7%

0’27 6K6
llHHlHllllHlllllllll||ll||l||||||l|||ll||ll||l||lllll|l|lH| ? w J

2193 OO765 988

 

 

 

 

 

r \
LIBRARY
Michigan State
University
g ,-

 

This is to certify that the

dissertation entitled

A DESCRIPTIVE STUDY OF CARING AND
NURTURING BEHAVIORS PERFORMED
BY TEACHERS IN A SEVENTH-DAY ADVENTIST
BOARDING SCHOOL

presented by

PAUL W. ESSIG

has been accepted towards fulfillment
of the requirements for

Ph . D . CURRICULUM &

INSTRUCTION

@QW

Major professor

degree in

 

 

Date April 30, 1990

 

MSU is an Affirmative Action/Equal Opportunity Institution 0-12771

 

PLACE IN FIET URN BOX to remove this checkout from your record.
TO AVOID FINES return on or before date due.

 

DATE DUE DATE DUE DATE DUE

”Rikki

' 7K avou /
music 2

MW

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

l——
MSU Is An Affirmative Action/Equal Opportunity Institution
cadre-Mamie!

 

 

 

A DESCRIPTIVE ST

PERFORMED BY TEACHERS IN A SEVENTH*

BOARDING SCHOOL

BY

Paul W. Essig

A DISSERTATION

Submitted to

Michiga 'vers

n State Unl
in partial fulfillment of the r

for the degree of

DOCTOR OF PHILOSOPHY

Department of Teacher Edu

1990

UDY OF CARING AND NURT

URING BEHAVIORS

DAY ADVENTIST

ity
equirements

cation

 

 

c94fi5~'7éfi§5

ABSTRACT

A DESCRIPTIVE STUDY OF CARING AND NURTURING BEHAVIORS

PERFORMED BY TEACHERS IN A SEVENTH-DAY ADVENTIST

BOARDING SCHOOL
by

Paul W. Essig

The purpose of this study was to discover and describe
teacher behaviors which were determined to be caring and
nurturing when compared to the preliminary perceptions held
by the participating teachers and their students. The
concept of caring and nurturing through appropriate behav—
iors is significant to teachers and educational planners
because of the ever increasing desirability for humanizing

education.
The data for this study was collected in a highly
Specialized institutional setting provided by a private/
001 owned and operated by the Seventh—day

parochial sch
5 carried out using

Adventist church. Data collection wa
ethnographic research methods including participant
ination of field

Observation, interviewing, and exam

documents.
The study revealed that the performed caring and
nurturing behaviors of the teachers matched the preliminary

perceptions in that:

 

The

Paul W. Essig

Caring behaviors which were perceived as
significant were more frequently performed in
locations outside the classroom and during
out—of—school hours.

Care and nurturing within the classroom was
perceived as being "expected" as a part of the
usual teachers' responsibility.

Caring and nurturing behaviors involved inter-
personal skills more often than academic skills,
although caring and nurturing in academic areas
were also perceived as important.

findings of this study showed that the subjects

placed high priority on extended time contact.between

teachers

and their students and that the teachers' desire

for cultural transmission had a significant impact on the

performance of caring and nurturing behaviors. The findings

of this study provide implications for educators who seek

ideas for humanizing schools and for researchers who desire

to know and/or demonstrate more about the importance of

caring and nurturing behaviors in school settings.

 

 

Dedicated to

 

KAREN

with all my love.

iv

 

 

 

ACKNOWLEDGMENTS

It is my desire to express heartfelt gratitude to
those who have been friends and counselors and who have
provided a network of support throughout the years of
my involvement with the program which finally lead to
this research project. As I look back over the years,
I realize that my lifelong educational process was set
in motion by my parents, Bill and Jeannette Essig. I
want to thank them for instilling in me a love for
learning and a reSpect for excellence.

One of my earliest contacts with Michigan State
University was provided by Dr. Ben Bohnhorst who has
served as the chairman of my graduate committee. Dr.
Bohnhorst's generous friendship and holistic worldview
have been an inspiration through my years of graduate
study. I wish to thank him for constantly modeling the
characteristics of a caring and nurturing teacher.

Dr. Douglas Campbell has shared countless hours of
time in directing my study and in providing opportunity
for me to participate in an ongoing graduate study

group. The weekly meetings with this Group have helped

 

 

 

me to constantly focus and refocus my plans, thoughts
and efforts.

Likewise I extend my sincere thanks to my friends
Dr. Jan Alleman, Dr. Mel Buschman, and Dr. Eldon
Nonnamaker who served on my dissertation committee. I
have appreciated their longterm guidance both in and
out of the classroom and their willing involvement with
this study.

Although their real identity remains confidential,
I wish to thank the teachers, students, and administra—
tors at "Hilltop Adventist Academy" for allowing me to
become a long-term observer of the school family. This
study was possible because of the openness and candor
of the "Hilltop" participants.

Finally, my love and gratitude to my family. My
teen-age son and daughter, Skip and Shondie, were
"tough" enough to survive Spartan Village and my wife,
Karen, not only proved herself invaluable as a “sound—
ing board" for ideas, but also an inspiration in the
preparation of this dissertation.

I gratefully acknowledge that the happiness I feel
as I reach the close of this Ph.D. program is a gift to
me from my family, my friends and from my heavenly

Father.

vi

 

TABLE OF CONTENTS

LIST OF TABLES AND ILLUSTRATIONS . . . . . . .
LIST OF APPENDICES . . . . . . . . . . . . . .
CHAPTER 1: INTRODUCTION. . . . . . . . . . . .

Statement of Purpose. . . . . . . . . . .
Significance of the Study . . . . . . . .
Preliminary Research Questions. . . . . .
Definitions . . . . . . . . . . . . . . .
Overview of the Study . . . . . . . . . .

k/CHAPTER 2: REVIEW OF LITERATURE. . . . . . . .

Content Precedents . . . . . . . . . . .
General Educational Literature . . .
Seventh—day Adventist and other

Parochial Literature. . . . . . .

Empirical Research Precedents . . . . . .
Disconfirming Empirical Evidence . .
Confirming Empirical Evidence. . . .

Related Topics in Literature. . . . . . .
The Process of Cultural Transmission
Describing the

Subcultural/Institutional Setting

CHAPTER 3: REVIEW OF THE SETTING . . . . . . .
Historical View of the Seventh—day
Adventist School System. . . . . . . .
Overview of the Study Site. . . . . . . .
CHAPTER 4: RESEARCH METHODOLOGY. . . . . . . .

The Significance of Ethnographic Research

Rationale for Ethnographic Research Methods

Participant Observation. . . . . . .
Interviewing . . . . . . . . . . . .
Overview of Methodology . . . . . . . . .
Data Sources . . . . . . . . . . . .
Research Questions . . . . . . . . .
V/Data Analysis. . . . . . . . . . . .

 

. x
. xi
. l
. 2
. 3
. 6
. 9
. 10
. 13
. 13
. 14
. 29
. 42
. 42
. 44
. 54
. 55
. 57
. 6O
. 60
. 68
. 78
. 78
. 89
. 9O
. 93
. 96
.101
.102
.106

.

CHAPTER 5: PRELIMINARY PERCEPTIONS . . . . . . . .

Opinion Survey Dealing with Level of Caring .
Teacher Opinion Survey . . . . . . . . .
Student Opinion Survey . . . . . . . . .

Perceptions of Caring and

Nurturing Teacher Behaviors. . . . . . . .

Location of Caring Behaviors. . . . . . . . .

Overview of Perceptions . . . . . . . . . . .

CHAPTER 6: ASSERTIONS ABOUT CARING AND
NURTURING TEACHER BEHAVIORS. .. . . . .

Assertion No. 1 - Care and Nurturing for the
Large Group is Demonstrated
Policy Making and Policy
Implementation. . . . . . .

Assertion No. 2 — Care and Nurturing for the
Small Group is Demonstrated
Student-Teacher Interaction
Based on Common Interests an
Specialized Relationships
between a Teacher or Teacher
and a Specific Student
Group or Class. . . . . . .

Assertion No. 3 - Care and Nurturing for
Individual Students is
Demonstrated by Awareness of
and Response to Personal Nee
in Academic, Social, and
Financial Areas . . . . . .

Commonalities between the Caring and Nurturing
Behaviors Exhibited toward the Large Group,
the Small Group, and the Individual Student

Personal Availability. . . . . . . . . .
Time Investment. . . . . . . . . . . . .
Out-of—Classroom Location. . . . . . . .
Desire for Cultural Transmission . . . .

viii

 

by

by
d
S

ds

.110
.110
.111
.120
.122

.134
.136

.138

.159

.176

.200

.201
.203
.204
.206

 

CHAPTER 7: CONCLUSIONS AND IMPLICATIONS:
THE RESEARCH AND THE RESEARCHER . . . . . . .214

General Conclusions . . . . . . . . . . . . . . . .215
The Value of Extended Time Contact
in Student/Teacher Relationships. . . . . .216
The Impact of the Desire for
Cultural Transmission . . . . . . . . . . .217
Implications for Research . . . . . . . . . . . . .218
Implications for Educational Practices. . . . . . .220
What I Sought and What I Found. . . . . . . . . . .221

APPENDICES . . . . . . . . . . . . . . . . . . . . . . .226

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . .279

ix

LIST OF TABLES AND ILLUSTRATIONS

TABLE 5.1
Distribution of Teacher's Personal
Opinions About Caring. . . . . . . . . . . . . .

TABLE 5.2
Survey Responses Showing Student
Opinions of Teacher Caring . . . . . . . . . . .

TABLE 5.3
Frequency of Caring, Non-caring, and Total
Responses in Two Categories of Teacher Behaviors

TABLE 5.4
Frequency of Responses Comparing
Caring Behaviors in Two Categories . . . . . . .

TABLE 5.5
FreQuency of Responses for In—classroom and
Out-of-classroom Caring and Nurturing Behaviors.

TABLE 6.1

Indications of Locations where Caring and
Nurturing Behaviors are Performed. . . . . . . .
ILLUSTRATION

"Happy Note" . . . . . . . . . . . . . . . . . .

.112

.121

.125

.132

.135

.205

.117

LIST OF APPENDICES

APPENDIX A O O l O O O 0
Opinion Surveys

Interview Questionnaires

APPENDIX B . . . . . . .

Faculty Meeting Minutes
Administrative Committee Minutes

Hotline Memos

CorreSpondence to Teachers

APPENDIX C . . . . . . .
Consent Forms

Dissertation Research Time Line

APPENDIX D . . . . . . .

Summary of Doctrinal Beliefs

Let's Get Acquainted

xi

.226

.230

.258

.263

CHAPTER 1: INTRODUCTION

The research project presented here deals with caring
and nurturing behaviors of teachers. What constitutes
caring and nurturing behaviors, as well as other aspects of
good teaching, boils down to "one's own beliefs and philos—
ophy" (Ricciotti, 1988, p. 41). An actual definition of
good teaching is very elusive. Ricciotti states:

There has been considerable research in
education over the past two decades to
determine what qualities and characteristics
constitute good teaching. Volumes of
educational literature have been devoted to
this topic and many school systems throughout
the country have developed lists of criteria
for the purpose of evaluating teacher
effectiveness. But the fact remains that we
are still unable to define good teaching
(Ricciotti, 1988, p. 41).

However, the apparent lack of an exact definition of
Good teaching does not preclude the possibility of teacher/
student relationships which result in expressions of close-
ness and caring such as those evidenced in the following
samples of student communications with their teachers.

Poem from Suzie to her teacher, Mrs. Tipton:

I'd send you a smile

For just being there

By my side when I'm down
And showing that you care
I'd send you love

For caring for me

When I was sick or hurt
Or wanted company

I'd send you a rainbow
For saying to me

The sun needs the rain
For a rainbow to be
I'd send you the world
If dreams could come true
For a friend takes it all
Then returns it to you.
(Site document collected 2-12-89)

A portion of a note from Robert to Mr. Wall:
Thank you for having me over this weekend.
You and your wife made the weekend really
special. It was such a practical way of
spending time with you. I'm so glad we're
friends, not just teacher and student. You
are such a strong influence in my life. I
know that our friendship will last into
eternity. . .

(Site document collected 2—8—89)
Teacher behaviors that produce positive attitudes such

as those expressed by these two students are important.

This study will seek to examine such teacher behaviors.

STATEMENT OF PURPOSE
The academic concept of humifliiiggwggggggipn by caring
and nurturing behaviors on the part of teachers is a
recurring t0pic in educational literature today. This topic
has been presented to Seventh-day Adventist (SDA) educators
through the means of general educational literature, paro-
chial and SDA literature, and through the teachings of the

church's recognized prophet and pioneer educator, Mrs. Ellen

G. White.

 

The purpose of this study was to determine what types
of behaviors were perceived as caring and nurturing by the
volunteer teacher subjects and their students, and to
observe and describe demonstrations of teacher behaviors
that matched or did not match the perceptions. The study
centers around a systematic and organized description of
volunteer teachers in a single educational community. It is
hoped that the findings from this study of a sample popula-
tion and the information provided will enable educators who I
desire to create a more caring educational environment to
gain generalizable insights that will help to facilitate
effective implementation of caring and nurturing teacher

behaviors both inside and outside the classroom.

SIGNIFICANCE OF THE STUDY
This research project deals with significant issues
that are timely in view of the increased interest in
humanization of education and the idea that parents and
students expect the presence of a bond between students and

teachers which is built on "mutual respegt, trust, and,

hm...“ ......~.— .--

 

:aring" (Ricciotti, 1988, p. 43). The caring and nurturing
INMMm'

>ehaviors examined in this study are examples of behaviors
:hat can be classified as those which communicate "an

ttitude of caring, love, and acceptance; of recognition,

 

art, and encouragement; of pride and relationship"
arson, 1988, p. 55).

Nel Noddings states that the type of research carried
n this study can help foster the development of an
ational system "proudly oriented toward the development
ecent, caring, loved, and loving persons." Nodding's

is that by "giving some attention to topics involving

:tive growth, character, social relations, sharing, and
pursuit of individual projects," university educators
researchers can "give legitimacy to educational goals in
these areas" (Noddings, 1988, p. 226).

In his book A Place Called School, John I. Goodlad

 

as that “The school is to be . . . a nurturing, caring
= " In discussing his studies of schools, Goodlad
as:

The parents we encountered want their
children to be seen as individuals —- persons
and learners —— and to be safe. Their
children want to be known as persons as well
as students. . . . School personnel must
remember that the child in school may be seen
primarily as one of a group but that parents'
interest in the group is secondary to their
concern for their own child's welfare
(Goodlad, 1984, pp. 62 and 67).

Goodlad found that the parents' ratings of schools were
ively associated with the perception that "my child

res a lot of individual attention" and with satisfac—
rith the "school's counseling service." The rating was

vely associated with such perceptions as "many

hers in this school don't care about students" and
rage students don't get enough attention" (Goodlad,

, p. 67). In order to create positive perceptions,
ators are challenged to "be more humanistic in their
oach" (Ford, 1986, p. 52) and are told that educational
ings should be places where there is a "blend of caring
firmness" (Welch, 1988, p. 79).

These significant ideas expressed in the general
ational literature are also reflected in the educational
rature of the Seventh-day Adventist church and in
rature specifically written for educators who are
acted with parochial/private school systems. Educators
:ivate schools which operate on the basis of the
lings of Christianity are told that, "Each child is
.al and should be made to feel an important member of
: family" (Manspeaker, 1985, p. 7). In order to
iplish this they are admonished to foster "close
nal relationships —- a loving atmosphere like that of a
y" (Senier, 1986, p. 21) and to be "someone who will
re, guide and be a friend" to students (Disheroon,

p. 12).

From the viewpoint of Seventh-day Adventist education,
significant that the recognized prophet of the church,
Illen G. White, touched on these same ideas when she
many years ago that "teachers who are in touch with

pupils" will be successful (White, 1903, p. 290) and

 

those "who are tender and sympathetic . . . should

old and young" (White, 1862, p. 228).

The research reported here is an outgrowth of an

est in education from a parochial point of view,

ned with a review of current literature dealing with
izing education and the significance of caring and

ring on the part of teachers. Although the findings of
study will be of particular interest to parochial and
te school educators, it is hoped that they will also
sh insights that will be of value to educators in the

C sector.

PRELIMINARY RESEARCH QUESTIONS
As stated by Frederick Erickson, in fieldwork methods
lfic categories for observation are not determined in
:e of entering the field setting as a participant
'er." However, the researcher does identify "concep-
ssues of research interest" (Erickson, 1986, p. 121).
and LeCompte explain that:

. . Although ethnographers enter the field
ith anticipated methods of data collection,
hey use information gathered on site to
eVelop the full array of techniques. The
trategies they use depend on feedback from
be field, redefinition of research questions
3 their understanding of the culture deep—
18, and meanings that participants attach to
Tings. Much of this information is neither
lown nor salient to ethnographers before
:ey begin to ask questions (Goetz and
:Compte, 1984).

 

In an effort to establish the “conceptual issues of
arch interest" for this study, the research questions
ed below were originally planned as general questions
interviewing and as guidelines in the selection of
ant information to be gleaned from participant

rvations.

1. What do students perceive as caring behaviors?

2. What do teachers perceive as caring behaviors?

3. What do students perceive as non-caring behaviors?
4. What do teachers perceive as non—caring behaviors?
5. Where do caring behaviors by teachers occur?

6. When do caring behaviors by teachers occur?

7. Where do non-caring behaviors by teachers occur?

8. when do non—caring behaviors by teachers occur?

The first four of these research questions were
,oped for initial use in studying the perceptions of
g and nurturing teacher behaviors which were held by
eachers who volunteered to participate in the research
11 as the students who studied under these teachers at
op Adventist Academy. As the early observations and
extensive interviewing took place, research questions
1r to the last four questions began to concentrate on
1d when the teachers themselves demonstrated caring and

'ing, or a lack thereof, through their observable

OIS.

 

 

The selected characteristics of a caring behavior were
on the previously established perceptions held by the
ers and their students at the time the study was
taken. After establishing the perceived character-
s of a caring and nurturing behavior, confirming and
nfirming instances of behaviors which demonstrated
i characteristics were sought out and recorded. The
i
ptions held by the study subjects were then compared
the behaviors demonstrated by the teachers.
As the study progressed and my familiarity with the
1 setting increased, the research questions tended to
and take on different emphasis depending on the
ence of various hypotheses. This type of research,
starts with a "hunch" and some "general questions“, is
ibed by Bogdan and Biklen when they state that

tative researchers

. . .do not search out data or evidence to
rove or disprove hypotheses they hold before
ntering the study; rather, the abstractions
re built as the particulars that have been
athered are grouped together.

he qualitative researcher plans to use part
f the study to learn what the important
uestions are. He or she does not assume
hat enough is known to recognize important
oncerns before undertaking the research
(Bogdan and Biklen, 1982, p. 29).

n CHAPTER 4, under the sub-heading "Research Ques-

I have presented a more detailed discussion of how

preliminary research questions, particularly the first

 

 

 

questions, shifted and took on a somewhat different
as they were adapted to both the interviewing process

ctual participant observation.

DEFINITIONS
The basic vocabulary for this research includes a
r of terms which merit definition in order to establish

king vocabulary which is clearly understood by the

Academy: A secondary school offering grades nine
.gh twelve.

