JOURNAL of K-12 EDUCATIONAL RESEARCH Volume 6 I Issue 1 a publication of the CENTER for K-12 EDUCATIONAL LEADERSHIP
PROGRAM FEATURES • Degree completion in four years while working full-time • Direct application to current K-12 issues and trends • Lifelong relationships through the cohort model • Research that will impact your school or district • Three weekend classes per semester • Summer Symposiums in Austin and Washington, D.C. • Tuition competitively priced and financial aid available For more information, contact: Dr. Neil Dugger I 214.333.5202 I neil@dbu.edu I www.dbu.edu/doctoral/edd Dallas Baptist University I College of Education I 3000 Mountain Creek Parkway, Dallas, TX 75211 EdD IN EDUCATIONAL LEADERSHIP K-12 Equipping Servant Leaders for the 21st Century The EdD in Educational Leadership K-12 program emphasizes a practical approach to leadership development utilizing the servant leadership model. This degree program is for individuals who wish to have a transformational impact on their K-12 setting through their ability to integrate faith and learning. The program is both academically rigorous and practical in design. EARN YOUR DOCTORATE AT DBU
Journal of K-12 Educational Research 1 TABLE OF CONTENTS GREETINGS FROM THE DIRECTOR..................................................................................................................................2 A WORD FROM THE EDITOR................................................................................................................................................3 CULTURAL INTEGRITY: THE DEFINITION IN PRIVATE CHRISTIAN SCHOOLS.........................................................................................................................................5 Chad Adam Nichols, EdD AN EFFECTIVE PLAN AND CURRICULUM FOR SPIRITUAL FORMATION IN THE HOME USING THE Q METHODOLOGY...........................................................................11 Karla Hagan, EdD BEHAVIORS OF CHRISTIAN SCHOOL LEADERS THAT ARE PERCEIVED AS SUPPORTIVE BY TEACHERS OF MULTIPLE GENERATIONS......................................................................19 Andrea Chevalier, EdD MISSION ADHERENCE IN AN INNOVATIVE SCHOOL MODEL.......................................................................25 Steffany Gayle Batik, EdD FACTORS THAT INFLUENCE THE SECOND DIGITAL DIVIDE IN LOW SOCIOECONOMIC AREAS : A CASE STUDY OF TEACHER TECHNOLOGY PERCEPTIONS. .........................................................................................................................................31 Ashley Parks, EdD A GENERATIONAL STUDY ON THE VALUE AND PERCEIVED PRESENCE OF RETENTION FACTORS FOR SECONDARY TEACHERS. ........................................................39 Kim Coppens, EdD PERCEPTIONS OF EFFECTIVE TEACHERS WHO STAY IN AN UNDERSERVED SCHOOL: RETAINING TEACHER BRIGHT SPOTS........................................................49 Chelsea Kostyniak, EdD POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS : AN ANALYSIS OF THE PROGRAM’S IMPACT ON TEACHER RETENTION IN ELEMENTARY SCHOOLS...................................................................................................................57 Lauren E. Bolack, EdD PERCEPTIONS OF THE IMPACT OF INSTRUCTIONAL COACHING ON ONE NORTH TEXAS MIDDLE SCHOOL CAMPUS. ...............................................................63 Sarah Thornton Balarin, EdD A CASE STUDY OF A COLLEGE READINESS ELECTIVE IN A HIGH PERFORMING DISTRICT IN NORTH TEXAS......................................................................................69 Julie Leslie, EdD THE IMPACT OF PROFESSIONAL NETWORKS FOR SUPERINTENDENTS IN SMALL, RURAL TEXAS DISTRICTS DURING THE COVID 19 CRISIS.......................................................77 Mickie Jackson, EdD JOURNAL OF K-12 EDUCATIONAL RESEARCH
2 Neil Dugger, EdD GREETINGS FROM THE DIRECTOR Journal of K-12 Educational Research 2022, VOL. 6, ISSUE 1 www.dbu.edu/doctoral/edd You are reading the sixth edition of the Journal of Educational Research K-12, published by Dallas Baptist University. The Journal showcases the best of student research in the EdD in Educational Leadership K-12 program, and it is our goal to share this important information with area educational leaders. It has been an honor to serve the fine educators who have chosen to earn their doctoral degree from DBU. They are working hard every day to make a difference in the lives of their students and colleagues, and I admire them for their commitment and dedication in challenging times. It is a privilege to present 11 of our recent graduates with a truncated version of their treatise (dissertation). For the past four years, these students have been coming to weekend classes three times a semester and a week in the summer. The coursework has been taught by some of the most outstanding practitioners in their field, and students have been able to immediately put their new knowledge to work. The summer seminars to Austin and Washington, DC, have given them a new perspective on educational issues and leadership development. A unique aspect to this doctoral program is the opportunity to give back to their school system by selecting a topic important to their schools. In an environment of support, students will develop three-fifths of their treatise (dissertation) while in class, so that in the last year they only have to defend their proposal, collect and analyze the data, and defend their final paper before their professors, colleagues, and guests. This is why 85% finish within four years. Please read the important research contained in this Journal, and feel free to share it with everyone in your circle of influence. Furthermore, if you know of someone who needs to complete their doctoral degree, send their email address to me at neil@ dbu.edu. Have a blessed day! Neil Dugger, EdD Director, EdD in Educational Leadership K-12 Dallas Baptist University neil@dbu.edu 214-333-5202
