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A CASE STUDY OF PROFESSIONAL DEVELOPMENT 1 A Case Study of Professional Development Activities that Foster a Biblical Worldview in K-8 Christian School Teachers by Student Name EDUC 850 Liberty University Overview A thorough review of the research was conducted to identify studies that explore professional development activities that foster a biblical worldview in K-8 Christian school teachers. This chapter will provide an overview on the existing literature pertaining to the study. The first section will discuss the theories selected as a framework and how they relate to the central phenomenon. The second section will synthesize the recent literature pertaining to professional development activities followed by studies on K-8 Christian schools.

Finally, the review will consider studies regarding biblical worldview development, with a focus on K-8 Christian school teachers. After reviewing the literature, a gap in the literature will emerge and provide a focused area of need for this study. Theoretical Framework Faith Development Theory (Parker, 2010; Streib, 2001) Adult Learning Theory (Knowles, Holton, & Swanson, 2015) Related Literature Professional Development Activities (Capps, Crawford, & Constas, 2012) Characteristics of effectiveness. (Etherington, 2011) Professional learning communities. (Kelly & Cherkowski, 2015) Online. (Vu, Cao, Vu, & Cepero, 2014) Instructional coaching. (Thomas, Bell, Spelman, & Briody, 2015) Professionalism. (Swezey & Finn, 2014) K-8 Christian Schools (van Crombrugge & Debusschere, 2017) School leadership. (Harrison & Allen, 2013) Need for academic rigor. (Stutz, 2016) Parent’s choice of Christian schools. (Pritchard & Swezey, 2016) Biblical Worldview Development (Kim, McDalman, & Fisher, 2012) Leader’s worldview development. (Barbara, 2014) Impact of teacher’s worldview on students. (Moore, 2014) Expected student outcomes. (Sadykova, Yergazina, Yeshpanov, Korvyakov, & Aitzhanova, 2016) Relationships. (Spilt, Koomen, & Thijs, 2011) Teacher prep programs. (Schwarz, 2014) Concepts and practices related to biblical worldview. (Etherington, 2011) Spiritual formation. (1 Peter 3:15) Faith and learning integration. (Sites, 2008) Summary Professional development activities are a focus of both public and private schools.

With increased accountability demanded from agencies and parents, providing effective programs with quality teachers is a top priority of school leaders. Professional development is used in schools to help build instructional pedagogy, learn best practices, and keep up with the growing demands of education. Christian schools feel the same challenges as public and charter schools in offering quality PD. Historically, Christian schools have received negative perceptions as being low in academic rigor, and parents may no longer place the spiritual formation of their child as a reason to select a Christian school. Today, parents desire quality academic programming with a BW in order that their child compete as a 21st-century learner.

Therefore, Christian schools must seek PD activities which keep up with best practices and push their teachers towards academic rigor and provide opportunities that foster a biblical worldview in their teachers. A gap in the literature exists. Little to no study has been conducted to explore professional development activities that foster a biblical worldview in K-8 Christian school teachers. Thus, this study is necessary to provide Christian education stakeholders with relevant information. This study aims to discover valuable information in efforts for K-8 Christian schools to better foster a biblical worldview in their teachers and staff.

With little to no studies focused on K-8 Christian schools, this study will be a much-needed addition to the empirical research currently available. References Barbara, S. R. (2014). The development of faith leadership in novice principals. Journal of Catholic Education, 17 (2), 25-56.

Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings.

Journal of Science Teacher Education, 23 (3), . doi:10.1007/s Etherington, M. B. (2011). A study of the perceptions and worldviews of mature-age pre-service teachers aged between 31 and 53. Journal of Adult Development, 18 (1), 37-49. Harrison, S., & Allen, J. (2013).

Leadership in private Christian schools: Perceptions of administrators. International Christian Community for Teacher Education, 8 (1), 20-39. Kelly, J., & Cherkowski, S. (2015). Collaboration, collegiality, and collective reflection: A case study of professional development for teachers. Canadian Journal of Educational Administration and Policy.

Advance online publication. Retrieved from Kim, D., McCalman, D., & Fisher, D. (2012). The sacred/secular divide and the Christian worldview. Journal of Business Ethics, 109 , . doi:10.1007/s-z Knowles, M. S., Holton, E.

F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). New York, NY: Taylor & Francis Publishing. Moore, D. (2014).

Most common teacher characteristics related to intentionality in student spiritual formation. Journal of Research on Christian Education, 23 (3), . doi:10.1080/.2014.963269 Parker, S. (2010). Research in Fowler's faith development theory: A review article. Review of Religious Research, 51 (3), . Pritchard, T.

