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Simplicity and the Sermon on the Mount
Get PDFJesus lived a life of simplicity in his possessions and his purpose. In the Sermon on the Mount, Jesus invites his disciples, then and now, into a similar life of simplicity that is fully focused on God alone in order to make whole our relationships with God, ourselves, each other, and creation. This article claims that simplicity is a primary theme of Jesus’ longest discourse, and that Jesus’ simplicity is not self-focused, but rather benefits all humanity and all creation. This article exegetes Matthew 6:25-34 specifically, and draws out some of the theological and missional implications of Jesus\u27s model of simplicity. It lastly explains how Jesus’ model of simplicity is worshipful, communal, complex, harmonious, and liberating
Book Review: Intergenerational Christian Formation, second edition
Get PDFIntergenerational Christian Formation, second ed., by Holly Catterton Allen, Christine Lawton, and Cory L. Seibel. Downers Grove, IL: InterVarsity Press, 2023. 336 pages, $40
Best Practices in Professional Learning Communities That Influence Teacher Self-Efficacy
Get PDFThis qualitative case study examined best practices in professional learning communities (PLCs) that influence teacher self-efficacy. Participants were primary and intermediate teachers and teacher leaders from a large suburban elementary school in Texas. Participants had to have at least 1 year of teaching and PLC experience. The semistructured teacher and teacher-leader interviews were recorded and transcribed in real time using Otter.ai software. After members checked the transcription, the transcription was uploaded into the NVivo software for coding and identifying common themes. The findings were separated into themes based on the study’s research questions. Research question 1 explored what teachers and teachers find effective and ineffective in PLCs. The results revealed the perspectives of teachers and teacher leaders aligned into four themes: collaboration/sharing, topics of PLCs, campus expectations, and team expectations for PLCs. The second research question addressed the best practices in PLCs that influence teacher’s self-efficacy. The interview results converged to reveal the five most common themes throughout the responses: choice of topics, sharing ideas, understanding everyone, setting expectations, and helping others. The results of this study gain more perspectives of participants by studying what constitutes best practices to increase self-efficacy and student achievement from PLC participants in a suburban elementary school
The Role of Impulsivity in Relation to the Co-Occurrence of Binge Eating and Binge Drinking
Get PDFBinge eating and binge drinking often co-occur, but the role of impulsivity in accounting for this relationship is under-investigated. Existing research acknowledges shared risk factors, yet the specific impact of impulsivity is a critical gap. Impulsivity, characterized by impulsive decision-making, is known in addictive behaviors. This research with a sample of college and community participants assessed binge eating, binge drinking, and impulsivity. Overall, binge eating and binge drinking were uncorrelated, contrary to previous research. However, impulsivity was associated with both binge eating and binge drinking. Gender differences were also noted, along with differences between the community and college samples. The research suggests that understanding these dynamics can inform targeted interventions, contributing both theoretically and practically to mental health strategies, ultimately improving outcomes by addressing impulsivity’s role in the simultaneous occurrence of binge eating and binge drinking
A Qualitative Descriptive Study Exploring the Perceptions of New Teacher Induction Supports
Get PDFThe problem of novice teachers leaving the profession in the first few years of their career represented a global issue and an increased attrition rate. The purpose of this qualitative descriptive study was to explore the perceptions of novice U.S. teachers and effective systemic supports provided to new teachers through the lens of social capital. For this study, the intangible components of social capital emerged through the development and fostering of mentoring relationships in an induction program. The methodology used was a qualitative descriptive study using a survey, interviews, and thematic analysis of the survey and interview data collected. The sample of participants consisted of 14 new and experienced teachers currently involved in the induction program. Braun and Clarke’s thematic analysis was a technique that was used and produced information-rich stories about participants’ interview responses. Thematic analysis interpreted various forms of examination and identified recurring themes and patterns of data.
The themes that emerged were: (a) connectedness, (b) community, (c) confidence, (d) self- efficacy, and (e) job satisfaction. Findings indicated that mentoring experiences and supports provided the initial year had a positive effect on the self-efficacy of novice teachers. Teachers with high levels of self-efficacy were open to new teaching methods, adjusted their teaching strategies to improve students’ academic performance, and exhibited a greater level of commitment to the profession. Although the district’s induction program was considered a comprehensive program where various levels of support were provided, it only supported novice teachers in the first year. The results from this study benefitted the induction program by adhering to the district’s goal of continuous improvement and provided the necessary supports to increase teacher retention, instill confidence, develop teacher self-efficacy, and acquire strategies and best practices tailored to meet the specific needs of a novice teacher