Journal of K-12 Educational Research 3 Dallas Baptist University is proud to present the sixth issue of the Journal of K-12 Educational Research. The articles in this issue are presented by a selection of recent graduates of the Doctorate in Educational Leadership K-12, a practitioner’s degree which highlights skills needed to lead districts in North Texas and beyond. Each article is a summary of the data gathered for their individual research projects, and each provides answers to questions of local interest. Our students search for immediate and site-based solutions that could be easily transferrable to issues that are wide and far-reaching. As a Christian university, DBU is pleased to have students explore issues of our faith and how the integration of faith and learning is central to our mission statement. Dr. Chad Nichols used a grounded theory approach to define Cultural Integrity a term that applies to all levels of education. Dr. Karla Hagan used the Q Sharon Lee, PhD AWORD FROM THE EDITOR Journal of K-12 Educational Research 2022, VOL. 6, ISSUE 1 www.dbu.edu/doctoral/edd methodology to explore how to teach spiritual formation to children with a research-based instructional program. Dr. Andrea Chevalier explored how to lead and serve teachers from a variety of generations. In this issue, you will also find articles that explore issues surrounding technology integration and digital learning. Dr. Steffany Batik studied how to stay true to the mission of innovative school models while Dr. Ashley Parks explored issues with the second digital divide. In the present climate of rising teacher attrition, we present two studies about why teachers stay. Dr. Kim Coppens developed a survey for secondary teachers about their perceived needs and attitudes about staying. Dr. Chelsea Kostyniak interviewed effective teachers who choose to stay in underserved and hard to staff schools. Both studies have great ideas for districts who are striving to retain quality teachers in their schools. Several articles introduce school-based supports for teachers and students. Dr. Lauren Bolack analyzed the PBIS program in a large district and Dr. Sarah Thornton Balarin presents successful leadership for instructional coaching. Dr. Julie Leslie presents data from a student mentoring program that supports student success in their post-secondary world. Finally, we hear a Superintendent perspective of how to build support networks during difficult times such as the COVID-19 pandemic from Dr. Mickie Jackson. Continued on the following page.
4 DBU’s EdD K-12 program is based on the Biblical servant leader model of putting the needs of others first. Students explore problems that have immediate concern in their districts and are encouraged to bring answers to those districts. The articles included in this issue and the final treatises upon which they were based have the potential to empower educational leaders and classroom educators, while making a difference for students in the classrooms throughout the North Texas region and beyond. Sharon Lee, PhD Director of Research in K-12 Education Dallas Baptist University Editor: Journal of K-12 Educational Research JOURNAL OF K-12 EDUCATIONAL RESEARCH PUBLISHING INFORMATION EDITOR Sharon Lee, PhD ASSISTANT EDITOR Sally S. Scoggins, EdD ART DIRECTOR Kadra Fant LAYOUT Grace Whipple Sharon Lee, PhD AWORD FROM THE EDITOR CONTINUED
Journal of K-12 Educational Research 5 Introduction All organizations have a culture. School culture is the practices derived from the core values and beliefs of the school (Robbins & Alvy, 2014). The need for attention to culture is particularly true of the private Christian school which seeks to lead students in “a life-long, Bible-based, Christ-centered process of leading a child to Christ, building a child up in Christ, and equipping a child to serve Christ” (Schultz, 2002, p. 29). The school culture, consequently, must be guarded to avoid shifts that compromise missional effectiveness. Mills (2003) found that school culture, however, “is in a perpetual state of flux and development and is being continually transformed” (p. 132). The current study sought to define what practices best protect school culture in the private Christian school, and to operationally define cultural integrity. Introduction to the Problem While the many factors that impact school culture have been studied, a clear operational definition of the practices that constitute cultural integrity had not been developed. Mills (2003) noted culture is a complex organism that naturally evolves within an organization. A subtle shift in priorities within the organization can result in an imperceptible adjustment in the culture over a period of time (Greer & Horst, 2014). Culture is the “unwritten mission of the school” and “it tells students and staff why they are there” (Gruenert & Whitaker, 2015, Chapter 3 para. 11). The dynamic relationship between stakeholders and culture means that the culture of the school is in a constant state of flux and can change so subtly that it may not be perceived until the school culture is fundamentally altered. In these ways, the culture both defines the school and is defined by it. Research Questions The following research questions were designed to elicit a holistic conceptualization of cultural integrity in private Christian schools. Research Question 1 (RQ1) What practices are common among schools that foster cultural integrity? Research Question 2 (RQ2) What practices are most effective in maintaining school culture? Research Question 3 (RQ3) What are the most significant threats to maintaining strong school culture? Research Design The current study was qualitative and utilized a grounded theory approach to arrive at its conclusions. Due to the need for several iterations of data collection, the Delphi method offered a solid framework for this process. Delphi Method The Delphi method, an iterative process for data collection, focused on achieving a consensus among the current study participants by studying the number of participants who agreed on questionnaire items (Iqbal & Pipon-Young, 2009). The group coalesced around conclusions that formed the findings of the current study. CULTURAL INTEGRITY: THE DEFINITION IN PRIVATE CHRISTIAN SCHOOLS Chad Adam Nichols, EdD Journal of K-12 Educational Research 2022, VOL. 6, ISSUE 1 www.dbu.edu/doctoral/edd