Adventist: An adjective describing a person who is a
[r of the Seventh-day Adventist denomination or an

'ity or organization which is directly related to this
.ination.

Artifacts: The written or artistic instruments used by

ers and/or students in their interpersonal interac-

, i.e. student papers, bulletin board displays, teacher

nts on student's papers, letters, notes, informally
en materials.

Boarding: An educational setting where students live

mpus in a dormitory. They participate in meals,

ip periods, study time, recreation, etc. as members of
up.

Caring: An attitude which is demonstrated through

fic behaviors which enhance the well-being of another.

caring" which is the focus of this study is that of the
er as the care-giver.

 

Campus Family: A group of students assigned to a
er for the purpose of developing relationships. Both

tory students and village students are included in
groups.

Campus Kids: The students assigned to be a part of a
3 family.

 

of
dec

hel
all
chu
Gen

adr

Se'
Fr

to
ca
ch
t}

 

10

Dormitory (Dorm) Students: Students who live in the
001 dormitories which are supervised by full-time and
t-time deans.

 

General Conference: The central governing organization
the Seventh-day Adventist church which is the top
ision-making body and which deals with church business on
orld-wide basis. Periodic decision making sessions are
d by the officers of this body with representation from

of the lower levels of church administration. All
rch members and interested non-members are welcome at
eral Conference sessions.

 

Humanize: To adapt to human nature or use.

 

Local Conference: The primary level of church
inistration. The local conferences are often made up of
state.

 

Sabbath: The day of worship observed by members of the
enth-day Adventist church. This begins at sundown on
day evening and ends at sundown on Saturday evening.

SDA Teacher: A teacher who has met the requirements
state certification and the requirements for certifi-
ion by the Board of Regents of the Seventh-day Adventist
rch and who is employed by a school owned and operated by
Seventh-day Adventist school system.

 

Union Conference: The intermediate administrative

l of the Seventh-day Adventist Church organization. The
n conferences usually comprise an area of several

es. The geographic location of the union conference in
h this study took place is in the mid-west area. Five
es make up the Mid-West Union Conference.

 

Village Student: A non-boarding student who either

5 to school from a campus home (such as the children of
hers) or commutes to school from nearby communities via
ate transportation.

 

OVERVIEW OF THE STUDY

 

The written report of this research is divided into
additional sections. CHAPTER 2 is designed to provide

ckground for the study by presenting an overview of the

rature discussing:

 

 

 

 

 

 

 

11

(1) caring and nurturing behaviors by classroom
teachers and other programmatic behaviors related
to teacher effectiveness written for publication
in general educational literature and in parochial
school literature;

(2) the confirming and disconfirming empirical
research precedents:

(3) a discussion of literature topics which are
closely related to the study -- cultural
transmission and the institutional setting.

In CHAPTER 3 I have given an overview of the setting in

the study takes place. This section includes the

try of the specific study setting and the general

»ry of the system within which this private/parochial

.1 operates.

The methodology of ethnographic research and the

.fic methods employed in this research are discussed in

ER 4: and in CHAPTER 5 I have given a description of

indings of the study, my interpretation of these

ngs, and the assertions about caring and nurturing

er behaviors which emerged.

CHAPTER 6 deals with the conclusions of the study and

my personal reactions to the research process. This

on also indicates implications for further research and

ducational practice.

Throughout the narrative presented here, pseudonyms

been used for the school, the geographic locations, and

11 involved persons. In some specific instances, con-

tial citations are noted. The confidential citations

 

 

 

 

 

 

12

the pseudonyms are used in order to maintain confiden—
lity and prevent identification of the school, the

:ation, or any study participant.

 

 

 

 

 

 

 

 

 

CHAPTER 2: REVIEW OF LITERATURE

Humanization of education through caring and nurturing

viors is addressed in a variety of ways in the educa—

 

1 literature. Additionally, the appropriateness of
tional research through ethnographic examination of
room settings is supported widely in the research
ature. The following discussion touches on some of the
dent literatures examined in the process of acquiring

round material and empirical support for this field

CONTENT PRECEDENTS

The current educational literature reveals abundant
'mation concerning caring and nurturing behaviors by
ers -- by addressing the topic of caring specifically
r by referring to caring behaviors in articles dealing
teaching effectiveness. Authors such as John Goodlad,
n Mayeroff, Nel Noddings and many others analyze caring

relates to the educational process. In their

sions about caring, these authors generally agree that

g is a process, a way of relating to someone that

es development, in the same way that friendship can

merge in time through mutual trust and a deepening and

ative transformation of the relationship" (Mayeroff,

Po 1).

 

 

 

 

 

 

14

A discussion of specific studies which have produced
confirming and disconfirming empirical evidence as to
importance of caring and nurturing behaviors by teachers
5 on PAGE 42. In the discussion presented here, ideas
ned from many authors about the significance of caring

nurturing behaviors by classroom teachers -- as
overed through research and personal experience -- will

ivided into two major areas: (1) general educational

 

rature and (2) Seventh-day Adventist and other parochial

31 literature.

§AL EDUCATIONAL LITERATURE

 

In an interview with the "New York Times" in February,
it is reported that C. E. Silberman's response to a
agie Corporation study of schools concluded that the way
>ls are organized "destroys spontaneity, initiative, and
of learning among teachers as well as students" and
schools are "the most grim, joyless places on the face
1e earth" and are "quite literally destructive of human
rs" (Heath, 1971, p. 121).

In his book £213, Leo Buscaglia states that, "Educa-
should be the process of helping everyone discover his
teness, to teach him how to develop that uniqueness, and
to show him how to share it because that's the only

n for having anything" (Buscaglia, 1972, pp. 20).

in this work, Buscaglia claims:

 

 

 

 

 

 

Neither the love of self -- what educators
call self-respect -— nor love of others --
responsibility and love for his fellow man —-
can ever be taught in our present educational
system. Teachers are too busy 'managing' to
be 'creating.‘ As Albert Einstein said, 'It
is nothing short of a miracle that instruc-
tion today has not strangled the holy curios-
ity of inquiry. For this delicate little
plant lies mostly in need of freedom without
which it will fall into rack and ruin and die
without fail' (Buscaglia, 1972, pp. 68-69).

Other educational writers show general agreement with

 

Beaglia. They suggest that "TLC -- Tender Loving Care" is
"perfect term to sum up the type of environment that is
1ducive for learning to occur" (Fox, 1984, p. 33); that a
Lssroom should be a place where it is possible to "sense
: feeling of love and caring" when you enter (Ricciotti,
18, p. 41); and that teachers "need to be more humanistic
their approach and to understand that a positive attitude
,pled with positive reinforcement and enthusiasm promotes
lositive image of school and accelerates learning" (Ford,

6, p. 52).

These writers are backed up by the National Association
the Education of Young Children which sites the Consti-
ion of the United States as it stresses "the need for
ools to take great care to nurture 'life, liberty and the
suit of happiness' since they are 'tender and vulnerable
nts'" (Barrow, 1980, p. 2). Additionally, Haim Ginott

tures the caring, nurturing teacher when he states:

Above all, a teacher needs to demonstrate
humanity. Where others condemn, he consoles.

 

 

 

 

 

16

Where others blame, he helps. . . .Teachers
have a unique Opportunity to counteract
unhealthy influences in a pupil's early
childhood. They have the power to affect a
child's life for better or for worse. A
child becomes what he experiences. While
parents possess the original key to their
offspring's experience, teachers have a spare
key. They too can open or close the minds
and hearts of children (Ginott, pp. 71 &
301).

In an article "Human Relations in the Classroom" we
the following:

. . .Teachers typically spend about 70
percent of each work day interacting with
adolescent human beings. It is not surpris-
ing that if poor interpersonal relations
exist in the classroom, stress results that
can be linked to the problems of poor student
achievement and teacher burnout. . . . In
order for a teacher to be a successful
instructional leader and an effective class—
room manager, there must have been establish—
ed a firm basis of human relationships. . . .
The successful teacher is one who has earned
a reputation of being fair and caring. . . .

The teacher must be a role model in applying
rules of good human relations. The classroom
should be a pleasant place to be, for both
the students and for the teacher. For
effective learning to take place, this must
be true. A certain tone is evident when
entering a classroom where there are good
interpersonal relations.

The teacher is warm, caring, empathetic, and
businesslike. Students are treated humanely
and with reSpect, but the teacher does not
relinquish the role of classroom manager.
The teacher realizes that learners are human
and cannot be programmed to accept informa-
tion mechanically and unemotionally. By the
same token, the teacher functions as a real
person in the classroom and not as just
another fixture. . . .

 

 

 

17

Students in a humanely run classroom treat
the teacher and each other with respect.
Their actions reveal that they feel an
important part of the total classroom group
and that they are comfortable enough in their
surroundings to communicate freely. This
freedom to communicate is vital to learning,
for if this freedom is not present, some
students will hesitate to ask for help
(Cotton, 1986, p. 58).

Learning magazine states that "the role of the teacher
changing because of what's happening in society. No

nger, it seems, can you expect to just teach. You may

 

Ie to be a rock for troubled children to lean on."

spondents to a Learning poll showed that children most

 

ad a "caring individual they can go to, stability and
re" (Gaynor, 1986, pp. 34-38).

In the work Living, Loving, and Learning, also authored
Leo Buscaglia, the teacher's "becoming" a loving person
promoted because of the theory that children "can
:ntify with people, with human beings" while they "have
,at difficulty identifying" with those who are behaving
we a "teacher in a role" (Buscaglia, 1982, p. 9). James
Beane reports that in studies of middle school children
e theme has recurred for too long to be a passing fad:
1y adolescents are human beings first and students after
t" (Beane, 1986, p. 14). These beliefs are a basis for
moting that each student must be treated "as a whole
son" (Jones, 1986, p. 90; Blase, 1986, p. 100) who needs

ve, support, understanding, and intellectual challenging"

 

 

 

18

.ttaker, 1985, p. 55; Wong, 1972, pp. 21-22; Drinkard,

p. 12) and that teachers must help students "cope with

I

" (Clark, 1987, p. 507; Brandt, 1988, p. 3) and "be kind
hem" (Horowitz, 1987, p. 412; Spencer, 1988, p. 108)
ugh classes that are "nurturing and healthy to every
ent all of the time" (Norris, 1985, p. 40).
The Master Teacher article entitled "Caring is not

ling" makes these claims about the importance of caring

he classroom:

Caring has benefits for teachers and students
alike that cannot be overlooked if a teacher
wants to be successful. That's why we need
to know what caring is, and how to make it
the focal point of our teaching style and the
tone of the climate in our classrooms.

Caring is. . .the vehicle which allows us to
reach our potential in teaching. Without a
caring stance, a teacher simply can't do the
job (DeBruyn, 1980, pp. 2-3).

In his book On Caring Milton Mayeroff defines "caring"

 

:ating that "To care for another person, in the most
Lficant sense, is to help him grow and actualize
21f." He refers to a quotation by Carl R. Rogers which

"the degree to which I can create relationships which
.itate the growth of others as separate persons is a
Lre of the growth I have achieved in myself" (Mayeroff,

pp. XI & 1). Mayeroff further explains his views on
.g:

In caring, my being with the other person is
bound up with being for him as well; I am for

him in his striving to grow and be himself.
I experience him as existing on the "same

 

 

 

19

level" as I do. I neither condescend to him
(look down on him, place him beneath me) nor
idolize him (look up at him, place him above
me). Rather, we exist on a level of equal—
ity. Put more accurately, I am no longer
aware of levels; seeing things in terms of
different levels has been, so to Speak, tran-
scended. We are jointly affirmed; neither
one is affirmed at the expense of the other.

In caring for another person I encourage him,
I inspire him to have the courage to be
himself. My trust in him encourages him to
trust himself and to be worthy of the trust.
Perhaps few things are more encouraging to
another than to realize that his growth
evokes admiration, a spontaneous delight or
joy, in the one who cares for him. His
Rawareness of my delight in his efforts to
grow has a way of recalling him to himself: I
help him realize and appreciate what he has
done. It is as if I said to him, "Look at
yourself now, see what you did, see what you
can do" (Mayeroff, 1971, pp. 42-44).

Nel Noddings places the teacher in the category of the

-caring" or the care-giver in her discussion of caring

>cial institutions, especially in schools. She

isizes that the establishment of a caring relationship

zen the teacher and the student is able to transcend any

Lications or differences which may present themselves in

educational setting. In the following passage from her
Caring, Nodding's discusses the significance of caring

1e educational setting and the relation of caring to
skills and subject matter while pointing out the

.exity of such a relationship.

It may be that much of what is most valuable

in the teaching-learning relationship cannot

be specified and certainly not prespecified.
The attitude characteristic of caring comes

 

 

 

20

through an agqnaintanc . When the student

associates with the teacher, feeling free to
initiate conversation and to suggest areas of
interest, he or she is better able to detect
the characteristic attitude even in formal,
goal-oriented situations such as lectures.
Then a brief contact of eyes may say, "I am
still the one interested in you. All of this
is of variable importance and significance,
but you still matter more." It is no use
saying that the teacher who "really cares"
wants her students to learn the basic skills
which are necessary to a comfortable life; I
am not denying that, but the notion is impov-
erished on both ends. On the one extreme, it
is not enough to want one's students to mast-
er basic skills. I would not want to choose,
but if I had to choose whether my child would
be a reader or a loving human being, I would
choose the latter with alacrity. On the
other extreme, it is by itself too much, for
it suggests that I as a caring teacher should
be willing to do almost anything to bring my
students to mastery of the basic skills. And
I am not. Among the intangibles that I would
have my students carry away is the feeling
that the subject we have struggled with is
both fascinating and boring, significant and
silly, fraught with meaning and nonsense,
challenging and tedious, and that whatever
attitude we take toward it, it will not
diminish our regard for each other. The
student is infinitely more important than the
subject (Noddings, 1984, p. 20).

Mayeroff states that "Caring is not always agreeable"
:hat"it is sometimes frustrating and rarely easy"
aroff, 1971, p. 72). Noddings also gives evidence of
.ble frustrations and complications in caring. Because
.5 convinced that extended time contact is important,
not always possible, she points out the following
'native:

I do not need to establish a deep, lasting,
time-consuming personal relationship with

 

 

of

the

bet

sug

 

21

every student. What I must do is to be
totally and nonselectively present to the
student -- to each student -- as he addresses
me. The time interval may be brief but the
encounter is total. . .(Noddings, 1984, p.

180).

Noddings continues her discussion of the establishment
:aring relationships with suggestions for "reorganizing"
typical school setting to include longer time contact
een students and their teachers. She summarizes her

estions and the desired results thus:

. . .There are ways to extend contact so that
deeper relationships may deve10p. If I know
how my student typically reacts to certain
tOpics and tasks, I am in a better position
to guide him both sensitively and econom-
ically. Why can we not opt for smaller
schools, for teachers and students working
together for three years rather than one, for
teachers teaching more than one subject? We
are limited in our thinking by too great a
deference to what is, and what is today is
not very attractive. Our alternative is to
change the structure of schools and teaching
so that caring can flourish, and the hope is
that by doing this we may attain both a
higher level of cognitive achievement and a
more caring, ethical society. . .(Noddings,
1984, p. 181).

Noddings ideas about reorganizing school programs so

time contact is extended are explained in greater

:1 when she states:

In order to establish the level of trust and
understanding that is required. . . we might
consider a reorganization of schooling that
would provide extended contact between
teachers and students. If, for example,
elementary school teachers were to remain
with a group of students for three years
rather than for the traditional one year,
there might be time to develop the sort of

 

 

 

tee

N01

po

t0

22

deep caring relationship that could provide
the basis for trust and genuine dialogue.
Similarly, high school teachers might assume
responsibility for a group of students in
their particular subject over the entire span

of

high school years. Such arrangements

would make it possible for us to expect that
teachers should act as counselors and advis—
ors in their subject fields and not just as
imparters of knowledge (Noddings, 1984, pp.
186-187).

The type of caring relationship between student and

her which Noddings believes is important has two sides.

only the student, but the teacher benefits. The

ent'

ted

raw

We

6 response to the care given by the teacher is
out as being the source of strength for the teacher
on in order to continue with the care-giving.

see another cogent reason for insisting on

relation and caring in teaching. Where is
the teacher to get the strength to go on
giving except from the student? In situa-
tions where the student rarely responds, is
negative, denies the effort at caring, the
teacher's caring quite predictably deterior-
ates to "cares and burdens." She becomes the
needy target of her own caring. In such
cases, we should supply special support to
maintain the teacher as one—caring. Communi-
ties are just barely awakened to this need.
But no indirect caring can fully compensate
for the natural reward of teaching. This is
always found in the responsiveness of the
student. . .(Noddings, 1984, p. 181).

In addition to expressing her thoughts on the

rtance of the caring relationship, Noddings suggests

the parental influence and the design of schools must

1de an emphasis on providing Opportunities for caring.

What am I recommending? That students should
be more responsive to their teachers? Can we

 

 

 

 

23

command them to respond? This approach seems
wrong, although parents might reasonably talk
to their children about the difficulties of
teaching and ways in which students can sup-
port and encourage their teachers simply by
exhibiting a spontaneous enthusiasm for their
own growth. But, realistically, such a re-
commendation seems unlikely to be productive.
What I am recommending is that schools and
teaching be redesigned so that caring has a
chance to be initiated in the one-caring and
completed in the cared-for. Sacrifices in
economies of scale and even in programs might
be called for. These would be minor if we
could unlock our doors and disarm our secur-
ity guards. Schools as institutions cannot
care directly. A school cannot be engrossed
in anyone or anything. But a school can be
deliberately designed to support caring and
caring individuals, and this is what an ethic
of caring suggests should be done (Noddings,
1984, pp. 180-182).

 

 

Goodlad's arguments about how schools might be improved
1 agreement with Noddings. His conclusions also point
1e importance of sustained time contact which enables
[ers and students to establish more stable relation-

:. He states:

If positive relations with teachers in class—
rooms are related to student satisfaction in
school and corrective feedback is related to
student achievement, then it becomes impera~
tive to seek school conditions likely to
maximize both. The never—ending movement of
students and teachers from class to class
appears not conducive to teachers and stu-
dents getting to know one another, let alone
to their establishing a stable, mutually
supportive relationship. Indeed, it would
appear to foster the casualness and neutral-
Lty in human relations we observed to char-
Lcterize so many of the classrooms in our
:ample (Goodlad, 1984, pp. 112-113).

 

24

Noddings expresses additional thoughts about how

ols should make changes in order to make caring easier.

ddition to the element of sustained time contact between
her and student, she adds the advantage of having

dren in contact with each other in order to "learn from

other" and to care for each other:

Now, clearly, when we consider seriously the
establishment of opportunities to care, we
must look not only at special programs but
also at the structure of schools and
classrooms. If we value genuine caring
encounters, then our classrooms will be
c00peratively organized for many tasks.
Children will be encouraged to learn from
each other as well as from teachers and
books. . . . We will be wary of sharp age
separations, because these separations may
induce a selfish in-turning toward the
problems unique to particular ages (Noddings,

1984, p. 187-188).

 

Noddings recognizes that teacher competency can raise
ible objections to her predominant idea concerning
:er time contact between a teacher and a group of

ants. She points out the importance of dealing with

[petent teachers in any situation.

