Publications by Samuel James Smith
The theme of windows, lenses, and mirrors provides a framework for this exploration into the hist... more The theme of windows, lenses, and mirrors provides a framework for this exploration into the history and philosophy of education. It serves as a metaphor for how students of history peer through windows representing parameters of time and space. To gain an understanding of past events and ideas, scholars use various lenses of interpretation. To draw meaningful implications for themselves and for current society, they turn to the mirror of reflection. This book implements the tools of examination, interpretation, and reflection to stimulate the reader’s analysis of educational theory and practice. It presents windows into the history of education from Ancient Athens to twenty-first century America, including familiar individuals, such as Horace Mann and John Dewey. It also introduces readers to those less familiar, such as Rebecca Protten, Judith Sargent Murray, Horace Bushnell, Margaret Douglass, General Oliver Otis Howard, and Susan Miller Dorsey. The primary intent of the book is to encourage readers to consider their own philosophy and practice of education in light of historical developments, current implications, and personal convictions.
In the 19th century, voices for social reform reached a high pitch—both figuratively and literall... more In the 19th century, voices for social reform reached a high pitch—both figuratively and literally. Recognizable women’s voices were heard in various reform movements: Susan B. Anthony, Jane Addams, Dorothea Dix, Harriet Tubman, Catherine Beecher and her sister Harriet Beecher-Stowe. These women were active in bringing about change in the societal roles and treatment of women, children, slaves, freedmen, and persons who were illiterate, disabled, poor, or incarcerated. A name not as recognizable, yet often held as an example of activism for educational rights of emancipated blacks, is that of Margaret Douglass—a white Virginian woman who was jailed for a month for violating an 1849 law prohibiting the teaching of reading and writing to freedmen. Although Douglass’ actions and the consequences faced for them have earned her a modicum of notoriety, further consideration may affirm that the limited status she holds as a social activist is warranted.
In recent decades, accreditation standards have required teacher education programs to establish ... more In recent decades, accreditation standards have required teacher education programs to establish and implement dispositions that define and assess affective beliefs and values integrated within the teacher preparation process. The 2015 publication of the National Association of State Directors of Teacher Education and Certification (NASDTEC) Model Code of Ethics for Educators sought to unify the application and assessment of dispositions relating to integrity and social responsibility through a national referendum. In response, Educational Testing Service (ETS) developed an online program, ProEthica, to challenge individual teacher candidates and school leaders to explore potential-risk scenarios in an effort to produce self-reflection regarding legal ramifications when making school-based ethical decisions. ProEthica is currently being embraced as a licensure component by some state departments of education. Researchers conducted a pilot program, integrating ProEthica as a component in a graduate and an undergraduate foundations class in the spring of 2017, to assess the value of using ProEthica as a practical extenuation of its dispositions. Analysis of the data found ProEthica principles and indicators for leadership and for pre-service candidates—though written from secular ethical and moral perspectives—to be aligned with the Christian university's worldview and dispositional values and beliefs. The use of ProEthica offers the Christian university an evaluation tool that does not compromise but rather augments its biblical identity, while enabling it to meet state and national teacher and leadership training mandates.
Teacher preparation programs identify knowledge, skills, and dispositions as desired outcomes in ... more Teacher preparation programs identify knowledge, skills, and dispositions as desired outcomes in preparing candidates to impact student learning. Of the three outcomes, dispositions are by far the most subjective and challenging to identify and assess. This paper outlines the process by which Liberty University developed its dispositional model, known by the acronym SCRIP: social responsibility, commitment, reflective practice, integrity, and professionalism. It details how the dispositions, which are based on the Fruit of the Spirit in Galatians 5, are assessed, and analyzes the results of candidate development in each of the five areas. Implications for Christian schools are presented.
A Legacy of Religious Educators: Historical and Theological Introductions, 2016
Disparaged by his critics as a liberal, Calvinist, mystic, and heretic, Horace Bushnell’s theolog... more Disparaged by his critics as a liberal, Calvinist, mystic, and heretic, Horace Bushnell’s theology—particularly his notion of Christian nurture—has prevailed as a significantly influential model for religious education. His legacy reveals one who attempted to bridge the divides of his time, including the chasm between Orthodox Calvinism and Unitarianism. Though many were confused by his language theory and mediating stance on doctrinal issues, his principles of Christian nurture clearly served as a pilot light that ignited the flame of the twentieth-century religious education movement.