6 Demographic Data The current study surveyed chief administrators from Association of Christian Schools International (ACSI) accredited, K-12, private Christian schools in the United States. There were 25 participants in the initial round of data collection, 21 participants in the second round, and 19 in the third round. This attrition is common in Delphi studies because participants must wait between each round of data collection for the information to be analyzed before the next round of data collection can begin (Fink-Hafner et al., 2019). Chad Adam Nichols, EdD Results Ten Axioms of Cultural Integrity After analyzing the responses to the survey questions in the first round of data collection, 10 axioms related to school culture were developed based on the themes that emerged. These axioms were then submitted to the participants in a Likert scale instrument for the second and third rounds of data collection to determine which axioms were agreed upon through the consensus of the group. The axioms ultimately became the definition of the concept of cultural integrity in private Christian schools. The axioms are listed along with survey results in Table 1. Table 1 Comparison of Results between Round 2 and Round 3 Axiom Ratings Round 2 Round 3 Mission, vision, and values must be understood by all stakeholders to create a strong school culture. Strongly Agree 81% 78.9% Agree 19% 21.1% Neutral 0% 0% Disagree 0% 0% Strongly Disagree 0% 0% In private Christian schools, biblical instruction and spiritual development are necessary for a strong school culture. Strongly Agree 95.2% 94.7% Agree 4.8% 5.3% Neutral 0% 0% Disagree 0% 0% Strongly Disagree 0% 0% Human Resources decisions, both in hiring and dismissing employees have a critical impact on school culture. Strongly Agree 71.4% 73.7% Agree 28.6% 26.3% Neutral 0% 0% Disagree 0% 0% Strongly Disagree 0% 0% School culture is dictated, to a great extent by those in positions of leadership. Strongly Agree 52.4% 57.9% Agree 33.3% 31.6% Neutral 14.3% 10.5% Disagree 0% 0% Strongly Disagree 0% 0% To foster strong school culture, ALL school policies and procedures should be crafted with the intent of reflecting the mission, vision, and values of the school. Strongly Agree 61.9% 63.2% Agree 33.3% 31.6% Neutral 4.8% 5.3% Disagree 0% 0% Strongly Disagree 0% 0%
Journal of K-12 Educational Research 7 Table 1 (continued) Axiom Ratings Round 2 Round 3 Strong relationships among stakeholders at all levels are an indicator of strong school culture. Strongly Agree 66.7% 57.9% Agree 28.6% 36.8% Neutral 0% 0% Disagree 4.8% 5.3% Strongly Disagree 0% 0% Student buy-in to the mission of the school has a significant impact on school culture despite the efforts of other stakeholder groups. Strongly Agree 23.8% 26.3% Agree 71.4% 68.4% Neutral 4.8% 5.3% Disagree 0% 0% Strongly Disagree 0% 0% High admission standards should be maintained even if it means denying admission to otherwise qualified students who would not be a good fit for the school culture. Strongly Agree 38.1% 36.8% Agree 47.6% 47.4% Neutral 9.5% 15.8% Disagree 0% 0% Strongly Disagree 4.8% 0% Teachers can establish school culture naturally through their instruction and close interaction with or without buy-in to the mission of the school. Strongly Agree 9.5% 5.3% Agree 47.6% 52.6% Neutral 9.5% 15.8% Disagree 14.3% 15.8% Strongly Disagree 19 % 10.5% Scandal within the school is a significant threat to strong school culture. Strongly Agree 47.6% 57.9% Agree 33.3% 31.6% Neutral 14.3% 10.5% Disagree 4.8% 0% Strongly Disagree 0% 0% Note. Marginal percentage differences reflect the attrition of participants between rounds 2 and 3. Survey 2 Results Following the development of these axioms, participants were given the opportunity to verify or deny the veracity of each through a Likert scale survey ranging from “strongly agree” to “strongly disagree.” Consensus was achieved by administering the Round 2 survey in Round 3 without an appreciable change in results. Seven of the 10 axioms achieved appreciably similar results between Rounds 2 and 3 when adjusting for the attrition of two participants between those rounds and all axioms were affirmed. The results for each axiom are illustrated in Table 1. High admission standards should be maintained even if it means denying admission to otherwise qualified students who would not be a good fit for the school culture. Discussion, Implications, and Recommendations School culture is a dynamic construct that is malleable based on the factors that influence it. As a consequence of its malleable nature, school culture, even if strong, exists in a constant state of flux as a host of influences exert pressure in a variety of directions. Implications One ubiquitous feature in the literature defining school culture was the element of mission recognized by many
8 Chad Adam Nichols, EdD as a fundamental element of organizational culture that informs all other aspects of the culture (Greer & Horst, 2014; Gruenert & Whitaker, 2015; Peterson & Deal, 2009). The findings of the current study supported this assertion as 100% of participants agreed or strongly agreed with the assertion that all stakeholders must understand the mission. Participants again affirmed the significance of mission to school culture when 95% of participants supported the idea that mission, vision, and values should inform all decisions of the organization. In a corollary to the significance of mission, participants were in 100% agreement that biblical instruction and spiritual development were necessary to build a strong school culture. Because participants represent private Christian schools, biblical instruction and spiritual development are at the core of their mission. Leadership The importance of leadership to school culture was a repeated theme in the literature (Capp, 2018; Craig, 2012; Gruenert & Whitaker, 2015; Longin, 1995; Peterson & Deal, 2009). Of participants, 89.5% indicated the significance of leadership, affirming the axiom that school culture is dictated, to a great extent, by those in positions of leadership. The administrator is connected to all axioms derived from participants, giving them direct contact with efforts to maintain school culture. Relationships Among participants 94.7% recognized strong relationships as an indicator of strong school culture. Hofer (2001) recognized relationships as one of six factors contributing to the success of private independent schools, and Craig (2012) linked strong relationships to academic