The objection that is most often raised to
suggestions for extended contact is that we
should not want our children subjected to a
bad teacher for an extended period -- for
say, our suggested three years. But think
what we are saying when we raise that
objection! The appropriate reply is, surely,
that we should not want our children exposed
to a poor teacher for even one year. We have
oecome too well adjusted to mediocrity,
routine, and things-as-they—are (Noddings,
L984, pp. 187).

 

 

 

tea

tea

aPF

be]

sqt

fee

CO'.

kn

39

ar

 

25

Noddings suggests that the implications of the "poor
acher" fear should be considered and that "students and
achers should stay together by mutual consent and with the
proval of parents." In this arrangement, Noddings
lieves that ultimately "really poor teachers would be
ueezed out" of the profession and that all the "fuss and
athers of detailed administrative evaluation would be cut
nsiderably" (Noddings, 1988, p. 225).

John Goodlad states that the "process of humanizing
awledge in schools so that all students gain access to it
pears to have two central components." These components
a (l) the teacher's personal attentions toward the student
1rturing behaviors) and (2) the teacher's pedagogical
tits (technical skills) (Goodlad, 1984, p. 125). A 1986

:icle in Phi Delta Kappan refers to these components as

 

involvement with subject matter and (2) involvement with

dents (Csikszentmihalyi and McCormack, 1986 p. 418).

Teacher's Personal Attentions Toward the Student. In

 

book, On Caring, Mayeroff states that the "caring

 

:her. . .directly knows his student as an individual; he
ariences him as someone in his own right, and not as a
reotype or as a means for his own self—aggrandizement
'eroff, 1971, p. 14). Other authors join Mayeroff as
report empirical studies, school program data, and

onal experiences as a basis for information about the

 

 

 

per

sho

llsu

198

car

19E

(R<

6C.

Ev

th

DC

19

 

26

onal attentions toward students which have successfully
n caring. These caring behaviors include those of being
portive and reassuring" (Rebbeck, 1986, p. 65; Maifair,
, p. 57; Conlee, 1986, p. 69); being "sensitive and

ng" (Ohanian, 1986, p. 7; Wolfle, 1988, p. 16; Simms,

, p. 63); treating children as "special individuals"
hstein, 1987, p. 54); holding “high expectations" for
emic achievement (Palardy and Palardy, 1987, p. 87;
tson, 1986, p. 198); inspiring students to "test

selves against their own possibil- ities“ (Sava, 1987,

4; Bartocci, 1988, p. 75); using "appr0priate and

tive physical contact" (Colwell, 1986, p. 130; Anderson,
, p. 201); showing "enthusiasm and dedication"

inson, 1984, p. 138; Csikszentmihalyi and McCormack,

, p. 418); participating in "fun and sharing" (Civikly,

, pp. 61-62; Jantzen, 1988, p. 33; Schuh and Kuh, 1984,

.9); feeling "responsible for student success and

tre" (Johnson, 1987, p. 45; Pratt, 1985, p. 807);
ecting a caring image" (Smith and Howe, 1985, p. 188;
s, McGill, and Shaeffer, 1986, p. 150); and getting to
how your students feel" (Ferree, 1985, pp. 240—241;

ow, 1985, p. 332; Booth, 1985, p. 23).

{eacher's Pedagogical Traits. The following paragraph
:izes some thoughts about the pedagogical traits

rted with caring:

 

 

 

27

Caring requires structure, investment in
students, involvement, kindness. It must be
"revealed in everything we do. It's demon-
strated in the way we give tests, the
assignments we give, the way we correct
misbehavior, and the promptness with which we
grade and return papers. Our caring comes
through loud and clear to students. It comes
through loud and clear when we don't care as
well (DeBruyn, 1980, pp. 2-3).

The list of pedagogical traits and abilities mentioned
ducational writers as aiding in caring and nurturing
ude "mastering appropriate techniques for asking

tions" and "communicating information" (Daly, 1986, pp.

 

2; Ornstein, 1988, pp. 72-73); developing the art of
tening" (Faber and Mazlish, 1987, p. 37); individualiz-

instruction by "adapting materials" (Keefe, 1986, p. 85;

 

:er, 1988, p.110; Robison, 1987, p. 16; Smith, 1986, p.
planning instructions based on “students needs and
ling levels" (Blair, 1984, pp. 139-140); having an
>priate "leadership style" (Vertiz, Fortune and Hudson,
p. 63); maintaining a balanced "authority" in
:room management (Shrigley, 1986, p. 65; Widdowson,
p. 86; Morgan, 1984, p. 54); exercising the right
e of "control" (Kaywell, 1987, p. 204; Bluestein, 1985,
)3 using humor in the classroom (Hunsaker, 1988, p.
helping students "feel reSponsible" (Wolfe, 1986, p.
almes, 1984, p. 51); ”motivating the unmotivated"
1ts (Weiss, 1982, p. 2; Lockavitch, 1986, p. 317);

.ng students to be “independent thinkers" (Michener,

 

28

, pp. 26-27; Wassermann, 1987, p. 460); and giving

st and helpful "evaluative reactions" (Sadker and

er, 1985, pp. 369-370 ; Lee and Souers, 1984, p. 33).
Drinkard makes the following statements about teachers
possess caring pedagogical traits:

The teacher who makes his or her presence
known by walking around the classroom, inter-
acting with students, and making eye contact
with them is generally appreciated. . . .
Teacher energy levels influence those of
students. Teacher enthusiasm can be conta-
gious. An atmosphere of concern is essential
because. . .it does not matter what you know
until they know that you care. Call them by
their names, point out the positive things
they do, and greet them in your classroom and
elsewhere. . . . Notice changes in them for
the better. . . . Laugh with them and at
yourself when it is necessary to lighten a
stressful situation. Let them know they were
missed when absent. Show genuine concern in
times of their personal or family difficul-
ties to build a strong relationship as you
help them progress in daily contact with you
(Drinkard, 1986, p. 12).

Nel Noddings strongly emphasizes the pedagogical skill
Lalogue and it's importance to students especially as it
5 parents and teachers to work c00peratively. She says:

We have been talking about dialogue -- about
talking and listening, sharing and responding
to each other. It is vital in every aspect
of education. In teaching subject matter,
the teacher must learn to listen as well as
to talk. As the student thinks aloud, the .
teacher may direct and correct him, but he 15
thinking, initiating, trying things out.

. . . The purpose of dialogue is to come into
contact with ideas and to understand, to meet
the other and to care. . . . It is clear, I
think, that instituting open and genuine
dialogue implies a weakening of profess10nal

 

 

gag

Sev
sma
nm
em
th
ru

ar

 

29

structures and an attempt to establish
teachers and parents as cooperative educators
(Noddings, 1984, pp. 184-187).

NTH-DAY ADVENTIST AND OTHER PAROCHIAL LITERATURE

Even though the volume of educational literature from
nth-day Adventist and other parochial writers is much
ler, themes concerning the importance of caring and
uring expressed in the general educational literature
also presented in this smaller body of literature. In
literature, the added aspects of the Christian "golden
" and following the "teaching methods of Jesus Christ"

incorporated.

Teacher's Personal Attentions Toward the Student. In
tion to the desirable personal attentions toward stu—

3 presented in the general educational literature, the
Lenge to religious educators is to help to "undo" in
iren any faulty images of God, replacing them with

yes of a God truly involved in our concerns." This, it
Laimed, can be done in educational settings "where

ants are cared for and valued as unique individuals"

sey, 1987, p. 27; Carter, 1981, p. 2; siepman. 1981, p.

In her article "Students Describe the 'Ideal Teacher'"

J. Scalo makes the following observation about a group

 

 

 

of st

and <

tee

YOl

am

ca

St

rn

 

30

tudents who have made an expression of "mutual respect
caring" for their teacher:

Such a relationship is vital to the academic
and social growth of students. Academic
growth occurs when students work to the best
of their ability; social growth takes place
when students view themselves and others as
having worth and dignity. The foundation for
this relationship is the students' perception
of the teacher as an authentic and emphatic
human being with unconditional respect for
them. . . . Adolescents can distinguish be-
tween the phony teacher, one who pretends to
love children, and the dedicated teacher, one
who genuinely cares for them. The most im-
portant ingredient in fostering a positive
student-teacher relationship is the teacher's
unconditional respect for students, demon-
strated by accepting students as they are and
caring for them (Scalo, 1986, pp. 40-41).

Scalo reports students comments such as, "I like

hers who are fair, not just easy, who care about what
are doing"; "I feel better when I can talk to someone
not keep my feelings bottled up inside of me"; and "The
89 teacher attacks the problem, not the student." One
ent wrote:

I think education isn't just learning from

books. It helps kids and teenagers learn how

to live life with other people. My teacher

cares about her students and doesn't forget

anyone. She treats everyone equally. It

isn't just a job for her (Scalo, 1986, p.

41).

Hedley J. Eager, Academic Dean of Pakistan Adventist
lary graduate studies dealing with affective strategies

school effectiveness concluded that caring and nurturing

:egies such as relationship building, giving support,

 

 

commx
beha‘
repo:

SllCCI

Adv

spi
vir
and
mig

(W

de
fa
su

12

 

 

 

31

,unication, consistency, rewarding compliance to expected
vior, giving affection, and teaching values were

rted by teachers and students as being important to a
essful school program. Data from this study showed that
ffective schools

Student self—esteem was enhanced by teachers'

taking time to socialize informally with them

-- inviting them home, taking them camping,

having lunch with them, or just passing the

time of day whenever the opportunity arose

(Eager, 1989, pp. 8-9).

Dr. Lilya Wagner, the vice-president of a Seventh-day

ntist college, states in her book Caring is Not a

 

gator Sport that when "people combine their talents and

 

itual gifts, the good that can be done for humanity is

ually unlimited." She uses many examples of high school

college campus life situations where caring made, or

t have made, a difference in the lives of students

ner, 1986, p. 43).

From another SDA college, an upper-division student

ribes how "caring relationships" between students and

Lty members make it much more likely for students "to

zed academically and in all areas" (Disheroon, 1985, p.
One professor from Andrews University, an Adventist

arsity in Berrien Springs, Michigan, writes of the

Lng atmosphere" created by the faculty and responded to

1e students (Jorgensen, 1986, p. 12) and physician

Lngton Manullang writes from Kent, Washington about the

 

 

differe
enough
present
loving
hopeful
P- 28)
care“
Manspe
I
azine
“Rainl

educa-

Stat
Chi1
hear
Stud

198E

 

 

 

32

'erence that was made in his life by a teacher who "cared
gh to listen" (Manullang, 1986, p. 2). The challenge
ented to Christian teachers is that of "providing a
ng atmosphere" that makes a child "feel adequate,
ful, and unafraid" (Senier, 1986, p. 21; Zoellner, 1985,
8) along with that of extending to students the "loving
" exemplified by Christ (Bullock, 1985, p. 8;
peaker, 1985, p. 8).

In an article entitled "The Hurting Child" in the mag-

e Momentum, Suzy Yehl, director of a program called,

 

nbows for All God's Children," challenges Catholic

ators with these words:

The personal, sincere caring of one person
for another belongs to each of us. But it
is, in a special way, the mark of the teach-
er. Because we care about children and want
our enthusiasm for knowledge to be passed on,
we are in the teaching profession. And the
most teachable of all moments is when we
reach out to the child as a person, when we
let her or him feel that we care. An educa—
tor, especially today, needs not only a
degree, but an open loving heart (Yehl, 1986,
p. 20).

This same author agrees with Leo Buscaglia in the
aments, "Be human first and always" and "To reach the
3's mind, a teacher must first capture the child's

t" (Yehl, 1986, p. 21). Capturing the hearts of

ants through "acquiring their friendship" (Rathbun,

, p. 12; Johnson, 1986, p. 12; Faber and Mazlish, 1987,

7), acting as a "role model" for students (Nix, 1985, p.

 

 

 

 

 

9; Kl
(F11
"int
conf
ship
1985
and
198

by

tio
Sev
the
of
wr
im

St

ir

 

33

Keating, 1984, p. 31), using "kind, positive words"
linn, 1986, p. 11; Van Dolson, 1985, p. 15), taking an
nterest in" student activities in order to "gain their
nfidence" (Vincent, 1986, p. 12) establishing relation-
ips that include "praying, loving and nurturing" (Gardner,
85, p. 9; Finch, 1985, p. 2) and being a "peOple oriented"
d "integrative" teacher (Augenstein, 1988, p. 45; Johnson,
87, pp. 11-12; Howe, 1987, p. 51) are all ideals presented
parochial authors.

These same ideals are presented as desirable educa-
onal policies and practices for education within the
venth-day Adventist system due largely to the influence of
a writings of Ellen G. White who is the recognized pr0phet
the church. Even though her comments on education were
itten around the turn of the century, they emphasize the
portance of the teacher's personal attentions toward the
ident.

The modern concept of humanizing education is reflected
her 1913 statement that "In the schools of the prophets

.the sacred gospel was humanized, as in the teachings of
:ist" (White, 1913, p. 436).

Ellen White's views of the teaching methods of Jesus
fist, which the Christian educator should emulate, agreed
:h that of parochial educators today. She stated:

The Saviour's rule —- 'As ye would that men

should do to you, do ye also to them likewise'
-- should be the rule of all who undertake the

 

 

 

 

 

the

P0

St

te

be

(I)

 

34

training of children and youth. They are the
younger members of the Lord's family, heirs
with us Of the grace Of life. Christ's rule
should be sacredly observed toward the
dullest, the youngest, the most blundering,
and even toward the erring and rebellious
(White, 1903, pp- 292-293).

In other comments, White refers to "Christ's rule", as
love and friendship of the teacher toward the student.
Our schools must be more like the schools of

the prophets where every student will receive

special help from his teachers. . . Tender-

ness, sympathy, unity, and love are to be

cherished (White, 1861, p. 152).

NO part of the work is more important than to

look after the youth with tender, loving

solicitude, that they may feel that they have

a friend (White, 1923, pp. 116-117).

The teacher. . .should ever stand in the

attitude of a friend and counselor to his

pupils (White, 1859, p. 31).

The caring behavior of "socializing" with students is
ted out in White's comments about participation with the
ants in exercises and amusements. She says that

aers should be willing to "join in the amusements of the
iren, be one with them, and show that they want them to
appy" (White, 1859, p. 653) and to "unbend from their
ity" and "to be one with the children in their exercises
amusements." White's reasoning is that the teacher's

; with the students provides Opportunity for the teacher

:Ovide the "sympathy, affection, and love" that the

ants have need of (White, 1923, p. 116).

 

 

"suppOJ
for thl
these :

statem

”ma

.- H '7 OI
..

16ack

imp0]

a(Ire

 

 

 

35

White further states that:

Teachers Often fail Of coming sufficiently
into social relation with their pupils. They
manifest too little sympathy and tenderness,
and tOO much of the dignity of the stern
judge. While the teacher must be firm and
decided, he should not be exacting or
dictatorial (White, 1903, p. 280).

Today's authors write about the need for teachers to be
portive and reassuring" and to hold "high expectations"
their students. White's ideas which are parallel to
8 modern ideas are reflected in the following

ements :

The wise educator, in dealing with his
pupils, will seek to encourage confidence and
to strengthen the sense of honor. Children
and youth are benefited by being trusted.
Many, even Of the little children, have a
high sense of honor; all desire to be treated
with confidence and respect, and this is
their right (White, 1903, p. 289).

It is better to request than to command; the
one thus addressed has Opportunity to prove
himself loyal to right principles. His Obe-
dience is the result of choice rather than
compulsion (White, 1903, p. 290).

White's ideas about the "atmosphere" surrounding the
1er are very similar to today's concept about the
stance of "projecting a caring image":

Every teacher who has to do with the educa-

tion of young students should remember that

children are affected by the atmosphere that
surrounds the teacher whether it be pleasant

or unpleasant (White, 1913, p. 191).

Mayeroff's 1971 statement that "caring is not always

aable" (p. 72) seems to agree with White's 1903

 

 

 

stateme
Un
ma
t1
te
is
15

I}
discus
educat
in the
cussic
often

and/o]

human

0f Ma
later
be ce
organ
Skill
who }
admit
"des;
then
Stat

rela

36

atement that:

Under no circumstances should the teacher

manifest partiality. It is in dealing with

the faulty, trying ones that the character is

tested, and it is proved whether the teacher

is really qualified for his position (White,

1903, p. 280).

Teacher's Pedagogical Traits. The pedagogical traits
scussed in literature written specifically for and by
ucators in private schools are not unlike those presented
the general educational literature. However, the dis-
ssion of pedagogical traits in this body of literature is
ten intricately intertwined with discussions of religious
d/Or evangelistic responsibility with strong emphasis on
nan relations skills.

Dr. John J. Augenstein's article, "Touching the Lives
Many" reports a study of successful Catholic teachers who
:er became principals. They perceived their strengths to
centered around three areas: "human relation skills,
Janization skills and creativity, with human relations
Llls predominating." Augenstein refers to these teachers
> have met with sufficient success as tO be drawn into
iinistrative positions as "people-oriented persons“ who
:sire to help, first a small group in the classroom and
an the larger group of students in the entire school." He

ites that, "they have and want to exercise their human

.ations skills" (Augenstein, 1988, p. 45).

 

 

Fr
study c
taking
to be 1
becausc
teache
subjec
qualit
their
acadeu
teache
every<
diffe:

State

37

From a private school in Willowdale, Ontario, Canada a
ly of a group Of teachers who were in the process of
.ng course work showed that they expected their teachers
1e flexible in their "teaching styles and methodology"
.use "methodology and style really separate the good
hers from the bad." The studying teachers who were
ects Of this research concluded that the one good

ity that all good teachers share is that of "treating
r students with respect" and showing it by (1) allowing
emic courses to be planned by consultation in which the
her and student "mutually decide what is best for
yone concerned" and (2) "allowing students to learn in
erent ways." The article which reported the study
es:

The goal Of teaching is for students to
learn. . . . People learn in many different
ways, and it does not take a genius teacher
to evaluate learning according to the needs
Of the individual student. An environment in
which performers can perform, silent types
can be silent, and those in between (the
majority, incidentally) can fluctuate accord-
ing to their inclinations is surely the most
productive. A good teacher can generate a
warm safe, respectful classroom environment
that encourages students to take risks, a
large part Of learning. Teachers as students
expect a comfortable atmosphere in the
classroom; their own students have a right to

the same. . . .

The golden rule of teaching is simply that
teachers should treat their students as they
would have their own instructors treat them.
They learn best when treated with courtesy
and reSpect and when encouraged to learn in
the way that suits them best. Mutual respect

 

t‘ ‘9 7?

and th

a reli

agreen

1 .—-¢ has _‘- H {-0-

state

pedag

non.
ed w
infc
aha)

bUt

 

 

38

can establish a foundation for a creative and
productive relationship between teachers and
students that fosters learning (Horowitz,
1987, p. 412).

The close relationship between the pedagogical skills
the human relation skills is discussed by James Keating,
rligion teacher in Norwalk, Connecticut. He expresses
:ement with the following quote from Michael Warren:

the foundation Of youth ministry is
relational ministry, not the ministry Of
teaching. Where the ministry of teaching is
primary, young people tend to resist it.
Where the ministry of friendship is primary,
the ministry of teaching can make progress
(Warren, 1982, p. 90).