Challenges for novice school leaders evolve as information is managed differently and as societal... more Challenges for novice school leaders evolve as information is managed differently and as societal and regulatory expectations change. This study addresses unique challenges faced by practicing principals (n=159) during their first three years of the principalship. It focuses on their perceptions, how perceptions of present novices compare to those of experienced school leaders, and how pre-service programs can better prepare them for these challenges. Findings revealed that two themes shared relatively the same prominence among experienced leaders as they did with novices: navigating politics and gaining a sense of credibility. Experienced leaders expounded more on specific political hurdles with school boards, other teachers, and parents, and—regarding these same populations—experienced leaders voiced that they wished they had been more successful in their earlier years in developing credibility more quickly with stakeholders. A theme not occurring at all among present novices but noted by five experienced leaders was that of adjusting to the culture of a new school as its leader. This phenomenon may be explained by the value more seasoned leaders have developed for factors inherent in a campus culture. As they look back on their novice years, seasoned leaders may realize how more effective they could have been and how much credibility they could have earned had they become more proficient in understanding the culture of the school environment they were charged to lead. Further comparison of novices to experienced leaders demonstrates the following differences. When approaching the open-ended questions, present novices and experienced leaders alike identified time management and balance as the most challenging.
Whether preparing for a future position as a principal or presently beginning to navigate the com... more Whether preparing for a future position as a principal or presently beginning to navigate the complexities of school administration, readers will find Public and Private School Administration: An Overview in Christian Perspective to be a resourceful tool. It speaks to the practical-mindedness of administrators while also grounding best practices in theory, research, and Biblical principles. Contributing authors share the rich diversity of their experiences from public, charter, magnet, alternative, secular private, church-sponsored, and independent Christian schools. For readers who view school administration not only as service to students, parents, and faculty but also as service to God, this book will serve to affirm their calling. It provides an overview of both public and private school administration in Christian perspective that also aligns with the Interstate School Leaders Licensure Consortium (ISLLC) standards. The conversation is organized around four themes: • Vision: The Driving Force • Instructional Leadership • Organizational Management • Advocacy, Negotiation, and Partnerships
Building upon the previous chapter’s discussion of the importance of a shared vision, this chapte... more Building upon the previous chapter’s discussion of the importance of a shared vision, this chapter will address the fleshing out of that vision through a cycle of school improvement. It will explain how the school’s vision statement—if current, relevant, and understood by stakeholders—is central to all school-improvement initiatives. This chapter will present theories and practical models for data-driven decision making and will outline recommended steps for setting realistic goals, implementing those goals, and assessing the degree to which they have been met.
Journal of School Public …, 2013
Thomas Brent Tilley. SUCCESS DESPITE SOCIO-ECONOMICS: A CASE STUDY OF A HIGH PERFORMING, HIGH POV... more Thomas Brent Tilley. SUCCESS DESPITE SOCIO-ECONOMICS: A CASE STUDY OF A HIGH PERFORMING, HIGH POVERTY SCHOOL. (Under the direction of Dr. Samuel J. Smith). School of Education, April, 2011. Effective school leadership is becoming more difficult than ever with the challenges of increased accountability and high stakes testing that are components of federal No Child Left Behind (NCLB) legislation. These challenges are more pronounced in schools with high rates of poverty.
Traditional print case studies have been a long-standing instructional strategy for educational l... more Traditional print case studies have been a long-standing instructional strategy for educational leadership preparation programs. With the advent of interactive online environments, the possibilities for simulations have increased exponentially—opening the way for data-rich, complex cases that the instructor can easily situate in diverse settings. One program offering such a problem-solving experience is Educational Theory into Practice Software (ETIPS). ETIPS is a federally funded program developed by professors of educational administration as a tool to teach data-based decision-making skills. Available for both pre-service and in-service use, ETIPS provides 10 problems that can each be situated in nine schools. The options for schools include elementary, middle, and high schools in rural, urban, and suburban settings with low, average, or high academic achievement.
Journal of Research on Christian Education, 2011
This phenomenological study investigated the experiences of principals who initiated special educ... more This phenomenological study investigated the experiences of principals who initiated special education programs in Christian schools. Principals described efforts involved to effect changes in the school and noted difficulties in dealing with reluctant staff members. Principals described academic and social rewards of providing services and the satisfaction of parents who found it possible to send their children with special needs to a Christian school. A prominent theme evidenced in this study was the spiritual change in the school as all students interacted and cared for each other.