performance increases in students. School culture fosters relationships which in turn foster the school culture, making school culture a construct that is in a constant state of flux (Mills, 2003). The relationships among and between stakeholder groups provide a mechanism to transmit and reinforce the mission, vision, and values of the school. Practice It is critical that the schools establish a clear mission statement. This idea was underscored by previous research, which noted the centrality of mission to strong school culture (Peterson & Deal, 2009). It is not enough, however, for a school to merely possess a strong mission statement. That mission must be communicated to engrain it in the ethos of the school. Mission, when consistently communicated, can influence the culture of the school in a positive way. The communication of the mission, according to participants, will take the form of the policies, procedures, and programs being developed based on their alignment with the school’s mission, vision, and values. This practice was underscored by Greer and Horst (2014), who call for the deliberate attention to mission within the minutiae of practice that takes the mission from theory to practice. Seeing the mission in practice galvanizes stakeholders through its centrality in all areas of the school. Participants agreed that in the context of the private Christian school the centrality of biblical instruction and spiritual development are fundamental to the mission of the school. The very identity of the school is contingent upon biblical instruction and spiritual development. The unifying thread that binds all other purposes together is the biblically based, spiritual purpose of the school. The Christian purpose of the school also serves as a binding agent among stakeholders. According to participants, the role of the administrator is central in maintaining a strong school culture. Longin (1995) underscored the significance of the role of the administrator through the contention that the administrator serves as an exemplar for the behaviors and actions that reflect the daily practice of the school’s values and beliefs. The centrality of the administrators’ role means that while the practices outlined in the 10 axioms can and should be exercised by all stakeholders, the onus for their execution lies first with the administrator. Participants affirmed the significance of hiring and firing decisions in school culture. For this reason, rigorous
Journal of K-12 Educational Research 9 hiring practices seek to determine not only the potential employee’s competency for the job but also the individual’s fit with the mission, vision, and values of the school. Employees, especially teachers, play a significant role in bolstering or weakening school culture, according to participants. The policies and parameters around hiring serve as guard rails to prevent hiring decisions that could jeopardize the school culture. Similarly, parameters for the removal of an employee who threatens the school’s culture must also be established and enforced. Participants also affirmed the idea that stringent admission guidelines should be established to prevent the admission of students who do not align with the culture of the school despite being an otherwise good fit. Again, policies and procedures for admission must be well-established and must consider the fit of the student and the family with the values and beliefs of the school. With regard to both human resources and admission policies, administrators must recognize their actions as inviting new stakeholders into the school community. As stakeholders build relationships within and between stakeholder groups, values and beliefs will be influenced to either support the mission of the school or weaken it. The benefit of this careful attention to onboarding stakeholders is the galvanizing effect they will have upon one another through the reinforcement of the values and beliefs of the community. Lastly, with the recognition of the threat that scandal represents to school culture, schools should establish a proactive plan for how they will deal with scandal. This plan creates an opportunity for the scandal to strengthen the culture based on a response aligned to the mission of the school. Recommendations The results of the current study represented the consensus of a panel of chief administrators from private Christian schools across the United States, as well as a framework of best practices that define cultural integrity in that context. Private Christian school administrators should: • Recognize the significance of leadership in the intentional actions taken to maintain the cultural integrity of the school. • Develop and frequently communicate a strong mission statement reflecting the values and beliefs of the school. • Implement an intentional biblical integration plan reflective of the mission statement. • Implement an intentional spiritual development plan reflective of the mission statement. • Establish mission-driven application, interview, hiring, and onboarding procedures aimed at identifying employees whose values and beliefs align with the school. • Establish mission-driven application, interview, and acceptance policies aimed at identifying students and families whose values and beliefs align with the school. • Use the school’s mission, vision, and values as the filter through which all decisions must pass. Intentionally look for missional alignment in all programs of the school. • Cultivate strong relationships among and between stakeholder groups which reinforce the values and beliefs of the school • Intentionally cultivate student buy-in to the culture of the school. • Create a crisis response plan which reflects the values and beliefs of the school in the event of a scandal. The use of these specific actions derived from the 10 axioms with great intention and attention will enable the private Christian school to establish a strong school culture and maintain it. Conclusions The longer a private Christian school exercises cultural integrity as outlined in the 10 axioms, the more engrained