G., & Swezey, J. A. (2016). Factors affecting Christian parents' school choice decision processes: A grounded theory study. Journal of Research on Christian Education, 25 (1), 3-24. doi:10.1080/.2016. Sadykova, S.

A., Yergazina, A. A., Yeshpanov, V. S., Korvyakov, V. A., & Aitzhanova, A. B. (2016).

Possibilities of extracurricular activities in the student's spiritual and moral formation. International Journal of Environmental and Science Education, 11 (17), . Schwarz, G. (2014). Christian teacher education in a culture of techne: Current developments in teacher accreditation. Journal of Education & Christian Belief , 18 (2), .

Sites, E. C. (2008). Separate threads or a single woven piece? A phenomenology of the integration of faith and learning (Doctoral dissertation). Retrieved from (Order No.

100) Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011).

Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23 (4), . doi: 10.1007/s-y Streib, H. (2001). Faith development theory revisited: The religious styles perspective. The International Journal for the Psychology of Religion , 11 (3), . Stutz, C.

P. (2016). Wislawa Szymborska, Adolf Hitler, and boredom in the classroom; or, how yawning leads to genocide. Christian Scholar's Review, 46 (2), . Swezey, J. A., & Finn, D.

E. (2014). Faculty perceptions of teacher professionalism in Christian schools. A Journal of the International Christian Community for Teacher Education, 8 (1). Retrieved from Thomas, E. E., Bell, D.

L., Spelman, M., & Briody, J. (2015). The growth of instructional coaching partner conversations in a prek-3rd grade teacher professional development experience. Journal of Adult Education , 44 (2), 1-6. van Crombrugge, H., & Debusschere, R. (2017). Vocation-oriented professional education: Between cultivating a talent and hearing the call. Christian Higher Education, 16 (1/2), 33-46. doi: 10.1080/.2017.

Vu, P., Cao, V., Vu, L., & Cepero, J. (2014). Factors driving learner success in online professional development. The International Review of Research in Open and Distance Learning, 15 (3), . EDUC Literature Review Outline Instructions For this assignment, you will create a detailed outline that will serve as a guide for your literature review. The outline will follow the basic structure of the project template for the related literature section and be detailed to at least 3-level headings.

Your outline must include all relevant citations from your Annotated Bibliography, follow current APA format, and consist of at least 15 empirical, scholarly sources that have been published within the last 5 years. Be sure to select a variety of respected sources you can use in your literature review. Topic: Flexible learning for disabled students Specific Guidelines · The outline must include the following required current APA formatted level-1 and level-2 headings: · Related Literature (level-1 heading). Provide a brief narrative overview of the major content of the outline. · Narrative Review (level-2 heading). Outline major points to be discussed based on relevant literature (each major point should have a level-3 heading). · Theoretical Review (level-2 heading).

Outline information pertaining to the major theory(ies) that relates to your topic (each theory discussed should have a level-3 heading). · Summary (level-1 heading). Provide a brief narrative summary at the end of the outline. · End the paper with a reference page of all sources identified in the outline. · The entire outline, including the title page, body, and references, must be at least 6 pages. · The final product must comply with current APA format requirements and must be submitted in a Word document. The outline must be between 1,000–1,500 words, including the title or reference pages.

Paper for above instructions

Title: Detailed Outline for Literature Review on Professional Development Activities that Foster a Biblical Worldview in K-8 Christian School Teachers

By: [Student Name]

Course: EDUC 850

Institution: Liberty University

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Outline

Related Literature

This outline dissects existing literature on professional development (PD) activities aimed at K-8 Christian school teachers, emphasizing the cultivation of a biblical worldview (BW). The exploration encompasses frameworks of relevant theories, effectiveness of PD practices, characteristics of successful PD, and specific considerations pertinent to K-8 instruction. The objective aims to identify gaps within current research findings and define a clear approach for future studies.
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Narrative Review

##### Definition of Professional Development
- Overview of PD in K-8 schools (Swezey & Finn, 2014).
- Importance of aligning PD with teacher needs, especially in Christian contexts (Capps, Crawford, & Constas, 2012).
###### Benefits of Effective Professional Development
- Enhances teaching strategies and instructional methods (Harrison & Allen, 2013).
- Addresses contemporary educational demands, integrating technological advancements (Vu, Cao, Vu, & Cepero, 2014).
##### Characteristics of Effective PD
- Features of successful PD: ongoing, collaborative, driven by teacher inquiry (Etherington, 2011; Thomas et al., 2015).
- Professional Learning Communities (PLCs) as a viable framework for collaborative growth (Kelly & Cherkowski, 2015).
###### Instructional Coaching
- The role of instructional coaches in K-8 settings to improve pedagogical practices (Thomas et al., 2015).
- Ensuring fidelity in implementation of instructional strategies (Pritchard & Swezey, 2016).
##### The Importance of a Biblical Worldview in Teaching
- Definition and significance of a biblical worldview in education (Kim, McDalman, & Fisher, 2012).
- Impact of teachers’ worldviews on student outcomes (Moore, 2014).
###### Integration of Faith and Learning
- Strategies for integrating faith across the curriculum (Sites, 2008).
- The necessity for educators to internalize a BW (1 Peter 3:15).
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Theoretical Review