(Published in the Popular Encyclopedia of Christian Counseling.) Of the possible losses one migh... more (Published in the Popular Encyclopedia of Christian Counseling.) Of the possible losses one might experience, the death of a child is among the most intense. For a parent to bury a child screams against the order of the universe, beginning a journey of bereavement that may linger in varying degrees and manifestations throughout a parent’s lifetime. Specific circumstances prior to and surrounding the death of a child—such as the manner of death (e.g., sudden accident, suicide, or prolonged illness) or preexisting family stress—may complicate the grieving process for both relatives and friends.
This study investigated the approaches and attitudes of Christian school teachers as they address... more This study investigated the approaches and attitudes of Christian school teachers as they addressed controversial issues in moral education. Thirteen teachers from four schools were interviewed extensively. A hermeneutic phenomenological methodology was implemented. Participants conveyed that they attempted to remain pedagogically neutral in matters relating to denominational differences among Christian churches. While acknowledging that indoctrinative techniques may alienate students, teachers chose to indoctrinate selectively, especially in matters critical to the Christian faith. Issues impacting the classrooms included abortion, sex, doctrine, homosexuality, evolution, etc. Teachers rarely chose to remain neutral on controversial issues unless by doing so they sensed that they would undermine parental authority or a particular Christian church’s denominational doctrine.
This study examines preservice second-career teachers (SCTs), their motivations for switching car... more This study examines preservice second-career teachers (SCTs), their motivations for switching careers, and their perceptions of the profession. Participants were graduate students in a blended online-residential Master of Arts in Teaching program (n=311).
The effect of School Wide Positive Behavior Support (SW-PBS) on teacher morale was examined using... more The effect of School Wide Positive Behavior Support (SW-PBS) on teacher morale was examined using the Purdue Teacher Opinionnaire (PTO). Faculty members of two rural Tennessee middle schools participated. The treatment group experienced initial implementation of a SW-PBS program and was both pretested and posttested. The middle school where the control group taught was posttested without implementation of SW-PBS. A paired t-test was applied to analyze the data, showing improvements at a significance level of .05 in the factors of facilities, rapport with the principal, and community pressures. Findings suggest that teachers are likely to have increased levels of morale relating to these three factors when a SW-PBS program is implemented.
With over 122 million copies sold from 1838 to 1920, the McGuffey Eclectic Readers taught more Am... more With over 122 million copies sold from 1838 to 1920, the McGuffey Eclectic Readers taught more Americans to read than any other textbook. Initial publication coincided with a unique period in United States history as the West was settled, newly arrived immigrants assimilated, and the common school movement gained momentum. At this time, the nation was at a critical point of forming a distinct identity. These phenomena created a demand for textbooks that would not only meet the practical need for curriculum in developing schools but would also extend prevailing American values both to children new to the frontier and to those new to the nation. The McGuffey Readers proved to be to the 19th century what the New England Primer was to 18th-century, except to a much greater degree.
For more than 150 years the New England Primer, often called “The Little Bible of New England,” s... more For more than 150 years the New England Primer, often called “The Little Bible of New England,” served as the principal textbook for millions of colonists and early American citizens. First compiled and published circa 1688 by Benjamin Harris, a British journalist who emigrated to Boston, it gained popularity not only in New England but also throughout colonial America and parts of Great Britain with estimates of copies sold from six to eight million by 1830. Less than a hundred pages in length, this early textbook proved significant in both reflecting the norms of Puritan culture and propagating those norms into early American thought.
The Pestalozzian movement of the 19th century represented the ideas of Swiss educator Johann Hein... more The Pestalozzian movement of the 19th century represented the ideas of Swiss educator Johann Heinrich Pestalozzi (1746-1827) and was based on the premise that learning occurs best in an emotionally-secure environment where knowledge is acquired by sense perception. Influenced by Jean-Jacques Rousseau, Pestalozzi introduced psychology into education and was the first to systematize the science of teaching. Though known for the object lesson, he also influenced the transformation of elementary schools and planted seeds for teacher licensure.
Educational Theory into Practice Software (ETIPS) is an online case study program in the testbed ... more Educational Theory into Practice Software (ETIPS) is an online case study program in the testbed stage of development intended for use by professors of education administration. The program is being developed by Sara Dexter and Pamela D. Tucker of the University of Virginia and is being tested by various other universities throughout Virginia. As a testbed member, the author will outline the theoretical framework, elaborating on the advantages of interactive, authentically contextualized online case studies over traditional print scenarios. Emphasis will be given to the outcomes of the program, which are to strengthen candidates’ skills in data analysis, problem solving, and collaborative decision making. ETIPS enhances practical leadership skills for those who serve on the front lines. With the rapid growth of online principal preparation programs, this tool clearly represents a change in preparation.
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Publications by Samuel James Smith