10 About the Author Dr. Chad Nichols serves as Upper School Principal in the Prestonwood Christian School System. Other previous positions held include Director of Prestonwood Christian Academy Online, and 20 years as an English teacher. He holds a Bachelor of Arts degree in English from Texas Wesleyan University, a Master of Education degree in English/Language Arts also from Texas Wesleyan Universtiy, and a Doctor of Education Degree in Educational Leadership K-12 from Dallas Baptist University. He can be reached at cnichols@prestonwoodchristian.org. References Capp, G. (2018). School staff perceptions of school climate: A mixed-methods multistudy examination of staff school climate at the state, regional, and school levels (Publication No. 11016842) [Doctoral disser- tation, University of Southern California]. Pro Quest Dissertations and Theses Global. Craig, A. V. (2012). A new framework for school climate: Exploring predictive capability of school climate attributes and impact on school performance scores (Publication No. 3548367) [Doctoral dissertation, University of Louisiana at Lafayette]. ProQuest Dissertations and Theses Global. Fink-Hafner, D., Dagen, T., Doušak, M., Novak, M., & Hafner-Fink, M. (2019). Delphi Method: Strengths and Weaknesses. 2, 1–19. Greer, P., & Horst, C. (2014). Mission drift [Kindle Book]. Bethany House Publishers. Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to define, assess, and transform it [Kindle Book]. ASCD. Hofer, M. A. (2001). Salient components of successful inde- pendent private high schools: A Delphi study (Publication No. 3032551) [Doctoral dissertations, Seattle University]. ProQuest Dissertations and Theses Global. Iqbal, S., & Pipon-Young, L. (2009). The Delphi method. Psychologist, 22(7), 598–600. Longin, J. A. (1995). School culture and school improvement: A study of the culture of a school organization (Publication No. 9630618) [Doctoral dissertations, University of Wyoming]. ProQuest Dissertations and Theses Global. Mills, K. A. (2003). The culture of the Christian school. Journal of Education and Christian Belief, 7(2), 129–142. https://doi.org/10.1177/205699710300700 205 Peterson, K. D., & Deal, T. E. (2009). The shaping school culture fieldbook (2nd ed.) [Kindle Book]. Jossey- Bass. Robbins, P., & Alvy, H. B. (2014). The principal’s companion: Strategies to lead schools for student and teacher success (4th ed.) [Kindle Book]. Corwin, a SAGE company. Schultz, G. (2002). Kingdom education: God’s plan for educating future generations. LifeWay Press. Chad Adam Nichols, EdD it becomes in all stakeholders. Relationships among and between stakeholder groups coalesce around the unifying mission which reflects the values and beliefs of the school. As a result, stakeholders adopt the values and beliefs reflected in the other stakeholders in the school community. The school culture then takes on a type of synergy whereby it perpetuates itself. This synergy is the ultimate reflection of cultural integrity, as the culture breeds deliberate actions in the individual stakeholders that reflect the fulfillment of the school’s mission. In the context of the private Christian school, the significance of the findings of the current study represents the ability to effectively educate in an environment dedicated to advancing the gospel of Jesus Christ. Through intentional employment of the 10 axioms, private Christian schools can be proactive in preventing a negative, organic change in the school culture.
Journal of K-12 Educational Research 11 AN EFFECTIVE PLAN AND CURRICULUM FOR SPIRITUAL FORMATION IN THE HOME USING THE Q METHODOLOGY Karla Beth Hagan, EdD Journal of K-12 Educational Research 2022, VOL. 6, ISSUE 1 www.dbu.edu/doctoral/edd Introduction The parental relationship is one of the most strategic relationships in child development (Barna, 2019; Jeynes, 2007; Marzano, 2000; Powell & Clark, 2011; Seemiller & Grace, 2016). It is in and through this relationship that a child comes to understand the world and build a foundation of belief for their lifetime. In fact, Barna (1996) believes a child’s spiritual identity is largely in place by age 13. The spiritual development of a child yields positive dividends in the future of that child as well (Keefer & Brown, 2019; Sim & Loh, 2003). Often parents do not feel equipped to provide this spiritual content to their children (Barna, 2007, 2019). Therefore, it would be important to offer parents a spiritual formation curriculum that also aligns with best practices in teaching and learning. Summary of Study The current study sought to evaluate an effective spiritual formation curriculum called the God Cards based upon order of functional priority and quality of delivery system using two panels of experts. The research questions include: Research Question 1 (RQ1) What is the most important content to include in a home-based children’s spiritual formation curriculum according to a panel of experts in spiritual formation? Research Question 2 (RQ2) What set of indicators of best practices is best suited to determine the quality of a children’s home-based spiritual formation curriculum? Current literature supports the importance of the family structure while also confirming that this structure is in crisis (Brooks, 2020; Hymowitz, 2015; Scafidi 2008; Witte, 2015). The breakdown of the family has financial implications as well as social and emotional implications for children and society (Cook, 2019; Ortega, 2008; Scafidi, 2008). Strategic content that supports healthy children is found in the Bible and a belief in God. Psychologists and theologians alike believe that throughout the stages of a child’s development, a focus on attributes of God and one’s identity found in a belief in God will yield positive and sustaining results to the success of a child as they move into adulthood. Resources for families concerning spiritual formation focus on dinner conversations, catechisms of questions on basic beliefs, and topical devotions for family times. These resources are not overt in their correlation to best practices in teaching and learning. Coming from the Constructivist theory of an inquiry-based approach, effective teaching and learning contains a focus on prior knowledge, sensory-based understanding, purpose, critical thinking, story, and experience. When a child has opportunity in each of these areas with the material they are learning, retention of that material is increased.