However, Keating qualifies his acceptance of Warren's
ement by pointing out the accompanying importance of

gogical skills.

I am not throwing out the necessity for
content, lesson preparation and good
methodology. I am not reducing teaching to a
'pal-like' relationship where, because we
trust one another, education. . . will
somehow spontaneously arise (Keating, 1984,

p. 31).

An article comparing two classrooms under the direction
wo teachers —- one judged to be caring the other to be
caring -- concludes that the caring teacher "communicat-
ith people" while the non-caring teacher "relayed

rmation." The need to relay information is not done

with when the teacher is a caring, nurturing teacher --

it is not the primary focus (Johnson, 1986, pp. 10-12).

 

 

 

Va
writing
as in 1
considc
In her
of tru
statem
point
an uné
knowle

their

as pe
“deli
human
willi

and a

in t]

39

Various pedagogical skills are mentioned in the
itings Of the SDA prophet, Ellen White. In her writings,
in those Of other religious educators, these skills are
nsidered in light Of the importance of human relations.

her book Education she states that "Love. . .is the basis

 

true education" (White, 1903, p. 16). Additional
atements, scattered throughout other works on education,
int out the need for teachers to also be in possession of
understanding Of pedagogical skills and to have a
awledge of appropriate learning outcomes and goals for
air students.

In discussing teacher traits which could be classified
pedagogical skills, White states that teaching requires
alicate tact, the finest susceptibility, a knowledge of
nan nature, and a heaven-born faith and patience" and a
Llingness on the part Of the teacher "to work and watch
1 wait" (White, 1903, p. 292).

The skill of "individualizing instruction" is implied
these thoughts:

The teacher should carefully study the dis-

position and character Of his pupils, that he

may adapt his teaching to their peculiar

needs (White, 1913, p. 231)?

In order to do effective study, the interest

Of the child must be enlisted. Espec1ally by

the one who has to do with children and youth

differing widely in disposition, training,

and habits Of thought, this is a matter not
to be lost sight Of (White, 1913, p. 181).

 

Sc

social

the tee

to the

00111111611

teache

A H I H- ." H

the

fol

40

Scalo, writing in 1986, reported that foundation for
Lal and academic growth was the student's perception of
teacher who "respected" them and-expected them to work
:he "best Of their ability" (pp. 40-41). White's
nents, made at a much earlier date, deal with similar
:her characteristics.

The teacher must have the tact and skill, the
patience and firmness, that will enable him
to impart to each the needed help -— to the
vacillating and ease loving, such encourage-
ment and assistance as will be a stimulus to
exertion; to the discouraged, sympathy and
appreciation that will create confidence and
thus inspire effort (White, 1903, pp. 279-
280).

Teachers should adapt their teaching to the
minds Of the children, placing themselves in
sympathy with them; then the children can be
instructed and benefited both by precept and
example (White, 1859, pp. 653-654).

The true teacher is not satisfied with
second-rate work. He is not satisfied with
directing his student to a standard lower.
than the highest which it is possible for
them to attain. He cannot be content with
imparting to them only technical knowledge,
with making them merely clever accountants,
skillful tradesmen. It is his ambition to
inspire them with principles of truth,
Obedience, honor, integrity, and purity --
principles that will make them a positive
force for the stability and uplifting of
society. He desires them, above all else, to
learn life's great lesson Of unselfish
service (White, 1903, p. 29).

In the areas of teacher expectations of students and
teaching of independent thinking, White mentions the

owing educational Objectives or goals:

 

41

Students should be led to think for them-
selves (White, 1913, p. 434).

It is the work of true education. . .to train
the youth to be thinkers, and not mere
reflectors of other men's thoughts (White,
1903, p. 17).

. . .The teacher who trains the child to
self-control will be the most useful and
permanently successful (White, 1903, p. 289).

Teachers should lead students tO think, and
clearly to understand. . . . Inquiry must be
awakened. . . (White, 1861, p. 154).

Instead of appealing to pride and selfish
ambition, teachers should endeavor to awaken
the love for goodness and truth and beauty --
to arouse the desire for excellence (White,
1890, p. 595).

The success Of a teacher who has developed the
:ssary pedagogical skills, according to Mayeroff and
:rs, is the ability to help students "grow and actualize"
Lselves (Mayeroff, 1971, pp. XI and 1). This type of
ress is mentioned by White.

Under the influence Of wise teachers, the
indolent may be led to arouse, the thought-
less tO become serious. Through painstaking
effort, the most unpromising student may be
so trained and disciplined that he will go
forth from the school with high motives and
noble principles (White, 1913, p. 498).

The true educator, keeping in view what his
pupils may become, will recognize the value
Of the material upon which he is working.. He
will take a personal interest in each pupil,
and will seek to develop all his powers.
However imperfect, every effort to conform to
right principles will be encouraged (White,

1903, p. 232).

 

the

1113

par

rev

spe

prc

6C]

fol

SP

of

mi

at

42

EMPIRICAL RESEARCH PRECEDENTS
Empirical support for caring and nurturing behaviors on

1e part Of teachers is found in the general educational
,terature and in the literature that is directed toward
.rochial/private educational settings. In the literature
:viewed, a limited number of empirical studies focused
>ecifically on "care" shown by teachers. A larger body of
ogrammatic literature dealing with teacher effectiveness
ross a variety of variables, while not specifically
cusing on "care", Often presented evidence in favor of
ecific behaviors which showed caring and nurturing. Also

interest are studies cited in the literature which show
xed findings leading to conclusions that support for

fective outcomes related to teacher behavior is limited.

§§ONFIRMING EMPIRICAL EVIDENCE
In 1985 Vertiz and Fortune concurred with the 1979

atement by William Martin:

- . .The simple truth of the matter is that
after 200 years of education and teaching in
this country, there is little or no 'hard'
empirical research evidence to which teachers
can turn to justify the effectiveness of var-
ious aspects of their behavior for bringing
about the desired changes in students
(Martin, 1979, p. 48; Vertiz and Fortune,
1985, p. 64).

In their chapter on research dealing with the effects

school, Thomas L. Good and Jere E. Brophy make the

 

follow

Hffma,

In

discc

were

coupe

and

educ

clas

IESU

m
(D
m

/

43

lowing statement:

Although issues related to the effects Of
school on student achievement are salient
today, interest in effective schools is
recent. In 1970, Biddle noted that little
systematic study Of school process had
occurred. . . . Despite considerable
interest that exists in the issue today, and
numerous articles that have appeared in the
literature recently, we have relatively
little process data to describe what takes
place in schools generally or to describe how
schools that influence student progress
positively differ from those that have less
impact (Good and Brophy, 1986, p. 570).

One research study produced what seemed to be
zonfirming evidence about any positive relation of what
a considered twenty-five commonly accepted teacher
aetencies and student's growth in academic achievements
self-concept. This study by three southern university
:ational researchers, Coker, Medley and Soar, studied 100
:srooms in one school system and produced disturbing

ths that were

startling in the mixed and negative support
they Offer for our best ideas about how an
effective teacher Of cognitive skills and
content behaves. They call into question
some Of our strongest convictions about
teaching (Coker, Medley and Soar, 1980, p.
149; Cory, 1981, p. 15).

.in refers to the 1979 Eric Report on Interpreting Re-
gh Results on Teaching when he states that:

The generally low correlations reported .
between teacher behaviors and pupil learning
are consistent with the idea that many pupils
may learn regardless of how they are taught
(Martin, 1979, p. 48).

 

44

In one study of teacher leadership styles "consistency"
1rfaced as perhaps the single significant dimension Of
aaching since there was equally high performance among
:udents who studied under teachers who were "high on both
:ructure and relationship behavior" and those whose
eachers were "low on both". The lowest achievement was
:tained by those students whose teachers appeared to be
[consistent because they were "distinctly high on one of
nose dimensions and low on another" with no difference
liCh dimension was high or low (Vertiz, Fortune and Hutson,

’85, p. 67).

MIRMING EMPIRICAL EVIDENCE

Any apparent lack Of empirical evidence as well as the
xed results of some studies of the importance of teacher
haviors may be partly due to the fact that until recently
st study findings have been "based on school measures
eraged across classrooms" and little research had been
rried out that consisted Of "systematic Observational
udies of teachers teaching in natural classroom settings"
vertson, 1986, p. 195).

Goodlad argues that:

Schools and classrooms cannot be understood

or accurately and usefully described by the

relatively simplistic input-output factory

model so Often used; they are better under—
stood as little villages in which 1nd1V1duals

 

 

know
prac
Thes
Fort
numl

lea]

pra

§Eh

 

45

interact on a part-time basis within a rela-

tively constrained and confining environment

(Goodlad, 1984, p. 113).

Recent studies have "produced a growing body of
owledge about the relationships between certain teaching
actices and student learning" (Evertson, 1986, p. 197).
ese studies reveal that “patterns“ do emerge (Vertiz,
rtune, and Hutson, 1985, p. 63) and that there are "a
mber Of practices that have consistent effects on student
arning" (Evertson, 1986, p. 197).

The literature furnishes examples of these patterns and

actices. Joan Kaywell refers to Goodlad's A Place Called

 

hOOl in making this statement:

Good teachers do make differences in the
lives of their students, but these effects
can be lost when we analyze measurable data
across all schools. Test scores. . . are not
adequate measures for determining what is
taught in schools nor are they legitimate in
diagnosing the conditions of our schools
(Kaywell, 1987, p. 203).

A study conducted in London and entitled Fifteen-

 

Ousand Hours: Secondary Schools and Their Affects on

 

ildren (Rutter, 1979) asked the basic research question

 

 

n a good school help its students overcome the adverse
ects of economic disability and family adversity?“

This study, which was interested in both school
cesses and products and which dealt specifically with the
es Of teacher behaviors targeted by this research,

bined qualitative and quantitative methodologies. The

 

 

qua

and

0pe

 

46

antitative methods made use of observations Of students
d staff members in classrooms and on the playground and of
en and structured interviews.

The fundamental conclusions were that:

1. Secondary schools in London do differ
markedly in the behavior and attainment of
pupils deSpite similarities of socioeconomic,
racial, intellectual, and other factors among
their pupils.

2. Outcome differences were associated with
factors such as degree of academic emphasis,
use of praise rather than severe punishment,
high expectations of teachers about children's
work and behavior, positive behavior modeling
on the part of teachers, immediate and direct
feedback in terms Of praise and approval,
development Of schoolwide values and norms Of
behavior, staff concern for individual pupil
needs, teacher and pupils working together in
shared activities toward common goals, and
allowing children to hold positions of
responsibility in the day-to-day functioning
Of the school.

Fundamentally, Fifteen-Thousand Hours
suggests that schools can indeed make a
difference in the lives of children, and that
earlier, largely quantitative studies of the
effects Of schooling masked many significant,
influential factors (Rogers, 1984, pp.
98-99).

The teacher behaviors listed in conclusion number

 

were closely related to the types of caring and nur-
ing teacher behaviors which were presented in the
cational literature and which were evidenced in the
ceptions of caring and nurturing teacher behaviors held

the teachers who participated in this research project

their students.

 

 

 

 

47

Because of the similarity between the teacher behaviors
.sted in the conclusions Of the "Fifteen-Thousand Hours"
:udy and those teacher behaviors perceived as caring by the
tbjects of this study, the third conclusion that "schools

.n indeed make a difference in the lives of children" was

.ghly significant as it related to the assertions which

:veloped from this study.

Martin's 1979 review Of current research in teacher
haviors reports a "number of investigations" that have

‘rived at positive conclusions concerning the effectiveness

teacher behavior and points out that:

one of the most critical variables in the
learning process is the teacher's behavior
toward a student. . . . Teachers do affect
student learning to a degree that is both

statistically and practically significant
(Martin, 1979, p. 48).

Looking again at Evertson's article, we notice that she

ints out the fact that recent educational research has

oduced "persuasive new evidence that teachers play a

ntral role in affecting student learning," and quotes

wley and Rosenholtz's conclusion that “there is an

ormous amount of evidence that teachers have a significant
pact on efforts to change schools and on the nature Of the
udents' experiences, whatever the formal policies and

rricula of a school or classroom might be,“ and that

achers "enhance or impede what students learn“ in a

ltitude Of ways (Evertson, 1986, p. 196).

 

 

 

48

Students seem to agree that their teachers are making a
fference in their satisfaction with school. An Opinion
Ll reported by Phi Delta Kappa was taken by the Center for
rvey Research at Indiana University in 421 high schools
th 1,712 high school seniors. These students were asked

assign grades to their teachers. Twenty-six percent of

e high school seniors gave their teachers an A and
rty-eight percent gave them a B. Only thirteen percent of
e respondents noted serious teacher/pupil problems such as
.fair or uncaring teachers (Clark, 1987, pp. 503-508).

A study which directly investigated caring teacher
:haviors involved 285 administrators and teachers in 49
recognized effective secondary schools in the United States

1987“ reported that "the most important strategy for

hool effectiveness" was "showing students that the faculty

re about them as people." This study indicated that in

der to show care "teachers must feel an inner love for

ery student, no matter how unattractive the child's

pearance or how unacceptable his behavior" and seek "every

portunity for informal and formal contact between both

aff and students to practice relationship building." This

udy pointed out that "children readily discern genuine

ring from pretense or insincerity" (Eager, 1989, pp. 7—9).
Harry Wong reports that a caring atmosphere in his low

:hiever's science classes brought about these results:

 

 

49

I have no discipline problems. I have no

dropouts. Ninety percent Of my students

receive A's, B's or C's. Ninety—five percent

Of my students turn in their biweekly assign-

ments (Wong, 1972, p. 20).

Wong feels that he can report this type of results in
s specialized science classes for underachievers because

shows that he cares by such teacher behaviors as:

(1) writing lessons which are "rarely more than four
tges long“ and are "loaded with cartoons, contemporary
arnacular, games and songs";

(2) providing a series of activities for each lesson
acause the students are poor readers and can better
anceptualize when they are tangibly involved in their own
aarning;

(3) providing lessons which allow for frequent
accesses in order to build the self-concept of these
:udents who are accustomed to failure;

(4) praising the students with oral compliments and
nmediately responding with good marks on their successful
asson papers;

(5) maintaining a success oriented curriculum because

his belief that "a person's self-concept is related to

.5 school achievement";

 

(6) maintaining close proximity to his students within
ie classroom because he says "love cannot be communicated

a distance" and believes that discipline problems

 

 

 

 

50

cline and learning increases as the distance between the
cher and the student decreases";

(7) using touch to show his students that he cares and
ing, "I love you" (Wong, 1972, pp. 21-22).

The teacher behaviors which Wong reports as bringing

students success also make him consider himself a
cessful and well-rewarded teacher. Many of the specific
aviors reported by Wong are presented in the educational
Lerature as caring and nurturing behaviors.

Research reported by David Berliner gives evidence
t:

Substantial use of corrective feedback in the
academic areas, contingent praise for correct
or proper behavior, and the use of students'
ideas as a way Of letting student know that
their contributions are valued, all show
positive relations to achievement and
attitude. . . . Criticism, as a form Of
feedback, if emotionally neutral, has been
found to be accepted by students, but it has
long been recognized that sarcasm and per-
sonal attacks are negatively related to
achievement and should not be used as feed~
back for inappropriate behavior (Berliner,
1984, p. 71).

John Goodlad seems to underline specific caring behav-
S by teachers in his report of research which shows that:

Learning appears to be enhanced when students
understand what is expected of them, get
recognition for their work, learn quickly
about their errors, and receive guidance in
improving their performances (Goodlad, 1984,
p. 111).

In a recent study reported in Phi Delta Kappan, David

 

Zlark found that out Of 1,712 high school seniors in 421

 

 

 

 

51

'c and non-public high schools across the country 82%

d "understanding" as the number one important char—
istic of a teacher (Clark, 1987, p. p.504). In

idual school studies students have given being "suppor-
and understanding" (Rebbeck, 1986, p. 65) and being
entic and empathic" (Scalo, 1986, p. 40) as traits of
deal" teacher. The study done by Csikszentmihalyi and
mack reported that the teenagers studied saw influen-
teachers as those who were "approachable" and had
urant attitudes" that allowed students to feel

-confident (Csikszentmihalyi and McCormack, 1986, p.

In their study which cites "empirical research, theory,
:ogent argument”, Schuh and Kuh conclude that college

ants who

have contact with faculty outside the class-
room are more likely to persist to grad-
uation, exhibit higher levels Of achievement,
and be satisfied with college than students
not involved with faculty outside the
classroom (Schuh and Kuh, 1984 p. 519).

Timothy Blair's article "Teacher Effectiveness: The
-how to Improve Student Learning" states that

studies of teacher effectiveness done during
the last decade have agreed to a remarkable
degree on a number of characteristics related
to student learning Of basic skills, singling
out various teacher and student attributes
that seem to explain differences in teacher
effectiveness. . . . Teacher effectiveness is
equated with increased student achievement,
so researchers have studied teachers as well

 

 

 

 

52

as children to identify characteristics

associated with significant achievement gain

(Blair, 1984, p. 138).

Blair draws on several research studies to construct a
st of seven fundamentals of "effective instruction" that
ve been associated with student achievement and which
ggest why some are effective (Blair, 1984, pp. 139-141).

the seven characteristics he reports some specifically

onstrate behaviors which fit the descriptions of caring

d nurturing behaviors. For example, Blair's fundamentals

 

clude "positive mind set". The fundamental of positive

nd set states that "Effective teachers believe in

emselves and exPect that their students will be successful
learning." This fundamental parallels the caring

havior Of "holding high expectations for students." Blair
plains that teachers who are successful

set positive expectancies for the kids they

are working with, and convince those kids

that they can learn, that they will learn,

and that in this year, in this classroom,

they are going to see progress (Blair, 1984,

p. 141).

In agreement with Blair, Carolyn Evertson refers to
1dies reported in the book Pygmalion Grows Up by Good and
>per, 1983, in the following statement about the
>Ortance of teacher expectations:

Research has consistently found relationships

between teachers' expectations for student

academic performance and student learning.

When teachers communicate high but attainable

goals for student performance, achievement
usually increases; when teachers communicate

 

 

 

53

goals for performance that are low, achieve-
ment usually declines (Evertson, 1986, p.
199).

In a 1985 study Of teacher responsibility and verbal
havior there was evidence to support the “pygmalion”
pothesis that "some students fail or do poorly because
achers have low expectations for them." The authors point
t that, although the generalization of the findings should

handled with caution, there is need of further study of
acher expectations (Pratt, 1985, p. 815).

In agreement with another of Blair's fundamentals for
ccessful teaching -- management -- Palardy and Palardy
aim that the importance of this characteristic is
ffirmed by recent studies of effective and ineffective
aching, as well as by undocumented experiences of count-
ss teachers" (Palardy and Palardy, 1987, p. 87).

In examining the caring relationship from the teacher's
int of view, a study conducted over a period of four years
two 0.8. high schools showed that "experienced teachers
am to derive a substantial portion of their work satisfac-
>n from the intrinsic rewards linked to dealing with
idents as people" and meeting the needs Of their students
.thin the framework Of personal, organizational, and
:ietal expectations" (Blase, 1986, p. 112).

