethnicity of the students, (2) the relationship between overall student evaluations of teachers, classes, and ratings of teacher behaviors, and (3) the relationship between student evaluations of teachers, ratings of teacher behaviors, and student achievement. Method. Two teacher evaluation instruments were administered to students in undergraduate classes at a Christian college and a Christian university. The Student Evaluation of Educational Quality (SEEQ) was used as a high-inference evaluation form and the Teacher Behavior Inventory (TBT) was used as a low-inference rating form. The sample included 414 students from one college with a multicultural population and 67 students from one college with a homogeneous ethnic population. Results. In both the college and the university, no relationship was found between ethnicity and student evaluations of teachers. In the multiethnic setting, differences were found between the ratings of teacher behaviors by Caucasian students and the students from the remaining ethnic groups (p $ Conclusions. Students in general tend to give teachers positive evaluations and there were no significant differences among evaluations of teachers done by students from different ethnic groups. However, students from different ethnic groups perceive teacher behaviors differently and give teachers overall evaluations based on different behaviors. Different teacher behaviors are also weakly related to achievement of college students from different ethnic groups. Teachers may be able to improve teaching by learning what behaviors work well with different groups and include a variety of methods in the classroom.