12 Therefore, it would be important for strategic content that yields student success (Christianity, the Bible, and attributes of God) in the most strategic of relationships (parent and child) to focus on this experiential approach in teaching and learning. The Q Methodological Design explored the perceptions of a panel of spiritual formation experts on the ranked importance of the God Cards curriculum. These experts sorted and ranked 42 attributes of God presented in the God Cards to verify the most important attributes to include. In the post-sort interviews, the researcher learned the rationale for the sort and rank process as well as perceptions on spiritual formation and focusing on attributes of God. In a qualitative focus group of education experts, the researcher also learned if the God Cards’ delivery system aligned with best practices in teaching and learning as espoused by the Constructivist theory. These interviews as well as the “sorting and ranking” process of the Q Methodology established the relevance and effectiveness of the spiritual formation curriculum, God Cards. The God Cards are one part to a three-part curriculum housed in The Whole Peach ministry and website— www.thewholepeach.com. For the current study, the focus was on the God Cards and the support offered in this curriculum for spiritual development in the life of a child. Summary of Findings and Interpretation of Results The results of the current study offered the most important God Cards to include in a spiritual formation curriculum as well as the most effective way to deliver that curriculum based on best practices in teaching and learning. These results were determined by two groups of experts within two different research methodologies - spiritual formation experts using the Q Methodology and a group of education experts using a qualitative focus group. These groups of experts were determined by level of degree earned as well as over 20 years of experience in their chosen field. Related to RQ1, the spiritual formation experts defined spiritual formation, supported a focus on attributes of God as important in a spiritual formation curriculum, and ranked the attributes of God in the God Cards into the most important ones to include. Like Freeman (2002), the group of spiritual formation experts defined it as a “process of becoming what a Christian should be and the enabling of what a Christian should do” (p. 25). Like Grudem (1999), Lawrence (2004), Mulholland (2000), Packer (1973), Sproul (1992), Spurgeon (1970), Stonehouse (1998), Tozer (1961, 1997), and Willard (1998), these spiritual formation experts all believed that a focus on attributes of God was important in a spiritual formation curriculum. In fact, some of the spiritual formation experts cited it as the most important step in one’s spiritual development. They also noted that a person’s knowing and understanding of God would also impact their actions and service to the world. Spiritual formation expert Burgin said, “the word of God pulls life together for us,” and Still remarked that “to see God as clearly as we are able is vital to following him as closely as we ought.” Relating pulls life together for us,” and Still remarked that “to see God as clearly as we are able is vital to following him as closely as we ought.” Relating such a study as paramount to a person’s trust of God and experience of God, these spiritual formation experts had overwhelming consensus in such a focus. Concerning the most important d C rds to include in a spiritual formation curriculu , the 16 experts ranked collectively Valentine, Creator, Easter, and Knows My Name as the top cards of i portance related to their mean score. The God Cards of Artist, Promise Keeper, and Shepherd were the ext highest group. Table 42 lists the cards receiving the most important rankings from both f ct r array . A factor array is a representation of several expert God Cards sorts into one single sort. This sort showed the cor lation amongst vi wpoints b sed on the strength of the Z scores. Table 2 Highest Ranking God Cards in Two Factor Array # God Card Factor A Score Factor B Score Total Mean Score 40 Valentine 4 4 4 7 Creator 4 2 3 8 Easter 3 2 2.5 21 Knows My Name 1 4 2.5 3 Artist 3 1 2 32 Promise Keeper 2 2 2 35 Shepherd 1 3 2 The researcher chose to focus further analysis on these two factors for three reasons: all 16 spiritual formation experts were included in this two-factor array, the Eigenvalues were Table 1 Highest Ranking God Cards in Two Factor Array Karla Beth Hagan, EdD
Journal of K-12 Educational Research 13 such a study as paramount to a person’s trust of God and experience of God, these spiritual formation experts had overwhelming consensus in such a focus. Concerning the most important God Cards to include in a spiritual formation curriculum, the 16 experts ranked collectively Valentine, Creator, Easter, and Knows My Name as the top cards of importance related to their mean score. The God Cards of Artist, Promise Keeper, and Shepherd were the next highest group. Table 1 lists the cards receiving the most important rankings from both factor arrays. A factor array is a representation of several expert God Cards sorts into one single sort. This sort showed the correlation amongst viewpoints based on the strength of the Z scores. The researcher chose to focus further analysis on these two factors for three reasons: all 16 spiritual formation experts were included in this two-factor array, the Eigenvalues were highest in value in this factor array versus the other factor array choices of three-seven, and the correlations between factor scores was appropriate. The results of the two factors were also consistent with the post-sort interviews as to the rationale for sorting the cards in importance. The spiritual formation experts ranked the God Cards based on two rationales. One group focused more on the theological aspects of the cards, while another group focused more on the relational aspects of the cards. While it became clear that their rationale for sorting was either from a theological or relational perspective, both groups of spiritual formation experts ranked one card at the top of their list. It was the only card that showed the greatest similarity in ranking. That God Card was Valentine: “I believe God loves me.” The researcher found this significant in that it was the only card out of 42 that held a similar ranking in importance. It also stands to bear that whether someone comes from a theological or relational perspective related to spiritual formation, first and foremost it is God’s love that leads the way. As for RQ2, the education experts achieved consensus that the six approaches to teaching and learning in the God Table 2 Summary of Best Practices in Teaching and Learning with Additional Recommendations from Education Expert Focus Group Table 4 Summary of Best Practices in Teaching and Lear ing with Additional Recommendations from Education Expert Focus Group Approach/Practice Research to Support Focus on Prior Knowledge Coward (1990), Ennis (1992), Jensen (1998), Lackney (2002) Sensory—Based Understanding Heath & Heath (2008); Hein (1991); Marzano (2001); Medina (2014); Wolfe (2001) Emotional/Purpose Based Approach Daggert (2012); Heath & Heath (2008); Jensen (2014); Pink (2006); Sousa (2017) Critical Thinking Approach Bloom (1956); Marzano (2001); Sousa (2017) Experiential Learning Approach Dweck (2008); Heath & Heath (2008); Marzano (2001); Medina (2014); Pink (2009); Schlechty (2011) Story-Based Approach Heath & Heath (2008); Jensen (1998); Norman (1993); Pink (2006) The education experts also held consensus that the God Cards curriculum did align with the six constructivist approaches t teaching and learning. Comm nts fr m education experts illustrated the multi-sensory nature of the cards with the metaphors and creative drawings; the life application element to the cards with the conversation amongst f mily members after the individual time to process; and finally, the experiential opportunity to continue the purposeful talk throughout the week. Participant Hyman finally noted a thorough representation of the six approaches when she said, The choice of how to express the child's thoughts on each verse is a component of constructivism. The arts/performances align tightly to the sensory and the emotional aspects of constructivism. Conversations support the idea of reflection. If children work