The research dealing with teaching behaviors and

icesses has proven to be an "extremely valuable resource

the improvement of practice" but has raised questions

 

 

 

54

about the best "sources, vehicles, frameworks, and activi-
ties tO use to help teachers implement effective teaching
strategies" (Evertson, 1986, p. 200). Even though caring
and nurturing teacher behaviors (or behaviors which are
consistent with caring) are frequently suggested in reports
of research dealing with effective teaching, there is a
relative lack of research which focuses specifically on
:aring. It is my hope that the results of this field study
vill add to the understanding Of caring and nurturing
activities as they relate to effective teaching and will
ielp interested educators to gain insights that will provide
:he impetus for providing classroom and school climates
where caring and nurturing activities can become a more

.ntegral part of the educational process.

RELATED TOPICS IN LITERATURE

In seeking tOpics in literature which related closely
.0 the circumstances and rationale for this study, I was
lihdffll Of the "highly specialized" educational institution
.hat was to be the site Of my study. In a school such as
iilltop Adventist Academy there is a strong educational goal
f transmitting a particular culture to the next generation
n a setting that is a somewhat secluded "subculture" with

imited access to outsiders.

55

E PROCESS OF CULTURAL TRANSMISSION
In 1943 Margaret Mead stated:

In its broadest sense, education is the cul-
tural process, the way in which each new-born
human infant, born with a potentiality for
learning greater than that of any other mam-
mal, is transformed into a full member Of a
specific human society, sharing with the
other members a Specific human culture (Mead,
1963, p. 309).

George and Louise Spindler's answer to "What is Educa-
on?" follows Mead's line of thinking:

We see education as cultural transmission,

and Of course cultural transmission requires

cultural learnings, so learning and transmis—

sion are never separated except by conven-

tion. Further, we see that aspect of

cultural transmission in which we are most

interested-~education in the broad sense,

schooling in the narrower sense (including

initiations, rites Of passage, apprentice-

ships, as well as schools)--as a calculated

intervention in the learning process

(Spindler & Spindler, 1987, p. 153).
>rge Spindler further states that "Education. . .functions
established cultural systems to recruit new members and
Lntain the existing system" (Spindler, 1987, p. 333).

The effectiveness of schools as agents of cultural
insmission is attested to by Kathleen Wilcox. In her
:cription of the application of qualitative research to
a study Of schooling she concludes that studies have shown
:rican elementary and secondary schools to serve largely

instruments of cultural transmission. Despite the common

16 of those who view schools as "agents of social change"

 

56

.ey tend to socialize children in the "life-ways, values,
titudes, and ideals of the culture" as it exists, rather
an as it "ought" to be.

In this process of cultural transmission, the studies
ported by Wilcox describe schools as "a powerful
fluence" over the lives Of children; "effective"; and able
"make a difference" in spite Of the fact that they remain
argely authoritarian, controlling, routinized, regimented,
mpetitive, time-dominated" institutions. . . that continue
function as "elements of the broader society" (Wilcox,
82, pp. 457-478).

In a recent issue of the weekly publication, Insight,
ich is designed for the young adult members of the SDA
arch, the process of cultural transmission was discussed.
was pointed out that rituals and holidays and the
tivities associated with them are an important part of
Ee generation after generation. The regular repetition of
acial events, including the weekly day of worship, was
acussed as a way of transmitting culture. Emphasis was
led with the following quotation:

French sociologist Emile Durkheim believed

that rituals celebrated by families, clubs,

and churches produce the following benefits.

1. Enhance the solidarity of the group.
2. Build loyalty to the groups values.

3. Communicate to new members the
values of the group.

 

57

4. Create in the members the euphoric
sense Of well-being.

(From Anthony Campolo, Who Switched the Price
Tags? [Waco, Texas: Word Books, 1986], pp.
128, 129.) (Coffee, 1989, p. 28).

 

C. M. Willison, an SDA educational leader in the
rest, published the following material in a promotional
.cle just prior to the start of the school year in 1971:

Dr. Max Rafferty, superintendent of Public

Instruction in California, once said, "The

schools Of America are the hope of America.

For nearly two centuries the teachers Of the

United States have kept the American heritage

intact, passing it from one generation to

another as a rich legacy." The Adventist

system of education has, likewise, been the

conserving force of the great Advent

movement. . . If our church at its beginning

had not been given a blueprint for training

its youth, we would have lost our denom-

inational uniqueness (Willison, 1971, p. 4).

The system Of education maintained by the Seventh-day
ntist church is specifically designed for the function
ultural transmission in connection with other

ational functions. Hilltop Adventist Academy, the site

his study, is one of the schools in this system.

rR_IBING THE SUBCULTURAL/INSTITUTIONAL SETTING

In its attempt to "transmit culture" the SDA system has
blished schools, including boarding schools where the
dren live in somewhat secluded situations, which have

ain commonalities with the "social establishments"

 

 

58

'ribed by Goffman where "activity of a particular kind
larly goes on." These schools would fall into Goffman's
sification of institutions "purportedly established the
er to pursue some worklike task and justifying

selves only on these instrumental grounds" in which he
udes boarding schools (Goffman, 1961, pp. 3-5).

The following description fits in a general way HilltOp
ntist Academy, the "social institution" that is the

ing of this research project:

A basic social arrangement in modern society
is that the individual tends to sleep, play,
and work in different places, with different
co-participants, under different authorities,
and without an over-all rational plan. The
central feature of total institutions can be
described as a breakdown of the barriers
ordinarily separating these three spheres of
life. First, all aspects of life are con-
ducted in the same place and under the same
single authority. Second, each phase of the
member's daily activity is carried on in the
immediate company Of a large batch of others,
all Of whom are treated alike and required to
do the same thing together. Third, all
phases Of the day's activities are tightly
scheduled, with one activity leading at a
prearranged time into the next, the whole
sequence of activities being imposed from
above by a system of explicit formal rulings
and a body of officials. Finally, the var-
ious enforced activities are bought together
into a single rational plan purportedly de-
Signed to fulfill the Official aims of the
institution (Goffman, 1961, pp. 5-6)-

Field—study in this type Of setting meets the criteria

issed by George Spindler in his studies of the Menomini

Le. He states his criteria thus:

 

59

What I wish to strive for is understanding;
understanding of dynamic relationships that
can serve as starting points for analysis of
similar relationships in other settings, just
as the clinician can use his understanding of
an individual personality in a unique setting
and with unique problems to understand other
personalities in different settings and with
different problems. The virtue Of the small,
homogeneous, enclave situation is that the
relationships can be understood relatively
easily. Understanding these relationships
can serve as a significant step towards
formulation of working hypotheses for study
Of more complex cases, taking into account
the ambiguities inherent in those situations
(Spindler, 1963, p. 352).

The private, boarding school site chosen for this study
n example Of an "enclave situation" where observations
interviews are "relatively easily" understood. Demon-
tions of caring behavior were found to be directly
rvable in this situation and furnished prerequsite
ghts that can be applied in Observing caring behaviors

more "open" society.

 

 

CHAPTER 3: REVIEW OF SETTING

The setting for this research project was Hilltop
(tist Academy in the rural community of HilltOp in a
restern state. This high school is owned and Operated
1e local conference Of Seventh-day Adventists and is
adited through the SDA Board of Regents and the state's
arsity Bureau Of School Services. The historical roots
nis institution are closely tied to the history Of the
aducational system in this mid-western state and around
world. This history reaches back into the last century
the early schools and school systems of this nation

being established.

HISTORICAL VIEW OF THE
SEVENTH-DAY ADVENTIST SCHOOL SYSTEM

The Seventh-day Adventist denomination grew Up during

aarly 1800's and was formally organized during the early
s. The fundamental doctrinal convictions of those who

ed together to form this church prompted them to

lish separate schools. The statement made by Hostetler
communitarian societies could be applied to the

rs of this protestant denomination:

Communitarian societies are faced with the

task Of not only transmitting their

iistinctive culture but also maintaining
:heir identity (Hostetler, 1987, p. 211).

60

 

 

61

From the very beginning, the founders of the SDA church
ired to see schools that would produce a type of
cation "not included in the curriculum Of the public
ools" because of the importance they placed on the Bible
the source of "principles that men need to understand in
er to be fitted either for this life or for the life to
te" (White, 1903, p. 123). Seventh-day Adventists today,
itinue to believe that "the highest education includes the
rwledge of the word of God“ (White, 1913, p. 45). However,
:ause they also believe in religious freedom and the sep—
Ltion of church and state, they realize that the specific
.igious education they desire for their children cannot be
>vided by the public school system.

Additionally, members of the Seventh-day Adventist
erh see the maintaining of an educational system as "an
.omatic renewing and revitalizing of the Adventist Church"
ch takes place "as dedicated youth move into lives of
ive service within the church" (Plubell and Duerksen,
0, p. 4). Church members see the transmission of the SDA
ture to the youth of the church as a necessity to the
rch's existence as expressed in these words:

Our church loses its identity without

Seventh-day Adventist youth. In fact, the

very existence of our church demands an

active and alert group of youth who have

learned a commitment to the basic mission of
Adventism (Plubell and Duerksen, 1990, p. 4).

62

While providing schools which will transmit the culture
beliefs of the Adventist church (See APPENDIX D for an
(reduction to the fundamental SDA beliefs) the members of
.s denomination also desire that their children will
:ome productive members of society at large. Ellen White,
a prophet of the church, urged that the children should be
Ltted for usefulness" and "qualified for places of
sponsibility in both private and public life" (White,
13, p. 44). Therefore, the courses of study Offered by
a schools owned and operated by the SDA church are
signed to provide, in addition to religious training, the
ne educational benefits and quality of instruction to
ich the students would be exposed in public schools.
acher certification and school accreditation are
intained and there is cooperation with governmental
Julations.
The initial attempts made by the members of the SDA
[rch to establish separate schools were somewhat sporadic.
early schools were conducted by individual families,
(ups of families, or by local SDA churches mostly in the
at Lakes area of the United States. In 1856 "the
entist church in Battle Creek, Michigan, began a private
301, but their plans were soon interrupted by the turmoil
the Civil War." The early efforts at starting schools
a been referred to not as the beginning of the education—

:ystem, but as "an expression of the longing" of the

 

63

h founders to "see their youth trained for service"
(er, 1935, p. 81; Neufeld, 1976, p. 1296).

Ellen G. White, the woman recognized as the prophet of
SDA church, lived from 1827 to 1915. She began to write
1e subject of education in the spring of 1872

urging a system that would develop harmoni-
ously the physical, mental, and moral facul—
ties, and in which faith in the word Of God
would be maintained. Today thousands of
children and youth in many parts of the world
are attending Christian schools, whose
instructors are guided in their methods by
the principles Of education set forth in the
word of God and in [White's] writings
(Cadwallader, 1959, p. 29).

On June 3, 1872 -— during the same year White began to
ish her counsel on education -— the first school to be
ated under the auspices of the General Conference of
nth—day Adventists was opened at Battle Creek, Michigan.
teacher of this school was Goodloe Harper Bell who had
ad the SDA church in 1866.

He had struggled determinedly to obtain his

own education, and now had been a public

school teacher in Michigan for some years.

Failing health had brought him to the Health

Institute conducted by Seventh-day Adventists

in Battle Creek, and while in their care he

accepted the teaching of Adventists and

joined the church (Cooper, 1935, p. 81).

The school opened with twelve pupils, but the

dance "quickly increased" to twenty-five. Then a

t class in grammar took in fifty. When the fall term

 

64

, the attendance was so large that the school had to be

ed to the new church building" (Spalding, 1962, p.

The schools success was significantly influenced by the

:acter of the great educator" who started it. Of

assor Bell it is said:

He was no mere pedagogue. . . . He was a

friendly man, yet exacting in his teaching
requirements. He believed in associating

with his students outside as well as inside

the schoolroom. He was thorough in mastery

of his subjects, and clear in exposition. He

was open to new ideas; and, very largely

under the influence of Mrs. White's

suggestions, he instituted new methods of

teaching, lessening the burden of memory

work, prescribing persistent investigation

and research, and inviting original thinking

and expression (Spalding, 1962, p. 117).

On March 11, 1873 the General Conference met in session

attle Creek and voted to build a "finishing school" or

age. During the next eight months a call went out to

nembers of the fledgling church to contribute a sum of

)00 to build the school. However, the people "were so
for the school that before the year closed pledges to

zmount Of $54,000 had been received. . ." (Cooper, 1935,

).

On December 31, 1873 twelve acres of land "in the west

f Battle Creek" were purchased. Some of the land was

for home sites, but seven acres of this land "formed

ampus of Battle Creek College" (Loughborough, 1909, p.

 

65

During the summer and fall of 1874 the Battle

Creek College building was erected. . . . The

school Opened in this building with over one

hundred students and seven competent teachers

for the different departments (Loughborough,

1909, p. 394).

The college enrollment grew to 200 by the fall Of 1877
a report at the General Conference session in October,
showed that "there had been 1,400 students enrolled" at
college from 1873 to December, 1880 (Loughborough, 1909,
94). The council from the prophet of the church was
stress should be made on "the threefold education
ed--physica1, mental, and spiritual" (COOper, 1935, p.
and that the school should "be conducted along the lines
he ancient schools of the prophets, the word of God
9 at the foundation of all the education given" (White,
I p. 208).

Due to disagreements among the school and church
ars about how the school should be run, the college was
ad down during the 1882-83 school year. During that
, two new SDA educational institutions were founded—-one
1e east in the state of Massachusetts and one on the
coast, in California. Both Of these schools were
ad by former staff members from the Battle Creek school
)Oth were forerunners Of present-day Adventist colleges.
In the year 1891 a prominent Adventist educator, W. W.

tott, held a six weeks' institute at Harbor Springs,

.gan. This institute was attended by 100 SDA educators.

 

 

 

Fol

gr

in

Er.

d.

 

66

owing the institute, the "educational work began to

" resulting in a time of expansion over the next four

s. During that four-year period the system expanded to

ude eleven colleges in North America, and one each in

and, Denmark, South Africa and Australia (COOper, 1935,

5).

From these small and sometimes stormy beginnings

loped the initial phase of the system of education

ated by the Seventh-day Adventist church today.

The denomination gives Mrs. White credit for

the form of its educational system as well as

other church activities. Officials and

leaders shape educational policies according

to her teachings. Educators look to her

writings for principles of teaching,

discipline, and management. The laity are

taught to accept her statements about schools

and education. In short, the denomination

considers her the supreme earthly authority

on the subject Of Christian education in

those areas where she made pronouncements
(Cadwallader, 1959, p. 25).

Ellen White's writings on education are "scattered

lgh three books on the subject, twenty-three volumes

lining one or more chapters on education, and numerous
books containing allusions to the general topic"

'allader, 1959, p. 4).

Even though these educational guidelines were laid down

years ago, Seventh-day Adventists today are still in

~rocess of providing education based on them. This

tional system is a response similar to that of the

 

 

 

67

:h as a means of control over the socialization process
:he young. In his comments on the private education
rided by the Amish for their children, Hostetler points
that the "Amish have no control over the philosophy of
:ation presented in the elementary public school and
.r response is to form private schools" (Hostetler, 1987,
:18). Because Of the counsel given by their prOphet and
determination Of the early founders of the church,
nth-day Adventists have taken a stance similar to that
the Amish.

In the Official publication of the church, The

ntist Review, the claim is made that more "money is

 

t on education by the church and its members than on any
r single church endeavor worldwide" (Widmer, 1988, p.

The historical and contemporary willingness of the
ers of this church to invest heavily in the education of
r children is a strong indication that private,
chial education is a very high priority.

The present-day system Of education Operated by the SDA
ch has grown to be the "the largest Protestant school
em abroad and the second largest in the United States"
feld, 1976, p. 1296). The listing by the Council for
ican Private Education (CAPE) shows the SDA church as
mg 986 U.S. schools recognized as CAPE Association
013. The only Protestant church having more schools

ed is the Lutheran church with 1,784 schools (CAPE

 

 

 

68

sociation, 1986, p. xi). On a worldwide basis, the
atistical report Of the church for the year 1988 shows 79
lleges and universities; 689 secondary schools; 4,016
ementary schools and a total of 35,000 teachers employed

teach 657,000 students (Yost, 1988, p. 4).

OVERVIEW OF THE STUDY SITE

 

The site of this study is Hilltop Adventist Academy
ich is owned and Operated by the local conference of the
venth-day Adventist church in a mid-western state. It is
intained as an alternative educational choice for families
3 desire their children to experience private parochial
ication in an institution which promotes the values Of the
st denomination. It is available to children Of church
nbers as well as other interested individuals.

It was established in a rural setting some 70 or 80
Les north and northwest Of one of the state's larger
:ies. It is three miles east of the small town Of
-tville. The school campus, which now comprises 268
res, is set in the center of a large tract of rolling farm
1d. The modern facility is designed for an enrollment Of
to 400 students with accommodations for approximately 350
[dents to live in dormitories on campus.

The campus is serviced by a major state road and has
.1 service available for industrial use. The post Office,

.ch services the rural area, is located on the school

 

 

 

69

npus. The school industries, on-campus faculty homes and
3001 buildings are all within walking distance of each
oer. Only four Of the twenty-four classroom teachers and
air families live off—campus. Their homes are located
ar the campus on private land.
A full—scale academic program, with a wide variety of

1rse offerings, is provided for students who wish to
:sue future goals in either academic or vocational areas.
litional organized activities and programs are provided

students outside of class time to allow for socializa—
>n needs, physical activity, artistic development, religi-
; functions, and the Opportunity to earn a portion of
air expenses while learning to work.

As in other SDA high schools, the work program at
.1top is a vital part of and closely correlated with the
.demic program. Work Opportunities are provided by school
(rated work programs and by private industries housed in
campus buildings. The class schedule is "split" so that

students attend classes for one part of the day and work

other part. The students receive a grade for their work
gram, along with their academic grades. This format of
k-study experience is based on the counsel given to the
Omination by Ellen White. In describing students whose
cation left them unprepared to function in society, she

te:

 

 

 

70

If the young had been given a thorough
education in the different branches of labor,
if they had been taught labor as well as the
sciences, their education would have been of
greater advantage to them (White, 1923, p.
40).

The vocational objectives of Hilltop Adventist Academy
stated in the school bulletin as being:

1. TO assist students in choosing and

commencing preparation for vocational,

technical, or professional occupations that

will make them effective, contributing
employees or self-supporting workers.

2. To enhance respect for the dignity of

labor thus enabling students to develop

responsibility toward economic values.

3. To teach students to strive for

excellence in workmanship in whatever task

they are assigned, to develop common sense,

creativity, initiative, self-reliance,

resourcefulness, and reliability through work
experience (Confidential Citation).

In accordance with the vocational Objectives of the
ol, the value of labor is emphasized by the adults who
rvise the work programs. In interviews with some of
a supervisors, I discovered their extreme desire to

ill the school's Objectives as expressed in comments

by some of the work supervisors.
One supervisor expressed his personal goal of
astrating good work habits by participating in the work

ram with the students.

I always work with the kids. I want them to
see that I'm not lazy -- that I am willing to
work with them. That is an incentive when
they have me there working right with them.

 

 

 

 

 

71

I enjoy it. I would not enjoy just giving
orders and pushing paper (Formal Interview,

The wider View of helping to prepare students for the
world once they have completed high school was
essed by the two work supervisors who made these

ements:

I feel a personal responsibility here not
only to teach the students how to do a job,
but to teach them how to work -- how to be
productive individuals in the work environ-
ment. To learn the responsibility Of having
a job. Although, that isn't company policy
that is kind of an understood goal. That is
part of the reason for having industries, to
teach the students how to work. (Formal
Interview, 2-9-89).

