• Volume 12-1 - Spring 2008

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• Volume 11-2 - Autumn 2007

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• Volume 10-2 - Autumn 2006

• Volume 9-1 - Spring 2005

• Volume 9-2 - Autumn 2005

• Volume 8-1 - Spring 2004

• Volume 8-2 - Autumn 2004

• Volume 7-1 - Spring 2003

• Volume 7-2 - Autumn 2003

• Volume 6-1 - Spring 2002

• Volume 6-2 - Autumn 2002

• Volume 5-1 - Spring 2001

• Volume 5-2 - Autumn 2001

• Volume 4-1 - Spring 2000

• Volume 4-2 - Autumn 2000

• Volume 3-1 - Spring 1999

• Volume 3-2 - Autumn 1999

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• Volume 2-2 - Autumn 1998

• Volume 1-1 - Spring 1997

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Editors, Management Group, Editorial Advisers

Editors:
Dr. John Shortt
Dr. David I. Smith

Management Group:
Rupert Kaye (Association of Christian Teachers)
Dr. Andrew Marfleet
David Morton (The Stapleford Centre)
Andrew Palfreyman (Association of Christian Teachers) 
Dr. John Shortt
Dr. David I. Smith (Kuyers Institute for Christian Teaching and Learning)
Phil Whitehead (The Stapleford Centre)

Editorial Advisers:
Professor Harro Van Brummelen - Trinity Western University, Canada
Dr. Allan Harkness - Asia Graduate School of Theology, Singapore
Dr. Susan Hasseler - Calvin College, USA
Professor Brian V. Hill - Murdoch University, Australia
Rev. Dr. William K. Kay - University of Wales, Wales
Dr. D. Barry Lumsden - University of Alabama, USA
Samson Makhado - Association of Christian Schools International, South Africa
Dr. Mark Pike - University of Leeds, England
Dr. Signe Sandsmark - Norwegian Lutheran Mission, Norway
Dr. Pablo J. Santana Bonilla - University of La Laguna, Tenerife, Spain
Dr. Elmer J. Thiessen - Medicine Hat College, Canada
Professor Michael S. Totterdell - Manchester Metropolitan University, England
Professor Keith Watson - University of Reading, England

NOTES FOR CONTRIBUTORS

To read the JECB Information and Instructions for Contributors click here.

To read the JECB Bibliographical Citation Guide (the ‘house style guide’) click here.

To read the JECB Peer Review Policy click here.

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Lee Hollaar
Leadership is Community Building: A Postmodern and Independent School Perspective
(pp.9-25)

‘IF THE MUSIC changes so does the dance.’ School leadership, as well as the leadership of churches and other organizations, is hearing a different beat as modernity collapses into postmodernity. Modernity took the Western story to rational and scientific methods. This science has shaped organizational life via technique, hierarchy and paperwork to control and predict the environment. Postmodernity emerges asserting ambiguity and community and challenging reason as the surest guide, an assault against the idea of all encompassing authority whether ideological or governing. Hence we move from the relationship of authority to the authority of relationship. The most appropriate leadership model to address this changed music is community building, inviting people to a common and faithful vision.

Keywords: modernity, postmodernity, hierarchy, school leadership, authority, community, vision.

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Mike Goheen
Educating Between the Times: Postmodernity and Educational Leadership
(pp.27-39)

EDUCATIONAL LEADERS SHOULD recognise the influence of the modern worldview in their leadership practices. Their task is not to conform to postmodern winds of change but to subvert contemporary educational forms giving them new shape and meaning by the power of the gospel. Lee Hollaar attempts to embrace the creational insights of postmodernity but, at the same time, he moves to subvert the idolatry that comes with these insights. Educational leadership is community building around a worldview centre. Christian educational leaders live at the crossroads between the true Biblical story and the western story and they need to follow a Biblical cultural strategy which is both affirming and antithetical.

Keywords: Lee Hollaar, educational leaders, postmodernity, subversion, community building, worldview.

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Rosemary Cox
Using the Bible with Children
(pp.41-49)

MUCH SUNDAY-SCHOOL TEACHING material tends to focus on biblical narrative at the expense of other literary forms, and often fails to set individual lessons within their theological context. A better approach introduces children to the diversity of biblical genres, sharing with them some interpretive skills, and setting the teaching within the framework of the ‘big story’ of God and His people.

Keywords: Sunday school, biblical narrative, literary genres, theological context, interpretative skills.

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William F. Cox, Jr.
Wisdom in Defeat - Prayer in Public Schools!
(pp.51-60)

WOULD LEGAL ENACTMENTS to allow prayer in public schools meet Biblically­­­-inspired concerns of Christians? The generally favorable support from Christians and the potential to restore the original intent of the First Amendment points to a ‘yes’ answer. However, Biblical teachings suggest that Christians should make the essence of the Amendment applicable to all religious persuasions and not just to their own. In the end, the difficulty, if not heightened impossibility, of having Biblically appropriate practices in a pluralistic public school establishment is confronted, and an alternative recommendation is proposed.

Keywords: public school, prayer, law, pluralism.

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Jim Twelves
Some Characteristics of Successful Christian Schooling in Australia
(pp.61-73)

THIS IS A report on three case studies of successful Australian Christian Schools conducted primarily by in-depth interviewing of key leaders. The schools were selected on the recommendation of an expert panel. The study sought to describe leadership and management characteristics of these schools. Characteristics include: collaborative leadership; school boards adopting the Carver Governance Model; two schools used to have strained relations between the board and staff; enrolment policies (two closed,one open); the significant impact of committed, quality teachers on student performance; transforming the lives of students; and the implementation of their dynamic vision.

Keywords: Christian schools, case studies, collaborative leadership, transformation, dynamicvision.

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Harro Van Brummelen
Core Values in Christian University Education
(pp.75-88)

SCHOLARS LIKE BURTCHEALL and Sloan have reached pessimistic conclusions about the future of distinctively Christian higher education. This paper outlines the endeavors of Trinity Western University in Langley, Canada, to define and implement core values that, it hopes, will maintain its long-term viability as a unique, soundly evangelical and academically responsible institution of Christian higher education. Its core values include obeying the authority of Scripture, pursuing faith-based and faith-affirming learning, having a transformational impact on culture, striving for excellence, modeling servant leadership as a way of life, and growing disciples through community.

Keywords: core values, Christian university education, dualism, authority of Scripture, faith-based learning, faith-affirming learning, servant leadership, discipleship.

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