14 Cards indicate effectiveness. Table 2 summarizes the six approaches to teaching and learning with recommended additions in research in bold. The education experts also held consensus that the God Cards curriculum did align with the six constructivist approaches to teaching and learning. Comments from education experts illustrated the multi-sensory nature of the cards with the metaphors and creative drawings; the life application element to the cards with the conversation amongst family members after the individual time to process; and finally, the experiential opportunity to continue the purposeful talk throughout the week. Participant Hyman finally noted a thorough representation of the six approaches when she said, The choice of how to express the child’s thoughts on each verse is a component of constructivism. The arts/ performances align tightly to the sensory and the emotional aspects of constructivism. Conversations support the idea of reflection. If children work together on the agenda--that is collaboration in action. If each family member shares a story of how they recognize the attributes of God in their own lives, you will make connections to their prior knowledge, critical thinking, and story-based thinking. The use of the metaphors deepens the critical thinking and helps develop a family spiritual culture. Conversation is the prize focus on the story and value of each person’s contribution. Support of the God Cards curriculum as a valid resource was unanimous from this group of education experts. Recommendations for modifications included a revision on the language of the audience, an emphasis on the varied presentation options, and the need to equip families to begin creating their own cards. Concerning the benefits of the God Cards as a spiritual formation curriculum, consensus was reached by both groups of experts, spiritual formation and education, related to the content and the delivery of the curriculum. While these two groups came from different perspectives Figure 1 Benefits of God Cards as a Spiritual Formation curriculum from Experts God Cards relational and conversational collaborative and simple accessible and relevant creative and concrete practical and relatable Karla Beth Hagan, EdD Figure 1 Benefits of Gods Cards as a Spiritual Formation Curriculum from Experts
Journal of K-12 Educational Research 15 of expertise, they both substantiated the relevance and alignment of the God Cards to these areas of expertise. Figure 1 explains the collective benefits from both groups of experts. Implications The God Cards plan and accompanying curriculum is one of several spiritual formation curriculums available for parents to use with their children. As the review of literature noted, there are many curriculums that a parent, guardian, and Bible study teacher could use. There has also been research to uphold the role of parents in a child’s life and the need for parents to be intentional with their time. This process of spiritual formation or discipleship “is our journey with Jesus and those He loves…Parents serve as the [children’s] primary guides and home is the central hub for spiritual growth” (Shirley, 2019, p. 73). There is also research related to best practices in teaching and learning so that a child retains the information taught to them. Last, there has been research and plans related to spiritual formation and how one would go about developing someone spiritually. What marks the current study as unique is the combination of all these components into one study and one plan. The current study celebrated the role of parents and the opportunity for them to train and disciple their children. It described spiritual formation with a focus on attributes of God and evaluated a present spiritual formation curriculum called the God Cards by a panel of spiritual formation experts in the fields of non-profit, higher education, and church leadership. This group of spiritual formation experts determined the most important attributes of God to study from this curriculum and unanimously supported the God Cards curriculum as an effective spiritual formation resource for parents. The God Cards curriculum pulled together the research on how one is spiritually formed through the teaching of God’s word in the context of the most important relationship—family (Barna, 2005, 2007; Meade, 2000; Powell & Clark, 2011; Sproul, 1992). As one of the spiritual formation experts, Shirley (2019), wrote in Family Ministry and the Church, parents are stewards of the children they receive from God, regardless of whether they are related through blood, adoption, or guardianship. The day-to-day practice of this stewardship should not be based on human wisdom, but on the truth of God’s Word. The Bible is a necessary resource for raising children and guiding their knowledge, attitudes, and behaviors (2 Tim. 3:16-17). (p. 149) The current study also focused on alignment with the best practices of teaching and learning as described in the Constructivist theory (Vygotsky, 1926). The education experts evaluated the God Cards curriculum to ensure its alignment and again unanimously agreed that it is an effective resource for retention and learning. Integral to the delivery of the God Cards is the focus on previous learning and the repetition of the cards through the years (Ennis, 1992; Jensen, 1998). The panel of education experts also noted the strength of the sensory based understanding in the curriculum and even encouraged more with video and media (Hein, 1991; Medina, 2014; Wolfe, 2001). Combining theory, research, and practice, the current study confirmed previous research in this area of best practices in teaching and learning and offered a complete curriculum and plan for a parent to use in the spiritual formation of their children. Even those leaders who equip children as teachers and pastors themselves could use this research and resource. The God Cards curriculum is strategic content that yields student success as it originates in the Bible with a focus on attributes of God. It also stems from an experiential approach in teaching and learning so that the information is retained. The crisis in family breakdown continues to escalate, and the dire need for answers to life’s questions and challenges pervade society (Brooks, 2020; Chetty et al., 2014; Cigna, 2018; Cook, 2019; Hymowitz, 2019; Pew Research Center, 2015; Witte, 2015). Resources are needed that answer those questions and build into the foundational and strategic nature of the family. A curriculum like the God Cards that focuses on the attributes of God as described in the Bible is one resource of support for parents investing in their children.