Once in a while I get a student that has
never worked anywhere so this helps them get
started. There are some basic things like
being on time; letting the supervisor know if
you are sick. They learn all of this so that
when they leave here and go out to find a
job, they can know what to do. (Formal
Interview, 2-22-89).

The cost of attending Hilltop is an issue addressed by

administration of the school and by the local state

arence, the mother organization. School administrators

:hose who Operate the on-campus industries attest to
concern over helping the students to finance their

(tion:

To attend costs a little under $6,000 per

year. About $600 per month. From that

$6,000 a student can earn $1,200 if they work

on campus and over $2,000 if they work at

Hilltop Industries. A young person would
work four hours a day to earn the $2,000.

 

72

They can also earn another $1,000 in the
summer. If the family is in a needy
situation the local conference has what is
called Project Assist where the church
supports a student and the school and
conference match those funds up to $700 from
each organization -- so this would amount to
another $2,100 for the year. That would
reduce the amount that a student would have
to pay to less than $1,000 after summer work.
SO a student working at Hilltop Industries
would need about $100 to $150 per month from
home (Formal Interview, 2-15-89).

In spite of the fact that they lose money, the school

stries are.viewed as an asset because they provide work

.rtunities for the students.

We actually lose a little money on these
industries, every year but the end justifies
the means. Although we'd like to break even,
we certainly aren't trying to make any money.
Last year we lost four or five thousand
dollars but it provided seventy to eighty
thousand worth of student labor. We were
able to absorb the loss rather than having to
provide that student labor in some other area
-- we ended up on the plus side (Formal
Interview, 2-17-89).

In interviews with two of top administrators at
top, I found an attitude Of willingness to "work with"
students and their families in arranging finances so
the student would find attendance possible.

In the last three years we have not asked a
single person to drOp out of school because
of finances. Each year, each semester, we
ask the parents to reevaluate their financial
situation and to make a commitment based on
what their means are. There is a lot of
footwork, or telephone work. What I do is I
ask any parent who can't have their bill paid
in full by semester test time to submit a
written prOposal explaining how their account
can be handled that I can take to my finance

 

 

 

 

73

committee. It is a finance committee
decision. I don't make the decisions alone.
It is done by a committee (Formal Interview,

2-17-89).

This year only one person who applied was not
able to come because of financial reasons.
That family refused to take the Project
Assist funds. So they chose not to let their
daughter come. It was the financial
disclosure that kept them back (Formal
Interview, 2-16-89).

It was interesting to note the inter—related aspects of
ning students, giving financial aid, and Operating a
le industry in the comments by the school treasurer and

ne Of the industry managers:

In management level they have to recruit
people who are willing to work with the
students. One of the things they look for is
supervisors who have the willingness to
cooperate with the student work program.
Obviously there are financial benefits to
hiring students, because the industry can pay
students cheaper than they can adults. In
some places they are in union areas, so the
student labor is cheaper. However, the other
side of the coin is that you have more
training involved. The local conference is
very wisely establishing the lease agreement
with these buildings. It will set up in
conjunction with student labor -- the more
student labor the industry uses, the less
their lease will be. So that gives the
company additional incentive to use the
students. That seems to show a caring
attitude on the part of the mother organi-
zation, the local conference (Formal
Interview, 2-6-89).

We take attendance for their work. I keep
track of it. They know they have to come.
They get a work grade on their report cards.
I evaluate them quarterly. The academic
aspects of the work program really help.
Last year we didn't have that and our

 

 

 

74

attendance suffered. It was hard to meet

deadlines. This year -- with the academic

grading -- we have been able to reach

production schedules about 98% of the time

(Formal Interview, 2-12-89).

Hilltop Industrial Academy (later named Hilltop

itist Academy) was founded in 1898 and actually began
ation in January, 1899 with 30 students. It is believed
3e the Oldest SDA boarding academy Operating contin-

ly in the same locality" (Confidential Citation). The
01 purchased a two-story public school building for

0. This building formed the nucleus of the school. In
setting the founders began Operating a school which
esented the view point Of the church which owned it. The
asis of this school was very practical. In addition to
basics such as religious studies, English and math-

°cs, the school also taught printing, bookkeeping,
ulture, bee keeping, food preparation, and carpentry
idential Citation). Approximately 80 class offerings

ad provide for the academic, as well as the practical,

; of the students.

During the school year that this research project was

.ed out, there were 258 students in grades nine through

'e enrolled at Hilltop Adventist Academy. For these

nts there were twenty-four classroom teachers; three

time and two part-time dormitory deans; administrative

arvice personnel; and a number of individuals who

 

 

75

ad as supervisors and/or foremen in the school related
stries and business organizations.

Of the 258 students, 205 live on campus in the school
itories. The "village" students are children of the
hers who live with their parents and students from
by communities who commute to school by private trans-
ation. The school food service complex, which is a
rn facility housed in a separate building, provides
s for the dormitory students and any village students
wish to eat there. The meals served are prepared in
Irdance with the health views generally shared by the
»ers of the Seventh-day Adventist church.

This school is a member of a network of schools
'ated by the General Conference Of the Seventh-day

ntist church in the United States and around the world.
uded in the school's philosophy is the following

ement:

Because Seventh-day Adventists accept the
Bible as the Word of God and the writings of
Ellen White as Divine Revelation, Hilltop
Adventist Academy desires to follow the
counsel therein by offering its students a
program that strives for balance among the
spiritual, intellectual, physical and social
aspects of life. Since man was originally
created in the image Of God but has lost that
through sin, it is the goal of true education
to assist the youth to experience restoration
through learning of Christ. Through a
correct knowledge of God, through fellowship
with Him in study and service, each student
is encouraged to develop a likeness to his or
her Creator (Confidential Citation).

 

 

 

76

arious Objectives Of the school include religious
tives, intellectual Objectives, vocational Objectives,
ealth Objectives, but the Objectives which seem most
11y related to this study Of caring and nurturing
riors on the part of the teachers were the social
:tives. These are stated thus:

1. TO develop an appreciation for human
relationships based on the values Of Christ's
teachings, and thus to develop a respect for

all peOple as worthy Of respect and

friendship.

2. To develop a high regard for the

institution of the family as God's plan and

means to strengthen, preserve, and enrich the

church, the community, and the nation.

3. To encourage students to practice and

uphold wholesome social standards in all

their relationships.

4. To develop a sense Of civic responsibil-

ity to our country as a nation established

under God (Confidential Citation).

Because Of my career-long connection with the SDA
)1 system, I felt a desire to investigate, in a
amatic way, the observable caring and nurturing
riors of classroom teachers and the relationship between
behaviors and the perceptions held by the teachers
elves as well as their students. In choosing a site
his study, care was given to select a school which
yield rich data. Hilltop Adventist Academy is a

hial boarding school of the type with in which I have

errience and in which I am deeply interested. At the

 

 

 

 

77

me time, although I felt familiar with this type Of
ucational setting, I was not personally acquainted with
y Of the teachers or students. I felt that this study
uld provide the Opportunity to gain insights to which I

d not previously been exposed.

CHAPTER 4: RESEARCH METHODOLOGY

The purpose of the material presented in this section
to first present a brief description of ethnographic
earch and its significance in the study of educational
tings. This is followed by a discussion Of the rationale
ind the selection of the two data collection methods
ied on in this study and a description of the methodology

procedures as they were applied.

SIGNIFICANCE OF ETHNOGRAPHIC RESEARCH
In discussing the type of research referred to as

(nography or anthropology of education, Spindler states
it it furnishes "information, insights, ideas, and methods
it have been tapped only slightly in our work to date."
also makes the following statement about the uniqueness
this type of research:
Anthropology, as a discipline and as an
accumulation of experience and materials, has
much to offer that is directly relevant to
education and that is different from that

offered by any sibling discipline (Spindler,
1987, p. 77)

Goodlad describes his approach to research on schools
an accumulation of "thick descriptions" which contributed
the understanding of schools. He states:

Studying all of a school at once is virtually
impossible. One inevitably looks at pieces

and then seeks to put them together. The
results are neither fully satisfying nor

 

 

79

completely accurate. They are an approx—
imation of reality —— and then only one's own
approximation. After exploring several al—
ternative ways to seek insight into schools,
my colleagues and I chose to compile "thick"
descriptions of a few schools. Further, we
decided that these descriptions would be a
composite of perceptions —- those of persons
closely associated with each school as well
as of trained, independent Observers. . . .We
sought to compare the groups' perceptions of
each other and to compare these with our own
Observations. Surely this overlapping,
interconnecting array of data, once sorted
out, would provide insights into the
understanding of schools beyond anything
available at the time (Goodlad, 1984, pp.
16—17).

In her promotion of the idea of working toward "an
ational system proudly oriented toward the development
ecent, caring, loved, and loving persons," Nel Noddings
es that researchers can play a constructive role if they

“purposefully seek out situations in which educators
trying to establish settings more conducive to moral
th and study these attempts at some length, over a broad
e of goals, and with constructive appreciation." She
eves that research can "give added legitimacy" to
ational goals in the areas of "affective growth,
acter, social relations, sharing, and the pursuit of
vidual projects." She points out the neglect of such
arch as being evident in the "almost total omission of
topics from the 987 pages of the third Handbook of
arch on Teaching" and how this neglect can be reversed

ualitative research for teaching in which researchers

 

 

80

with informants in an atmosphere of trust and mutual
:ct" (Noddings, 1988, pp. 226-228).

Carolyn Evertson's article, "DO Teacher's Make a
arence? Issues for the Eighties" expresses her belief
research must seek out the answers to the questions:
do teachers make differences in their students'
iing?" and "How can we help individual teachers make

Of a difference?” She states:

To begin to examine the how's, it is
important to look at research on classroom
processes from several different perspectives
that provide alternate but complementary
views of classroom and teaching processes.
Although different perspectives have develop-
ed somewhat independently from one another,
looking across perspectives provides a more
comprehensive view of both which events occur
(in classrooms that make a difference in
student learning and hey those events are
played out on a day-to-day basis (Evertson,
1986, p. 197).

George and Louise Spindler emphasize their thoughts on
graphic study of educational settings in the following

from an article which they originally published in
ational Horizons" in 1985:

We think that good ethnography is necessary
in order to understand what goes on as
education occurs. . . . We search for clues
to the relationship between forms and levels
of cultural knowledge and observable behav-
iors as the dialogue of intervention and
response takes place. The search must follow
the clues wherever they lead and cannot be
predetermined by a schedule of categories of
observation or rating scales. Ethnographic
study requires direct Observation, it re-
quires being immersed in the field situation,
and it requires constant interviewing in all

 

81

degrees of formality and casualness. From

this interviewing, backed by observation, one

is able to collect and elicit the native

view(s) of reality and the native ascription

of meaning to events, intentions, and

consequences (Spindler & Spindler, 1987, p.

154).

The vital role of this type of ethnographic study of
cational processes and settings is pointed out by Cathie
dan along with the caution that it is necessary to
nslate the knowledge gained "into culturally compatible
.ssroom practices and teaching techniques that then become
't of a coherent program that can be put into practice by
linary classroom teachers." She further states that,
ranslation is mostly a process of selection and combina-
>n, rather than invention" and is usually "a collaborative
terprise rather than something the anthropologist under-
es alone." She feels that "a major contribution can be
e by the educational anthropologist acting in the role of
earcher-for-action" (Jordan, 1985, pp. 118—119).

Jordan's conclusions are based on "13 years of
tinuous research and application-of—research to the
blem of the academic underachievement of children of
ynesian - Hawaiian ancestry and culture" and of the
stitutional change and significant improvement in
ievement levels in schools" that came about as a result
"moving from culture theory and ethnographic information

an academically effective educational program" for this

ticular group of students (Jordan, 1985, p. 105).

 

 

82

The following statement is made about the type of

:room ethnography that was carried on during Jordan's

r 0

Classroom ethnography . . . provides data
that help generate and shape new classroom
practices, produces ongoing feedback about
how particular classroom practices are
working, and, in the dissemination effort,
provides information about new population or
classroom characteristics to which the

program may need to be adapted (Jordan, 1985,
p. 111).

Jordan states that this type of classroom ethnography

be best characterized as "responsive" research. That

impetus and foci for both community and
classroom ethnography are provided by the
need for information that will help to
generate or adjust classroom practices in
order to develop culturally compatible

practices and programs (Jordan, 1985, p.
111).

In his book Doing the Ethnography of Schooling, George
ller expresses the thought that ethnography "can give

1 insights into perplexing educational problems"

dler, 1982, iii). This type of research-~also called
itative”, "naturalistic", "descriptive", "participant
vational", "case study", "symbolic interactionist",
amenological", "constructivist”, "interpretive", or
lwork" (Rogers, 1984, pp. 85-87; Schatzman and Strauss,
p. vii; Spradley, 1980, p. 3; Erickson, 1986, p. 119)

ined by Ray Rist as "direct observation of human

 

 

 

 

83

'ity and interaction in an ongoing, naturalistic
.on" (Rist, 1975, p. 86).

Ethnographers Of education are described as doing
arch that examines the

processes of teaching and learning; the
intended and unintended consequences of
observed interaction patterns; the
relationships among such educational actors
as parents, teachers, and learners; and the
sociocultural contexts within which
nurturing, teaching, and learning occur.
They investigate the variety Of forms
education takes across cultures and among
subgroups within society, the manifest and
latent functions of educational structures
and processes, and the conflicts generated
when socializing agents are confronted by
rapid social change. They document the lives
of individual teachers, students, and
administrators for unique and common patterns
Of experience, outlook, and response (Goetz
and LeCompte, 1984, 31).

Erickson reports that this type of research which is
atively new in the field of research on teaching"

Jed as "significant in the decade of the 1960s in

and and in the 1970s in the United States, Australia,
:ealand, and Germany." He states:

Fieldwork research involves (a) intensive,
long-term participation in a field setting;
(b) careful recording of what happens in the
setting by writing field notes and collecting
other kinds of documentary evidence. . .; and
(c) subsequent analytic reflection on the
documentary record Obtained in the field, and
reporting by means of detailed description,
ising narrative vignettes and direct quotes
from interviews, as well as by more general
lescription in the form of analytic charts,
rummary tables, and descriptive statistics
Erickson, 1986, p. 119).

 

 

 

 

84

In their work, ggalitative Research for Education,
an and Biklen explain that "qualitative research for
ation takes many forms and is conducted in many
.ings.” It is the collection of "soft" data that is
:h in description Of peOple, places, and conversations,
not easily handled by statistical procedures." Such
aarchers "may develOp a focus as they collect data" but
r do not "approach the research with Specific questions
answer or hypotheses to test." They tend tO collect data
:ough sustained contact with peOple in settings where
iects normally spend their time" in an attempt to
arstand behavior "from the subject's own frame of
arence" (Bogdan and Biklen, 1982, p. 2). The settings
acted by ethnographers are not the type that have been
lipulated or arranged in advance under conditions Often
:rolled by an investigator" but are "natural and
(anipulated" and which facilitate "on-the—Spot analysis
auses and processes and precludes precise control of

alled extraneous factors" (Goetz and LeCompte, 1984, p.

The definition of ethnography offered by James Spradley

ines his own words with those of Bronislaw Malinowski:

Ethnography is the work Of describing a
culture. The central aim of ethnography is
to understand another way of life from the
native point of view. The goal of ethnog-
raphy, as Malinowski put it, is "to grasp the
native's point of view, his relation to life,
to realize his vision of his world.”

 

 

 

 

 

IFhIU? n: :r 0) Pa

<

held 1

ology.

compl
unrav

can I

“SU81

stud

rele

thro
pee;
dist
the}

to

the

bel

 

85

Fieldwork, then, involves the disciplined
study Of what the world is like to people who
have learned to see, hear, Speak, think, and
act in ways that are different. Rather than
studying people, ethnography means learning
from peOple (Spradley, 1980, p. 3).

 

Vincent Rogers lists a number Of the important beliefs
by qualitative researchers as a basis for their method-
y. They believe that:

1. Any social entity or institution is enormously

lex and subtle. These complexities must be accepted and
veled before anything "resembling accurate description"
result.

2. To genuinely understand what is happening requires
tained, longitudinal study."

3. People and institutions must, in the end, be

ied holistically taking into account all "related and

 

vant phenomena."

 

4. ”The most effective way" to conduct a study is
Jgh "direct, on site, face to face contact with the

1e and events in question" so that subtleties are
avered. What people do is Often different from what
say--which Often invalidates written or oral responses
estions.

5. It is important to understand "how others view
world" by investigating the "attitudes, values,

Es, and underlying assumptions" of those being studied.

 

 

6.
“descri;
output a
"thick I
judgmen

7.
subject
setting

alterat

catego:
other .
study
involv
begin

needed

from 1
II
PIES

StUdy

Popul
lishe
gradi
Stud:

eVe

 

86

6. The basic function of the researcher is
cription" that deals with process rather than product or
ut and does not judge or evaluate. In the end, the
,ck description" may be used by Others in making
(ments or decisions.

7. The researcher describes the setting and the
(ects "as they are" in a "non-manipulative" manner. The
:ing is described "as it is functioning" without any
aration Of variables.

8. Study begins with loosely defined areas or
agories for investigation. Initial Observations and
ar data are used to "formulate research questions as the
ly progresses." It is not until the researcher is
>lved in the social setting that "important hypotheses
.n to emerge" and "techniques" chosen to gather the data
.ed.

9. Generalizable theory -— grounded theory -- emerges

the study Of the specific setting rather than

scribing and thus limiting" the direction in which a
y must go (Rogers, 1984, pp. 86-88).

Even though qualitative research in education gained in
larity during the 1960's, it was not yet firmly estab-
ed ”as a legitimate research paradigm" and this caused
Late students to face major hurdles if they "chose to

a problem from this perspective." Yet it claimed an

-growing following" among the more unconventional.

 

 

 

 

 

Methodol
qualita‘
“hostil
opened
educati
Ac
and qua
60's c<
situat:
of edu.
He sta

qualit

fine-1'

n:

87

iodological debates continued between quantitative and
.itative researchers but tensions began to diminish in
:tility" and greater dialogue between the two groups
led up. And so, "qualitative research mushroomed" in
:ation (Bogdan and Biklen, 1982, pp. 19-21).

According to Rogers, the "conflict" between qualitative
quantitative research that began to soften during the
L continued to do so in the ensuing years leading to a
.ation where "doctoral research at schools and colleges
~ducation is no longer narrowly quantitative in nature."
tates that researchers from both quantitative and
itative viewpoints are

talking to each other, listening to each
other, accepting the need and desirability of
both approaches, and recognizing that if we
are to answer questions as fundamental as "do
schools educate?" we Shall have to make
intelligent and sensitive use of all the
tools at our disposal.

In 1980 James Spradley made the claim that:

A quiet revolution has Spread through the
social sciences and many applied disciplines.
A new appreciation for qualitative research
has emerged. . . . There has come a profound
realization that people everywhere have a way
of life, a culture of their own, and if we
want to understand humankind we must take
these cultures seriously. Qualitative
research -- called ethnography by anthropolo-
gists -— has come of age. . . . Ethnography
has become a fundamental tool for under-
standing ourselves and the multicultural
societies of the modern world (Spradley,

1980, p. v).

