FUNDAMENTALIST EDUCATION: A CRITICAL ANALYSIS

A comparison is made of the contents and contributors to the British Journal of Religious Education (UK) and Religious Education (North America). A content analysis of each journal was conducted for a 10-year period between 1992–2002. A total of 20 volumes were analyzed, with attention given to types of research published, composition of review boards, authors' gender, affiliation, religious identity, position, geographic location, and number of contributions. The question of what each journal can learn from the other is addressed, and implications for the field are drawn.     

RELIGIOUS TEACHING AND INFLUENCE OF THE UNIVERSITY∗

The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each section describes a group of findings which have been reported in PSYCHOLOGICAL ABSTRACTS together with titles of these works so that those who wish may go to the original source.

This column is written as a service to religious educators by the Union College Character Research Project. All abstracts are used with permission of the periodical, PSYCHOLOGICAL ABSTRACTS. The abstract numbers are Volume 35. Number 1, February 1961 and Volume 35, Number 2, April 1961.     

Learning,Media and Technology—40 years on

This is a brief historical review of the key content and influence of the three predecessor publications to Learning, Media and Technology, the NECCTA Bulletin (1968–1975), the Journal of Educational Television (1975–1995), and the Journal of Educational Media (1996–2004). Study of these publications affords an overview of 40 years of using technology in the service of education.     

Instructional techniques and service delivery approaches for students with learning difficulties

This article is the second of two feature articles in this Journal, providing a summary of the literature review contained in Volume Two of the DETYA Report, Mapping the Territory: Primary students with learning difficulties in literacy and numeracy. The first article (Volume 6, No.1, March 2001, pages 12–19) examined definitions of learning disability and explored the loci of learning difficulties and their influence on literacy and numeracy development. This second article summarises the last three sections from the review. Section Three explores effective instructional techniques and programs in literacy and numeracy for students with learning difficulties. After that, effective service delivery approaches within regular settings are examined in Section Four. Finally, issues in program evaluation and measurement of outcomes are addressed in Section Five.     

Multiple identities and religious transmission: a study among moroccan-dutch muslim adolescents and their parents

This study investigates the relation between religious group identification and ethnic and national identity among Moroccan‐Dutch Muslim adolescents (11–18 years) and their parents (n = 369). Compared to their parents, adolescents showed higher national identification and lower religious and ethnic group identification. However, for adolescents and their parents, there were similar positive relations between Muslim and ethnic identifications, and both identifications were negatively related to Dutch identification. For early adolescents, parent’s religious group identification was strongly related to their religious identification and ethnic and national identifications. These associations were not significant for middle adolescents. It is concluded that research on children from immigrant Muslim families should not only focus on ethnicity but on religious identity in particular.     

Work With Children of Foreign‐Speaking Parentage

The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 24, 1950     

Report of the Findings Committee of the Association of Directors and Ministers of Religious Education

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious eduction are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 29, Number 5 October, 1955.     

Camping with the Girl Reserves

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 28, Numbers 5‐6, May‐June, 1954     

A Year of Week Day Religious Education in Wichita

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 28, Numbers 7‐8, July‐August, 1954     

A Pilot Study Examining Religious Organization Affiliation,Sexual Health Information Sources,and Sexual Behaviors Among College Students

We conducted an online survey to examine religiosity, sexual health knowledge, and behavior and sexual health information sources among undergraduate students affiliated with student religious organizations (n?=?45) and unaffiliated students (n?=?82). Analyses included Fisher’s exact tests, t-tests, and exact regression models. Students reporting religious affiliation considered religious sources to be believable (p?=?.004 for sexual health; p?p?=?.0042). Although religiously affiliated students reported fewer sexual partners in the past year (p?=?.020), their reported condom use was not significantly different from that of unaffiliated students. Future research should explore the focus and content of romantic relationship information provided by student religious organizations. Health practitioners and educators should consider strategies for collaborating with religious organizations to meet the information needs of these students.     

CHRISTIAN EDUCATION UNDER FIRE*

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical, the abstract number is Volume 27, Number 11, November, 1953.     

STUDENT RELIGION IN ACTION

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 28, Numbers 11‐12, November‐December, 1954.     

THE CONTRIBUTION OF THE CHURCH TO THE DEMOCRACY OF THE FUTURE

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 28, Number 9‐10, September‐October, 1954.     