##### Faith Development Theory
- Overview of Parker's interpretations (2010) linking faith stages to teaching efficacy.
- Implications for teacher training in K-8 Christian schools (Streib, 2001).
##### Adult Learning Theory
- Principles governing adult learning (Knowles, Holton, & Swanson, 2015).
- Application of andragogy to PD settings, highlighting self-direction and experience-based learning.
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Summary

This outline engages with critical facets of professional development in K-8 Christian schools, elucidating the personal and pedagogical transformations necessary for cultivating a biblical worldview among educators. By assessing both empirical studies and theoretical frameworks, the intentionality behind effective development programs emerges distinctly, while also identifying pertinent gaps in existing literature that warrant further investigation.
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References

Barbara, S. R. (2014). The development of faith leadership in novice principals. Journal of Catholic Education, 17(2), 25-56.
Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3). doi:10.1007/s
Etherington, M. B. (2011). A study of the perceptions and worldviews of mature-age pre-service teachers aged between 31 and 53. Journal of Adult Development, 18(1), 37-49.
Harrison, S., & Allen, J. (2013). Leadership in private Christian schools: Perceptions of administrators. International Christian Community for Teacher Education, 8(1), 20-39.
Kelly, J., & Cherkowski, S. (2015). Collaboration, collegiality, and collective reflection: A case study of professional development for teachers. Canadian Journal of Educational Administration and Policy. Advance online publication.
Kim, D., McCalman, D., & Fisher, D. (2012). The sacred/secular divide and the Christian worldview. Journal of Business Ethics, 109, 1-12. doi:10.1007/s
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). New York, NY: Taylor & Francis Publishing.
Moore, D. (2014). Most common teacher characteristics related to intentionality in student spiritual formation. Journal of Research on Christian Education, 23(3), 235-251. doi:10.1080/10656219.2014.963269
Parker, S. (2010). Research in Fowler's faith development theory: A review article. Review of Religious Research, 51(3), 299-314.
Pritchard, T. G., & Swezey, J. A. (2016). Factors affecting Christian parents' school choice decision processes: A grounded theory study. Journal of Research on Christian Education, 25(1), 3-24. doi:10.1080/10656219.2016.1154737
Sadykova, S. A., Yergazina, A. A., Yeshpanov, V. S., Korvyakov, V. A., & Aitzhanova, A. B. (2016). Possibilities of extracurricular activities in the student's spiritual and moral formation. International Journal of Environmental and Science Education, 11(17), 11255-11265.
Schwarz, G. (2014). Christian teacher education in a culture of techne: Current developments in teacher accreditation. Journal of Education & Christian Belief, 18(2), 87-103.
Sites, E. C. (2008). Separate threads or a single woven piece? A phenomenology of the integration of faith and learning (Doctoral dissertation). Retrieved from (Order No. 100)
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 511-520. doi: 10.1007/s10648-011-9160-8
Streib, H. (2001). Faith development theory revisited: The religious styles perspective. The International Journal for the Psychology of Religion, 11(3), 197-221.
Stutz, C. P. (2016). Wislawa Szymborska, Adolf Hitler, and boredom in the classroom; or, how yawning leads to genocide. Christian Scholar's Review, 46(2), 109-125.
Swezey, J. A., & Finn, D. E. (2014). Faculty perceptions of teacher professionalism in Christian schools. A Journal of the International Christian Community for Teacher Education, 8(1).
Thomas, E. E., Bell, D. L., Spelman, M., & Briody, J. (2015). The growth of instructional coaching partner conversations in a prek-3rd grade teacher professional development experience. Journal of Adult Education, 44(2), 1-6.
van Crombrugge, H., & Debusschere, R. (2017). Vocation-oriented professional education: Between cultivating a talent and hearing the call. Christian Higher Education, 16(1/2), 33-46. doi: 10.1080/15363759.2017.1314486
Vu, P., Cao, V., Vu, L., & Cepero, J. (2014). Factors driving learner success in online professional development. The International Review of Research in Open and Distance Learning, 15(3), 33-56.
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This outline serves as a structure for a comprehensive literature review focusing on professional development activities tailored for fostering a biblical worldview among K-8 teachers in Christian schools. Each section collectively emphasizes the necessary components of effective professional development and aligns with the intent to bridge existing gaps in academic research.