 

The
indicat
specifi
other m

dc
a1
ti
cc
Et

Hmm=a.o¢:crh¢rr*cfi"-"fa.

Categ
Georg
Stanc
goals
that
c0Vei
of p:
P°Pu

tepi

88

The above discussion of ethnography is intended to
.cate that this method of research is well-suited for
rific types of inquiry and is viewed as complementary to
=r methods of research. Ethnographic research

does not replace correctional and experiment—
al designs. There is no either/or proposi-
tion in ethnographic strategies, though a few
commentators have implied that there is.
Ethnographic research can accomplish certain
ends better than other methods, and vice
versa. Ethnography should concentrate on the
study of patterns -- repetitive patterns of
behavior and patterns in cultural knowledge.
These patterns should be elicited from
informants from the vantage point of long-
term intimacy with the field site and the
peOple being studied. When it is pursued in
this way, ethnography can produce valid
results. It extends knowledge of human
behavior in depth, wherever it is properly
used. Sometimes it shows the way to a more
quantitative correlational or even experi—
mental research design that can test hypoth-
eses formulated and honed by an in-depth
ethnographic probe. Ethnography can then be
merged with other research strategies
(Spindler, 1982, p. iii-iv).

The ethnographic study reported here falls within the
gory promoted by Noddings and Evertson and described by
ge and Louise Spindler. Many of the goals and circum-
ces of the study reported by Jordan seem similar to the
a and circumstances of my research project including

of using ethnographic information as a guide in dis—
:ing "practices that are already part of the repertoire

:Ofessional education" that work well for a particular

Lation of students (Jordan, 1985, p. 112). Since the

of this study -— caring and nurturing behaviors of

 

 

 

classrol
pattern
vantage
the pee

chosen.

m
T
were b
Biklen
predon
Collee
Part1.
Parti
SPrad
those
inter
andic
(197;
rese

(Gla

bega
PIOC

to <

89

.assroom teachers -- falls within the category of behavior
Ltterns that could be "elicited from informants from the

Lntage point of long-term intimacy with the field site and
1e peOple being studied," an ethnographic research plan was

Losen.

QIONALE FOR ETHNOGRAPHIC RESEARCH METHODS

The ethnographic research methods used in this study
re based on the works of Spindler (1982), Bogdan and
klen (1982), and McCall and Simmons (1969). The
edominant ethnographic research methods for data
llection which were relied on in this study were (1)
rticipant observation and (2) interviewing. The
rticipant observations methods used were those outlined by
radley (1980). The interviewing techniques were based on
ose discussed by Gorden (1980) and the data from the
terviews and observations were recorded in field notes and
dio recordings as suggested by Schatzman and Strauss
973). The data were analyzed according to qualitative
search guidelines for constant comparative analysis
laser and Strauss, 1967; Glaser, 1978).

The field study approach to this qualitative research
gan with "questions rather than hypotheses." Data were
oduced and examined through an inductive process designed

generate theory. In agreement with Glaser and Strauss,

 

 

Joseph Bla:
discovery -
relationsh
particular
"The resea
directly 1
developing
GlaSe

the type .

field stu

Most
conc
obta
rigc
to t
the
atic
rese
that
Whit
tas
suc
is
all
us
int
Str

9O

seph Blase states, "Grounded theory methods focus on the
scovery of substantive categories, hypotheses, and
.ationships between and among categories relevant to a
rticular phenomenon." He adds that in field research,
1e research procedures used allow categories to emerge
rectly from the data and earn their way into the
reloping model" (Blase, 1986, p. 102).
Glaser and Strauss make the following statement about
type of "grounded theory" that was sought through this
:ld study:

Most writing on sociological method has been
concerned with how accurate facts can be
obtained and how theory can thereby be more
rigorously tested. . . .We address ourselves
to the equally important enterprise of how
the discovery of theory from data -- system—
atically obtained and analyzed in social
research -- can be furthered. We believe
that the discovery of theory from data --
which we call grounded theory -- is a major
task confronting sociology today, for. . .
such a theory fits empirical Situations, and
is understandable to sociologists and laymen
alike. Most important, it works -- provides
us with relevant predictions, explanations,
interpretations and applications (Glaser and
Strauss, 1967, p. 1).

TICIPANT OBSERVATION
Participant observation is defined as "a dynamic

cess of interaction, involving registering, interpreting,
recording." Though not necessarily so, participation on

part of the researcher is can be quite complete, "Since

 

 

itis poss
group, as
the role 0
socia
engag
situa
peep]
(Spra
Ethn<
participa:
the commu
to one de
the parti
t0 get tl
Processes
Observer
POSition
Otherwis
(Good, 1
The
a study‘
Observa1
waiting
develop
Various

adjust

 

 

91

t is possible to take part in many of the activities of the

'roup, as an accepted member, and at the same time act in

he role of observer and interviewer" (Good, 1966, p. 245).
The participant observer comes to a

social situation with two purposes: (1) to

engage in activities appropriate to the

situation and (2) to observe the activities,

peOple, and physical aspects of the situation

(Spradley, 1980, p. 54).

Ethnographic field work is designed so that the
articipant observer spends an extensive amount of time in
he community or social setting under study and takes part,
0 one degree or another, in the activities and functions of
he particular group or groups. In this way it is possible
0 get the "feel" of what the various activities and
rocesses mean to the regular participants. The participant
bserver also plays a dual role, in that an objective
osition must be taken after performing as a participant;
therwise subjective reactions might distort the findings
Good, 1966, p. 246).

The amount of participation varies during the course of

study. During the first few days of participant
bservation the researcher often remains somewhat detached,
aiting and hoping for initial acceptance. AS relationships
evelop, the amount of participation increases. During

arious stages of the research it may become necessary to

djust the amount of participation to avoid becoming so

 

 

 

 

 

involved a:
causes the
The d
setting ra
the resear
full-time
with “litl
the obser'
must stri
(Bogdan a
Duri
of how I
"extreme:
cOmpletej
Onset, I
involved
SUbstitu
Period 5
intentn
°aPaCit.
from my
partici
establi
in the$
began 1

°haPel

 

 

92

nvolved and active with subjects that over-participation
auses the original intentions of the research to get lost.

The degree of participation in the activities of the
etting ranges from one extreme of "complete Observer" where
he researcher does not participate at all, but spends
ull-time looking at the scene, to "complete involvement”
ith "little discernable difference between the behavior of
he observer and the subjects." The participant Observer
ust strive to stay "somewhere between these extremes"
Bogdan and Biklen, 1982, p. 127~128).

During the course of this field study my original idea
f how I should attempt to stay somewhere between the two
extremes" of being a complete Observer and becoming a
ompletely involved participant was readjusted. At the
nset, I thought that I would strive to become actively
nvolved in the school program as a resource person,
ubstitute teacher, assistant to the dean, recreational
eriod supervisor, and/or dining room supervisor. My
ntention was to offer my services in these various
‘pacities as a ”trade-Off" for the help I would receive
[om my informants and the teachers who volunteered to
articipate in the study. I realized, however, that to
stablish my credibility as one who could, indeed, perform
n these various roles would require a period of time. As I
egan to "hang around" the classrooms, dining room, gym,

hapel, and hallways -- becoming a familiar figure to both

 

 

 

 

 

 

the teachei
with my oh:
began to a
teachers w
provide wh
already 01
were being
did not SI
choose to
rounds of
energies
in the Sc
observatj
activiti.
teachers
Situatio

Cafeteri

93

the teachers and students and grew more and more involved
with my observations, an extensive degree of participation
began to appear unnecessary. Almost without fail, the
teachers were willing to extend their friendship and to
provide whatever information I asked for. Since I had
already obtained the informed consent of the teachers who
were being considered in the study, and Since "trade-offs"
did not seem to be expected by any of these subjects, I
chooSe to refrain from offering to participate in the daily
rounds of school life so that I could expend my time and
energies on data collection. In the end, my participation
in the school program evolved into almost full-time
observation mixed with limited supervision of free-time
activities and extensive friendly interaction with the
teachers and students on a social basis in relaxed
situations such as play periods, meals in the school

cafeteria, and worship services in the chapel.

INTERVIEWING

Interviewing is "a purposeful conversation, usually
between two people (but sometimes involving more) that is
directed by one in order to get information." In
qualitative research interviews may be the "dominant
strategy" for data collection or used in conjunction with

participant observation and other data collection methods.

 

 

 

 

 

 

In all of
descriptiv
gain insig
of the woz
Gordg
specific :
which tak
The
form
cont
and
stin
res;
notf
mes:
exp:
inv(
to
res
(Go
The
t0 Spraa
questior
meaning:
use of
aSked o
USe thi
being t
I)

settin

SOmQOn

 

 

94

In all of these situations the interview is used “to gather
descriptive data in the subject's own words" in order to
gain insights on the subject's interpretation of “some piece
of the world" (Bogdan and Biklen, 1982, p. 135).

Gorden states that "interviewing is seen as one
specific form of empathizing, participating, and observing
which takes place between two peOple." He explains:

The interviewer's participation takes the

form of determining the setting or social

context in which the interview takes place

and asking questions or presenting other

stimuli to elicit information from the

rSSpondent. The observation consists of

noting not only the content of the verbal

message but also the tone of voice, facial

expressions, and body movements. Empathy is

involved in anticipating probable reactions

to questions and in sensing how the

respondent felt about events he is relating

The interview can take many different forms, according
to Spradley, but the "ethnographic interview" employs asking
questions that are "designed to discover the cultural
meanings people have learned." Such interviews involve the
use of "descriptive", "structural", and "contrast" questions
asked of one or more informants. The researcher can also
use this type of "interview" questions to seek answers from
fieldnotes and observations, thus taking on the role of
being the informant as well as the interviewer.

Interviews can take place in "informal" and "formal"

settings. An informal interview occurs "whenever you ask

someone a question during the course of participant

 

 

 

 

observatio
appointed
an intervi
Good
and exampi
varying d1
sought, a
who puts
The
study inv
is the me
however,
raises 3.
recordin
into exa
“relucta
inhibitj
1982, p]
Er
alldio o
Systema
Source
reViSit

is the

95

observation." A formal interview usually "occurs at an
appointed time and results from a specific request to hold
an interview“ (Spradley, 1980, pp. 123-124).

Good interviews produce "rich data filled with details
and examples." This can result from interviews that have
varying degrees of structure, depending on the type of data
sought, as long as the interviewer is an attentive listener
who puts the informant at ease.

The use of the tape recorder is recommended when "a
study involves extensive interviewing or when interviewing
is the major technique in the study." It must be noted,
however, that the use of tape recordings during interviews
raises some "special considerations." The value of exact
recordings that can be listened to over and over and written
into exact transcripts must be weighed against the possible
"reluctance" of informants to be recorded or to feel
inhibitions about what they say on tape (Bogdan and Biklen,
1982, pp. 93-94, 138).

Erickson states that "microethnography" -— the use of
audio or audiovisual recordings -- when "subjected to
systematic analysis, can provide a valuable additional data
source in fieldwork research" and that the "capacity to
revisit the same event vicariously for repeated observations

is the chief innovation made possible by the use of machine

 

 

 

 

recordings
regular et
cantly str
Inter
strategy"
The inter\
data COIpl
"hunches"

and the a

As :
the init.
Songht a
were und
the EduC
Conferer
calls, a
headqtla:
0f the

On
Dr. Ton
an SDA

commUri:

aCQUai:

 

96

recordings in fieldwork research." When it is combined with
regular ethnography, the use of microethnography is signifi-
cantly strengthened (Erickson, 1986, pp. 144-145).
Interviewing the classroom teachers was the "dominant
strategy" in the process of collecting data for this study.
The interviews were used as a source of information for the
data corpus and as a means of clarifying and cross checking
"hunches" that emerged from observations in the classroom

and the analysis of field notes.

OVERVIEW OF METHODOLOGY

 

As indicated in the time line included in APPENDIX C
the initial permission for entry to the study site was
sought after the literature search and proposal preparation
were underway. The necessary permission was obtained from
the Educational Management Committee of the Mid-West Union
‘Conference after correspondence, long distance telephone
calls, and an interview with the director of the regional
headquarters for Seventh~day Adventist schools in the area
of the Study, the Mid-West Union of Seventh-day Adventists.
Once this permission was gained, contact was made with
Dr. Tom Thomson, the principal of Hilltop Adventist Academy,
an SDA boarding high school, located in Hilltop -- a rural
community in a mid-western state. A scheduled visit to get

acquainted with Dr. Thomson and to view the proposed Site

 

 

 

 

 

was then c
cordial ar
the reseai
any way ht
The
committee
committee
and strep
was apprc
applicat:
Followin.
voluntee
Study.
become 1
of the s
The
Obtainet
agreed
of a re
ideas a
any inf
of the
any re]
that n.

anY Wr

 

 

97

was then carried out. I found Dr. Thomson to be very
cordial and interested in my prOposed study. He welcomed
the research project to his campus and offered to help in
any way he could.

The next step was to present my proposal to my guidance
committee. The suggestions made by the members of the
committee led to a substantial amount of additional reading
and strengthening of my prOposal. When the revised proposal
was approved by the chairman of my guidance committee, the
application for a human subjects clearance was made.
Following this clearance, I began the process of finding
volunteer teachers who were willing to participate in the
study. I found that most of the teachers were willing to
become involved and were curious about the general direction
of the study.

The informed consent of each volunteer teacher was
obtained, using the form found in APPENDIX C. Those who
agreed to participate in the study were briefed at the close
of a regularly scheduled teachers' meeting, using general

ideas and terminology, in order to avoid as far as possible

 

any influence on future behavior. They were fully assured
of the maintenance of confidentiality in the use of data and
any reporting of the study's results. They were informed
that names and identifying details would be excised before

any writing took place and that the written report would use

   

pseudonyms
persons ii
I 95‘
by spendi
campus du
the third
participa
with limi
school ca
with Stu<
teacher
With Stu
becoming
allowing
nature c
attemptg
recomme]
my subj
dEvelop
would u
in my a
Ar
thoSe j
the da*
confid

 

98

pseudonyms for the location of the study, the school and all
persons involved.

I established myself in the participant observant role
by spending regular periods of 12 to 15 hours per week on
campus during the latter part of second quarter and all of
the third and fourth quarters of the 1988-89 school year. I
participated in the activities of school life, assisting
with limited supervision of student events, eating in the
school cafeteria, attending assembly programs, and visiting
with students on a casual basis as well as observing the
teacher subjects in their classroom settings and interacting
with students in settings outside the classroom. By
becoming familiar with the members of the sub-culture and
allowing all of its members to become aware of the general
nature of the study and accustomed to my presence, I
attempted to become as unobtrusive as possible. As
recommended by Bogdan and Biklen, I tried to interact with
my subjects in a natural and unthreatening manner so as to
develop a relationship in which their actions in my presence
would "not differ significantly" from those that would occur
in my absence (1982).

An effort was made to create a risk-free attitude in
those from whom I would seek information to be included in
the data base. All volunteer teachers were fully assured of
confidentiality. My exposure, over a long period of time,

created an acceptance of my presence on the part of the

 

students a
freely in
reasonablt
settings.
life, but
role as a
woodwork“
observati
The
0f Volun'
Adventis
the insi
behavior
Caring a
studentE
intervi.
intervi
P. 220)
data.
So that
quotatj
0]
class:
at ext
thEY i

as the

 

 

99

students and the teachers and I was able to participate
freely in campus social interactions and found that I had
reasonable access to the desired educational and social
settings. I became somewhat passively involved with campus
life, but sought to remain sensitive to the priority of my
role as an observer while I attempted to "blend into the
woodwork" and in this way balance participation and
observation (Bogdan and Biklen, 1982).

The research concentrated on the demonstrated behaviors
of volunteer teacher subjects who are employed at Hilltop
Adventist Academy and interviews about these behaviors and
the insights of the individual teachers. The targeted
behaviors were determined by researching the perceptions of
caring and non-caring behaviors held by the teachers and
students of the school through formal and informal
interviews conducted at the onset of the study. The
interviews followed a general topic format (see APPENDIX A,
p. 220) with guiding questions to maintain consistency of
data. Audio recordings were made of some formal interviews
so that repeated analysis could be carried out and exact
quotations preserved.

Observations of the teachers took place in the
classroom during formal class time and outside the classroom
at extra-curricular functions. Teachers were observed as
they interrelated with students in informal situations such

as the gymnasium, cafeteria, church, chapel, playing field,

 

 

 

dormitori!
employmen
teachers
making si
which res
related 1
by both '
Onc
intervie
almost e
was made
of the 1
Volunte.
recordi
Student
teacher
that t1
analys;
behavi
fOcus
limita
more C

CQmPl

Stude

100

dormitories, teacher's offices, teacher's homes, and
employment settings. Observations were also recorded of
teachers as they were involved in committees and in decision
making situations that affected students. The data base
which resulted from the observations and interviews was then
related to the preliminary perceptions of caring expressed
by both the teacher subjects and their students.

Once the original opinion survey and the preliminary
interviews were completed, the focus of the study shifted
almost entirely to the teachers. The body of information
was made up of field notes based on participant observation
of the teacher behaviors and extensive interviewing with the
volunteer teachers. There was no emphasis placed on the
recording of student behavior. However, the behavior of
students as they had direct interaction with the volunteer
teachers, was recorded in field notes with the intention
that the behavior of students would be included in the
analysis only as it showed a direct relationship to the
behaviors demonstrated and/or reported by the teachers. The
focus on teacher behaviors was the emphasis and one of the
limitations of this study. Future research which included
more data on student behaviors and follow-up on student
perceptions would be of value.

As a result of the limitations of this study, after the
completion of the initial interviews, only occasional

student Opinions were sought as a means of triangulation for

 

 

 

 

 

 

verifying
assumptio
teacher t
establisl

non-cari:

DATA SOUI
The
Adventis
a mid-we
member s
educatic
around 1
college:
uP a pr
basis,
Vo
edUCati
edUCatc
and nor
ahalyz.
t0 the
Advent
Percep
linkag

expres

 

 

 

 

 

 

101

verifying teacher opinions. In the data analysis,
assumptions were formulated based on the observations of the
teacher behaviors and their relationship to the previously
established perceptions of what constitutes caring and

non-caring behaviors.

DATA SOURCES

 

The site where this study was carried out was Hilltop
Adventist Academy located in HilltOp -- a rural community in
a mid-western state. This sample boarding high school is a
member school in the Seventh-day Adventist system of
education and is one of its 689 secondary schools operated
around the world. These secondary schools along with the 79
colleges and universities and 4,016 elementary schools make
up a private/parochial school system which, on a worldwide
basis, employs 35,000 teachers (Yost, 1988).

Volunteer teacher subjects in this mid-western
educational setting were observed as a sample of Adventist
educators. The data collected through observation of caring
and non-caring behaviors demonstrated by these teachers was
analyzed for key linkages which yielded assumptions relative
to the methods of humanization of education in Seventh—day
Adventist boarding high schools as they relate to the
perceptions of students and teachers. The basis for the key
linkages included the use of details and inferences as

expressed by the subjects in interviews and noted during

 

 

 

 

 

 

obs
det

acq

(Be

 

 

102

observations. The cues and information contained in these
details and inferences were interpreted with reference to an
acquired "degree of sensitivity" to the situation through a
long-term exposure to the social setting of the study

(Becker and Geer, 1969, pp. 329-331).