A case study in Jewish moral education: (non‐)rape of the beautiful captive

The challenge of teaching classic religious texts with flawed moral messages from a contemporary point of view is examined in the case of the Beautiful Captive of War (Deuteronomy 21:10–14). A moral dilemma is generated by contradictory ethical stands within the Jewish tradition, between which students have to choose. This dilemma is explored in the context of a kind of religious education which strives for critical commitment to sacred tradition. That kind of education is analysed for its roots in self‐persuasion, moral agency in complex social settings and an educational philosophy based on norms and conscience. Other issues explored are sexual education, international human rights, the relationship of abstract moral vignettes to real‐life situations and behaviour and the relationship of religious to moral education.     

Reviews

Keddie , N. (ed.) (1973). Tinker, Tailor …The Myth of Cultural Deprivation. D'Arcy , P. (1973). Reading for Meaning. Volume 1. Learning to Read. Mc Cullagh , S. K. (1973). The Pirate Dramatic Readers 1–10. Mc Cullagh , S. K. (1973). The Pirate Reading Scheme Handbook.     

Romanticism,representations of religion and critical religious education

Geoff Teece has recently (in BJRE, 27, 2005, pp. 29–40) come to the defence of modern religious education and contended that many of the criticisms brought against it are based on mistaken interpretations. More particularly, Teece accuses Andrew Wright of misinterpreting the position of Professor John Hick and of failing to appreciate the intellectual resources that Hick provides for the construction of a critical form of religious education. He attempts to correct Wright’s interpretation of Hick, and by extension to undermine Wright’s indictment of the influence of modernity on religious education; and he attempts to illustrate how Hick’s religious pluralism can make a contribution to discussions about critical religious education. The aim of this paper is to advance the case for critical religious education and to outline something of the form and nature it should take. It begins with a short discussion of the nature and commitments of modern religious education, indicating the sense in which they are deficient. It then moves on to consider Teece’s appeal to the thought of John Hick, which is judged to be misinterpreted and inappropriate. The paper concludes with the articulation of a set of four heuristic principles that give substance to the vision of critical religious education.     

The Family ‐‐ Its Problems,Needs and Programs

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 32, Number 2, April 1958.     

Ethnic,Familial, and Religious Identity of Roma Adolescents in Bulgaria,Czech Republic,Kosovo, and Romania in Relation to Their Level of Well‐Being

This study examines ethnic, national, familial, and religious identity and well‐being of 632 Roma minority and 589 majority adolescents (age: M = 15.98 years, SD = 1.34) in Bulgaria, the Czech Republic, Kosovo, and Romania. Results indicated that Roma showed lower endorsement of national identity but stronger religious identity than their majority counterparts. Path models showed positive associations of familial and religious identities with well‐being, whereas Roma identity was negatively associated with well‐being, particularly for Roma in Bulgaria and Kosovo (countries with a less active policy toward improving conditions of Roma). In the latter countries, Roma ethnic identity is less relevant and weakly associated with psychological well‐being of youth.     

CHARACTERISTICS OF INTERVENTION RESEARCH IN SCHOOL PSYCHOLOGY JOURNALS: 2010–2014

The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010–2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals—School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology—were selected for the analysis. Over the 5‐year period, 1,196 articles were published in the selected journals. A total of 65.8% of the articles were empirical articles; intervention studies with school‐age samples comprised 11.1% of all articles. Within the intervention studies, single subject represented the most frequently used research design (40.6%). Further, 58.6% of the intervention studies did not provide sufficient information to discern participants’ disability status. Although the proportion of empirically based articles has increased in recent years, that of intervention articles has remained low.     

Handbook of human performance technology: Principles,practices, potential (3rd ed.) edited by James A. Pershing

James A. Pershing, CPT, PhD, is a professor of education in instructional systems technology and educational inquiry methodology at Indiana University. He is the former editor of the Performance Improvement journal and TechTrends, past director of the International Society for Performance Improvement, and association manager of the Association for Educational Communications and Technology. He is now a consulting reviewer for TechTrends and is editor of the Asia Pacific Cybereducation Journal. The Handbook of Human Performance Technology: Principles, Practices, Potential (3rd ed.; ISBN: 978‐0‐7879‐6530‐0) is published by John Wiley & Sons, Inc. The publisher may be reached online at http://www.pfeiffer.com/WileyCDA/ or contacted at 978–750–8400.