16 Conclusions Parents in the context of family can offer their children a strategy for living beyond behavior modification and rote memorization steeped in the truths of the Bible with an effective spiritual formation curriculum based on the best practices in teaching and learning called the God Cards. This curriculum is all-encompassing but simple to deliver. Spiritual formation curricula should first clearly develop who God is and how one’s identity changes based on a decision to follow Christ. This curriculum should tell the story of God’s love, his creation, and his saving grace. Children should also know that God knows them and calls them by name. God has a plan and a purpose for them. He keeps his promises and will be right with them every step of the way. These are the top God Cards from the spiritual formation experts: Valentine, Creator, Easter, Knows My Name, Artist, Promise Keeper, and Shepherd. This curriculum should also invite conversation and an opportunity for everyone to engage and explore truths. There is a great need to support parents in the home as they lead and disciple their children. Statistically and strategically, parents are the best resource for the spiritual development and formation of the next generation. Just as God designed in Deuteronomy 6:7 and Ephesians 6:4, it is the role and opportunity of the parents to be the spiritual leaders of their children. Therefore, parents need resources that support this endeavor, and the God Cards curriculum is a resource that was noted by a group of spiritual formation and education experts as “relational, accessible, creative, collaborative, and practical” resource to use. The God Cards curriculum and delivery system provides a “vibrant forum for students to question, express doubt and try out new ideas, in both intellectual and imaginative forms” (Court, 2010, p. 408). This “holistic engagement of the mind and heart allows [families] to anchor theoretical and praxis [or experiential] knowledge to [their] faith” (Kim, 2007, p. 319). This culture of discovery in the context of relationship creates meaningful learning. Parents have a curriculum and a plan called the God Cards for working the truth and power of the Bible into fabric of their home, one conversation at a time. Karla Beth Hagan, EdD References Barna Group. (2019a). Households of faith: The rituals and relationships that turn a home into a sacred space. Barna. Barna Group. (2019b). Who is responsible for children’s faith formation? https://www.barna.com/research/children- faith-formation/ Barna, G. (1996). Transforming children into spiritual champions. Regal Books. Barna, G. (2005). Revolution. Tyndale House. Barna, G. (2007). Revolutionary parenting. Tyndale House. Bloom, B. (1956). Taxonomy of educational objectives: Classification of educational goals. Handbook 1: Cognitive domain. Longman, Green & Co. Brooks, D. (2020). The nuclear family was a mistake. The Atlantic. https://www.theatlantic.com/magazine/ archive/2020/03/the-nuclear-family-was-a- mistake/605536/ Chetty, R., Hendren, N., Kline, P., & Saez, E. (2014, September 14). Where is the land of opportunity? The geography of intergenerational mobility in the United States. The Quarterly Journal of Economics, 129(4), 1553– 1623. https://www.nber.org/papers/w19843.pdf Cigna. (2018). Are you feeling lonely? https://www.cigna. com/about-us/newsroom/studies-and-reports/ loneliness-questionnaire Cook, G. (2019). The economist who would fix the American dream. The Atlantic, 1–26. https://doi.org/https://www.theatlantic.com/magazine/ archive/2019/08/raj-chettys-american-dream/592804/ Court, D. (2010). What happens to children’s faith in the zone of proximal development, and what can religious educators do about it? Religious Education, 105(5), 491–503. https://doi.org/10.1080/00344087.2010.516214 Daggert, W. (2012, September 27). Creating, cultivating, and sustaining a culture of achievement. Educational Leadership, 7(26). www.ascd.org/ascdexpress/vol7/726- newvoices.aspx Dweck, C. (2008). Mindset. Ballantine Books. Ennis, C. (1992). Reconceptualizing learning as a dynamical system. Journal of Curriculum and Supervision, 7, 115–130. www.ascd.org/ASCD/pdf/journals/jcs/jcs_1992winter_ ennis.pdf
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