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Chosen and Unchosen: Conceptions of Election in the Pentateuch and Jewish-Christian Interpretation
Joel N. Lohr
The God of the Bible favors a national people, Israel, and this is at the cost of the other nations. In fact, not being Israel usually means humiliation or destruction or simply being ignored by God. Reading the text "with the grain" or placing oneself within the chosen’s perspective may seem very well until one considers the unchosen. There is much regarding the unchosen that has not been explored in scholarly research, but in this important work, Lohr attempts to make sense of the question of election and nonelection in the OT as a Christian interpreter and with a concern for the history of interpretation and Jewish-Christian dialogue.
He also corrects a Christian tendency to read election and nonelection as love and damnation, respectively, a perception that is altogether foreign to the OT itself. The unchosen are important to the overall world view of Scripture and, although election entails exclusion, and God’s love for the one people Israel is a love in contrast to others, it does not follow that the unchosen fall outside of the economy of God’s purposes, his workings, or his ways. The unchosen often face important tests of their own and have a responsibility to God and the chosen, however much this idea defies modern-day notions of fairness. It is a central idea of Scripture that already appears in the original call of and promises made to Abram and something that, if ignored, places our larger understanding of God at risk.
Equally important, if contemporary faith communities (both Jewish and Christian) form their understanding of "the other" on a faulty reading of Scripture regarding the unchosen, chaos and hatred can ensue. The political and religious climate of our contemporary world has never presented a more important time to get this matter right. Scholars and students alike are finding Chosen and Unchosen to be an indispensable resource as they mull over these difficult questions.
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Using equity audits to create equitable and excellent schools
Linda E. Skrla, Kathryn B. McKenzie, and James J. Scheurich
If you've heard about equity audits but aren't really sure how to use them in your school, you are not alone. This resource, written by well-known authors and experts in the areas of equity and achievement, expands school leaders' understanding of how to interpret data in order to make equity audits work and provides practical, easy-to-implement strategies for using this school assessment approach to help ensure a high-quality education for all students, regardless of socio-economic class.
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Transition to adulthood for homeless adolescents
William G. Tierney, Jarrett T. Gupton, and Ronald E. Hallett
Education plays a critical role in how adolescents mature into adults. A vulnerable, and often forgotten, sub-population of the poor is homeless youth, for whom lack of a stable or adequate residence creates a unique set of educational barriers. The Center for Higher Education Policy Analysis (CHEPA) spent 18 months documenting the experiences of homeless adolescents in Los Angeles, deriving data from 123 interviews with homeless adolescents between the ages of 14 and 19, and an additional 45 interviews with shelter staff, social workers, parents, teachers, and school district administrators. Follow-up interviews were conducted with 30 of the youth to understand their experiences in greater depth. Over 400 hours were dedicated to observing the daily lives of homeless youth. The project had two primary goals: (1) To give a voice to homeless youth who are frequently powerless and invisible; and (2) To initiate a dialog with policymakers and practitioners concerning the improvement of educational policy as it pertains to homeless youth. The following research questions framed the analysis: (1) What are the lives of homeless adolescents like? (2) How do homeless youth conceptualize themselves? (3) How do they spend their time? (4) How do they negotiate educational and social barriers? (5) How do they create support systems in and out of school? and (6) What are the different factors they prioritize as crucial to their development? The authors conclude that the current educational system is either irrelevant or hostile to the daily needs of homeless youth. Based on study findings, the authors suggest that policy conversation needs to turn towards addressing specific educational needs to prevent youth from being trapped in a cycle of homelessness. The creation of alternative educational opportunities, mentoring programs, and closer working relationships between shelters and schools warrants greater public discussion on federal, state, and local levels. (Contains 5 boxes and 1 table.) [This research was supported by the John Randolph Haynes and Dora Haynes Foundation.]
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The Politics of Information Literacy: Integrating Information Literacy into the Political Science Curriculum
Patricia J. Campbell and Christy R. Stevens
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Supporting excellent teaching, equity, and accountability
Linda E. Skrla, Kathryn B. McKenzie, and James J. Scheurich
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Leadership for equity and excellence: Creating high achievement classrooms, schools, and districts
James J. Scheurich and Linda E. Skrla
This guide encourages school leaders and teachers to develop creative strategies for student equity and advancement using tools like accountability, equity audits, and proactive redundancy.
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Thinking carefully about accountability and equity
James J. Scheurich, Linda E. Skrla, and Joseph F. Johnson
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Educational Equity and Accountability: Paradigms, Policies, and Politics (Studies in Education/Politics)
Linda E. Skrla and James J. Scheurich
Despite the intense political attention that has been focused on accountability, on standardized testing, and on the equity effects of both accountability and testing, the great majority of recent debate in education policy circles has failed to attend to either the dynamism or complexity of these issues and has, instead, been carried out in a dualistic, good versus evil, fashion. In contrast, the scholarship collected in this important new volume is designed to move beyond the prevailing dualism and to push the discourse about accountability, testing, and educational equity in public schools usefully forward, and to provide a much-needed resource for researchers, policy makers, and practitioners.
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Accountability for equity: Can state policy leverage social justice?
Linda E. Skrla, James J. Scheurich, Joseph F. Johnson, and James Koschoreck
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Complex and contested constructions of accountability and educational equity
Linda E. Skrla, James J. Scheurich, Joseph F. Johnson, and James Koschoreck
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Introduction: Reconsidering feminist research in educational leadership
Linda E. Skrla and Michelle D. Young
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Reconsidering feminist research in educational leadership
Michelle D. Young and Linda E. Skrla
Ten prominent feminist researchers from diverse backgrounds examine educational leadership by focusing on critical questions about the theories, methods, and epistemologies feminist researchers use. The contributors analyze the impact of research on participants and assess the ethical and political implications of researching across groups. They explore the types of strategies feminist researchers have developed to address the problems of the field and propose alternative epistemologies that provide for more sensitive research methods and more complex research results. The book provides a timely examination of how gender inequalities were created and structured within U.S. systems of school administration, how they are maintained and perpetuated, and how they might best be understood and dismantled.
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Research on women and administration: A response to Julie Laible’s loving epistemology
Michelle D. Young and Linda E. Skrla
A selection of books and book chapters written or edited by faculty members of Benerd College at University of the Pacific.
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