RESEARCH QUESTIONS

The questions in the following list are the first four
of the eight preliminary research questions which were
discussed in SECTION 1. These four questions were
specifically designed to examine the perceptions held by the
volunteer teachers and their students as to what they
considered caring and nurturing behaviors based on previous

educational experiences.

1. What do students perceive as caring behaviors?
2. What do teachers perceive as caring behaviors?
3. What do students perceive as non-caring behaviors?

4. What do teachers perceive as non-caring behaviors?

These four preliminary research questions were adapted
to the interview situation. The rewording of these
questions was an attempt to obtain direct references to

memories of past educational experiences. The need to make

 

the qt
situa1

state:

intei
insta
rigi
prel

stud

esta
Obs:
to
com
fee
ex;
QUG
CH1
th
St
Th

fe

 

103

the questions more applicable to the short interview
situation was an example of what Erickson describes when he
states that

guiding questions are present from the

outset, but the researcher does not presume

at the outset to know where, specifically,

the initial questions might lead next

(Erickson, 1986, p. 143).

In order to maintain a degree of uniformity in the
interviews, the same interview questions were used in each
instance. However, the interviews were open-ended and not
rigidly controlled by the suggested questions. The
preliminary interviews with the volunteer teachers and their
students were conducted during the early days of the study
so that the perceptions could be analyzed in order to
establish criteria by which to measure the behaviors
observed during the subsequent months of the study. Prior
to each interview the student or teacher being interviewed
completed a short opinion survey dealing with the overall
feeling about the level of caring at Hilltop and throughout
exposure to SDA educational settings in general. (These
questionnaires appear in APPENDIX A and are discussed in
CHAPTER 5). As a follow-up to the Opinion survey, all of
the volunteer teachers and a volunteer sampling of their
students responded to the interview questions shown below.

The open-ended interviews allowed free expression of

feelings in reference to past educational experiences.

 

 

 

104

INTERVIEW QUESTIONS FOR TEACHERS:

1. Based on your personal understanding
of the concept of caring, describe
one or more instances where you or
one of your colleagues were involved
in an incident which you feel showed
caring toward a student.

2. Describe one or more instances where
you or one of your colleagues were
involved in an incident which you
feel showed a lack of caring toward
a student.

3. Describe how you think Hilltop
Adventist Academy teachers could
better demonstrate care for their
students.

INTERVIEW QUESTIONS FOR STUDENTS:

1. Based on your personal understanding
of the concept of caring, describe
one or more instances of things you
have had happen to you or to a
student you know, that you think
showed a teacher really cared.

2. Describe one or more instances of
things you have had happen to you or
to a student you know, that you
think showed a teacher didn't care.

3. Describe how you think HilltOp
Adventist Academy teachers could

better demonstrate their care for
their students.

Of the eight original research questions, the last four
were used as a general basis for seeking instances of caring

and non-caring behaviors as demonstrated by teachers. These

questions were:

 

 

 

105

5. Where do caring behaviors by teachers occur?

6. When do caring behaviors by teachers occur?

7. Where do non-caring behaviors by teachers occur?

8. When do non-caring behaviors by teachers occur?

Throughout the study, formal and informal guided
interviews, using a variety of additional questions, were
carried out with the volunteer teachers. This was an
attempt to add details, cross~check assumptions, and
increase the amount of information recorded in order to
embellish the data gained through participant observations.

The brief written opinion survey and the preliminary

short interviews were designed to discover the perceptions

 

about caring and nurturing teacher behaviors held by the
participating teachers and their students at the time the
study began. All subsequent formal and informal teacher
interviews and participant observations were designed to
discover, over the course of the study, where and when the
types of behavior perceived to be caring and nurturing were
demonstrated by teachers. This type of inductive analysis
3f data is similar to that described by Bogdan and Biklen
when they state that:

Theory developed this way emerges from the

bottom up (rather than from the top down),

from many disparate pieces of collected

evidence that are interconnected. It is

called grounded theory (Glaser and Strauss,

1967). As a qualitative researcher planning

to develop some kind of theory about what you

have been studying, the direction you will
travel comes after you have been collecting

 

 

 

 

106

the data, after you have spent time with your
subjects. You are not putting together a
puzzle, whose picture you already know. You
are constructing a picture which takes shape
as you collect and examine the parts. The
process of data analysis is like a funnel:
things are open at the beginning (or tOp),
and more directed and specific at the bottom
(Bogdan and Biklen, 1982, p. 29).

DATA ANALYSIS

 

The Opinion survey, interview notes, field notes, audio
tapes and transcripts of taped interviews were analyzed for
the data they furnished. The early interviews furnished a
composite Of perceptions held by teachers and students that
was then used as a basis for setting up the specific
criteria Of what types of observed behaviors were to be
classified as caring and non-caring. Follow-up Observations
of teacher behaviors accompanied by interviews with the
teacher subjects and collection Of available site documents
furnished additional data to be used in ascertaining the
validity Of key linkages and testing assertions.

The collection and analysis Of data was based on a
four—faceted approach as suggested by Schatzman and Strauss
(1973) which included the strategies Of listening, record—
ing, watching, and analyzing. Analysis was an ongoing
process including "comparing, contrasting, aggregating, and
ordering" (Goetz and LeCompte, 1984, p. 171). Data were
constantly weighed against each other in a procedure known
as ”triangulation" (Gorden, 1980 as cited in Goetz and

LeCompte, 1984, p. 171). In this process, what was learned

 

 

 

 

 

107

from one data source was cross-checked for validity with
what was learned from other sources. Goetz and LeCompte
explain:

Ethnographers use many types of data
collection techniques, so that data collected
in one way can be used to cross-check the
accuracy of data gathered in another way.
Just as a surveyor locates points on a map by
triangulating on several sights, so an
ethnographer pinpoints the accuracy of
conclusions drawn by triangulating with
several sources of data. Triangulation
prevents the investigator from accepting too
readily the validity of initial impressions;
it enhances the scope, density, and clarity
Of constructs developed during the course of
the investigation. It also assists in
correcting biases that occur when the
ethnographer is the only Observer Of the
phenomenon under investigation (Goetz and
LeCompte, 1984, p. 11).

Instances Of disconfirming evidence, as well as
confirming evidence, were sought in order to create a
stronger argument for the key assertions (Erickson, 1986).

The data were analyzed for generalized patterns of
behavior in order to discover and test "key linkages"
between the phenomena Of teacher behaviors and the expressed
perceptions of the subjects (Schatzman and Strauss, 1973;
Erickson, 1986). These key linkages were used to determine
the overriding patterns and the theoretical constructs.

After the demonstrated teacher behaviors were recorded
and the documentary resources were analyzed, the preliminary
Perceptions held by the teacher subjects and the demonstrat-

ed teacher behaviors were compared. Correlations and con~

 

 

 

tr:

we

ar

pa

de

 

 

108

trasts between the perceptions held and the actual behaviors
were analyzed and reported. The analyzed data were then
arranged for descriptive narrative. Major linkages and
patterns, as supported by the data, were noted in the
description.

This final process follows the conclusion Of Spindler
and Spindler that:

Eventually we must face the task of inter-

pretation and cultural translation. The

native view of reality must be directly

represented in this interpretation but it can

rarely stand on its own. We must translate

it into the vernacular Of the readers,

natives in another cultural system, caught up

in a different dialogue. And we must apply

some concepts, models, paradigms, and

theories from our professional discipline in

order to give our findings wider applica-

bility and, Of course, to communicate with

our fellow professional natives (Spindler &

Spindler, 1987, p. 155).

It is hoped that this study will add to the body of
knowledge which has been recently accumulating through
studying classroom settings and specific teachers over a
period of time using procedures which borrow from the
methodology and theoretical perspectives Of anthropology and
sociology. Through this type Of study, ethnographers and
other qualitative researchers have added what Geertz refers
to as "thick description" (1973) to our knowledge of what
life is really like in classrooms. The final narrative is

intended to "recreate for the reader the shared beliefs,

practices, artifacts, folk knowledge, and behaviors“ of the

 

 

 

109

group of people who make up the subjects Of this study
(Goetz and LeCompte, 1984, p. 2).

The results of this study are designed to be helpful in
describing actual teacher behaviors performed by teachers in
a specific setting which are perceived to be caring and
nurturing by the participants in the setting and the
circumstances under which they occur, both in and out of the
classroom. It is hoped that the study narrative will
furnish salient insights that can be a basis to help
teachers and educational administrators as they select and
provide for behaviors which demonstrate caring and nurturing
to their students. The data summary and interpretation
Offer broad implications for consideration by all educators
who are interested in humanizing education, and because of
the inclusion Of a distinct body of literature written for
parochial and private school educators and the particular
selection Of a study site at a private/parochial school, the
findings will be of specialized interest for Seventh-day

Adventist and other private/parochial school educators.

CHAPTER 5: PRELIMINARY PERCEPTIONS

The purpose of CHAPTER 5 is to discuss the process used
to amass a data base which, when analyzed, yielded a set of
perceptions held by the participating teachers and their
students at time this study began. This process which
included both an Opinion survey and brief follow-up
interviews, is presented in the first two sections Of this
chapter. The final section discusses the perceptions which

were discovered.

OPINION SURVEY DEALING WITH LEVEL OF CARING

During the first few days Of the study, a brief Opinion
survey was used to allow the volunteer teachers and their
students to express their views about the current level of
caring on the campus of Hilltop Adventist Academy and during
their previous exposure to SDA schools. The Opinion survey
was given to the teachers as a group at staff meeting and to
the students one class at a time. Both the teachers and the
students were told that they were free to write the survey
without identifying the paper as theirs, but that follow-up

interviews might be conducted for those who did wish to put

their names on the survey sheet. Samples Of the two Opinion

survey sheets are found in APPENDIX A. The follow—up

interviews conducted with those who identified themselves on

110

111

their survey sheets are discussed later in SECTION 5 under
the heading "Perceptions of Caring Teacher Behaviors".

Based on the responses given by the volunteer teachers
who completed the survey and by their students, the
interpersonal climate which existed on the campus of Hilltop
Adventist Academy was considered by the majority of the
participating teachers and by their students to be

"generally caring."

TEACHER OPINION SURVEY

 

Of the twenty-four teachers employed at Hilltop,
nineteen volunteered to participate in this study. The
total number of years that these nineteen teachers had been
employed in Seventh—day Adventist educational settings was
187, with individual experience ranging from two years to
twenty-eight years. The average number Of years of teaching
in SDA schools was approximately ten -- indicating an
over-all group of experienced teachers with previous
exposure to SDA schools. Five teachers had been employed in
five different SDA schools; eleven had worked in two, three,

or four schools; three had worked at Hilltop Adventist

Academy only.

The nineteen participating teachers completed the

°Pinion survey and identified themselves as being available

for follow-up interviews and for classroom Observation.

With the exception of two teachers, all of those who

 

112

ompleted the Opinion survey agreed or strongly agreed that
he current teaching staff cared about their students and
Lll of those interviewed saw themselves as caring. Sixteen
>f the nineteen respondents agreed that they found many
opportunities to show care for students and had nO
difficulty Openly demonstrating care.

An examination Of TABLE 5.1 shows the distribution of
the responses given by the teachers. The "+" sign indicates
that the respondent choose "Agree“ or "Strongly Agree" as a
response; the "-" sign indicates that the response was
"Disagree" or "Strongly Disagree“; the "*" symbol indicates

that the response was "NO Opinion".

MR. DEAN

One teacher, Mr. Dean, was the only teacher who did not

agree with the first statement "In general, the teachers now

 

HILLTOP SDA SELF FINDS FINDS
TEACHERS TEACHERS PERCEIVED DIFFICULTY OPPORTUN-
CLASSIFIED CLASSIFIED AS DEMONSTRAT- ITIES FOR
AS CARING AS CARING CARING ING CARE SHOWING
CARE
+ 17 + 18 + 19 + 3 + 16
- 1 - 0 - 0 - 16 - 3
* 1 * 1 * 0 * 0 * O

 

 

 

 

 

TABLE 5.1
(Distribution of teacher's personal Opinions about caring.
+ = Agree; - = Disagree; * = NO Opinion)

 

 

 

 

113

.mployed at Hilltop Adventist Academy really care about their
;tudents." During the follow-up interview which took place a

few days after completing the survey, Mr. Dean gave the

following explanation:

The teachers are not willing to get involved
in extra-curricular activities. Besides
that, they express rules and regulations with
harshness and without explanation. I think
that there are too many blanket rules to make
life easier for themselves (the teachers)
instead Of having to deal with the few
students who break them (the rules) and teach
them that their behavior is unacceptable and
why it is (Formal Interview, 1-22-89).

In a subsequent interview, Mr. Dean‘s comments were

consistent with the thoughts expressed in the earlier

interview.

Because students are inconsistent -- one
moment they act like adults and the next like
immature seventh graders -- policy and rule
makers tend to treat all students as immature
and take the easy way out by making blanket
rules that are easier to enforce and yet are
viewed as nonessential by the students. The
teachers would rather confront a student and
say, “You can't do that because it's a rule"
when instead they could be treating everyone
as an individual and when something is done
that is unacceptable it's called to their
attention and proper measures taken (Formal
Interview, 3-12-89).

Mr. Dean was also one of the three teachers who
expressed an affirmative Opinion about the fourth statement
"I find it difficult to Openly demonstrate care toward
students." However, his Opinion on the survey seemed to be
contradicted by his actions as he reported them during a

subsequent informal interview and as the students reported

 

 

114

.hem. In a later interview, Mr. Dean reported his
rctivities in helping a student and his mother "work through
a family crisis" through extensive counseling and prayer
(Informal Interview, 3—27-89). Mr. Dean was also frequently
involved with students during extra-curricular activities
such as games in the gymnasium and inviting students to
visit in his home (Fieldnotes, 4-13-89; 4-25-89 and 5-8-89).
A student in the gymnasium commented that "Mr. Dean was just
like 'One Of the guys'“ (Informal Interview, 4-25-89).

Mr. Dean's Opinion that other teachers were not
generally caring and that he, personally, found it
"difficult to openly demonstrate caring" appears to have
been an indication that his perception of what constituted a
caring behavior was somewhat dissimilair to that held by the
majority of the other teachers. As stated on the survey,
each teacher's Opinion was based on a personal understanding
of the concept of "caring." Many of Mr. Dean's actual
behaviors seemed to fall into the categories perceived by
the other study participants to be caring behaviors.
However, his Opinion that other teachers did not show
adequate care and that he had difficulty in "Openly
demonstrating" care showed no evidence Of changing during
the months that transpired between the original survey and
the end of this study. He was continually firm in his
Opinion and maintained his original opinion of a lack of

care on the part Of HilltOp teachers and his own difficulty

 

 

 

 

115

.n demonstrating care, though he perceived himself as a

:aring teacher.

MR. KING

 

The other instance of a teacher not agreeing with the
first statement that the Hilltop teachers "really care about
their students" was that of Mr. King, one of the physical
education teachers, who chose to express no opinion. When
asked to explain his lack Of an Opinion he stated:

It's not all one way or the other. It's

about 50/50. I'd have to explain for a long

time (Formal Interview, 1-23-89).

From later Observations and the Opinions Of student
informants and fellow teachers, it appeared that Mr. King,
like Mr. Dean, held an Opinion Of what behaviors
demonstrated caring which was dissimilar to the Opinions of
the majority Of the study participants. Interviews with
students produced these sample comments about behaviors
which they felt showed care on Mr. King's part:

When coach (Mr. King) knew I was upset about

something that happened in gym he took me to

his Office, sat me down and talked to me

letting me know he cared and trying to help

me understand and cheer me up (Formal

Interview, 3-1-89).

Coach is a great guy. Whenever I need to

talk he'll always listen. If you lOOk upset

or down he'll give you a big hug and tell you

to ”don't worry, be happy" or "keep a smile
on your face" (Formal Interview, 3-16-89).

 

 

 

 

116

Coach! He's the best! He really seems to

care a lot. I love him as a father (Formal
Interview, 3-16-89).

Upon noticing Mr. King passing by in the hallway, Miss

Jenkins, a colleague Of his offered the following Opinion:

Now there goes a really caring person. I
have seen coach with tears in his eyes
talking with a student who is hurting
(Informal Interview, 5-2-89).

Mr. King was perceived by his students and colleagues

as being a caring person, though he expressed the Opinion

that he found it difficult to demonstrate care.

MRS. TIPTON

Two additional opinions which differed from the general

responses were that of Mrs. Tipton who chose to express no

Opinion about the two statements-—"Teachers now employed at
Hilltop really care about their students" and "I have found

that my SDA colleagues have been people who cared about

their students.“

Because her's were the only "NO Opinion" responses on

these two items, I was interested in further information.

She stated:

Oh, I agree somewhat. It just seems that in
the schools where I have been, teachers are
reasonably nice to the loveable but they are
Often unreasonably cold to the unloveable
(Formal Interview, 1-23-89).

Of the three teachers who "stood out" as holding

dissimilar Opinions about their own caring and caring on the

 

 

 

117

part Of their colleagues, Mr. Dean and Mr. King expressed

the Opinion that they personally found difficulty in
demonstrating care; Dean also felt that Hilltop teachers

were not caring while Tipton found no difficulty personally

but was in disagreement about caring on the part of past and

9 sea <)

&%%%M Qua )MQ .NQNN&

present colleagues.

   
   

Hal 1 0

1’- just too 11'th ”to
Cl FOP O. L/(J-LLQ {\O'LQ.
~10 SCLL ' \1- \er» \q K-S
O\" Konsuux nfxq
ox" CLIP-\VNQV , M— 'i
DJ 08 reality 006--
Q'fld KthCl (’1 ts {(CW-
bC. \‘r\ Ck
So pew-3 *\-€.OLC1\Q

LOW?)

   
   
 

("Happy Note" copied from the file
Of Mrs. Tipton, 4—22—89)

118

Students who studied under Mrs. Tipton were in agree-
ment that she was a person who openly demonstrated care for
them. The thank-you note on the previous page is a sample
of those Mrs. Tipton pulled from a very full folder of such
items her Office files.

Mrs. Tipton was Obviously fond of what she called
"happy notes" from her students. The thickness Of the file
folder of notes was an indication of Mrs. Tipton's
involvement with her students in a way that made them feel
that they were cared for (Fieldnotes, 4-2-89).

In the transcripts of the preliminary interviews, Mrs.
Tipton's name was Often used by students who were giving
examples Of caring behaviors by teachers. These student
comments included the following:

A friend of mine was going to get expelled

from school for doing something he had no

business doing. Well, he got suspended

instead. But that was only because Mrs.

Tipton went into ad committee and fought for

him. That shows a lot Of caring to me

(Formal Interview, 5-7-89).

My roommate wasn't going to be able to come

back to Hilltop this past year and then Mrs.

Tipton called up a bunch Of people to help

pay her school bill so she could come back

here and she did. She's still here and

graduating as a four year senior in a few

weeks (Formal Interview, 4-27-89).

She'll give you a hug when you're down or

discouraged. She's like a mom away from home
(Formal Interview, 4-27-89).

The "happy notes" folder and the student interview

. ' 0
comments indicated the possibility that Mrs. Tipton s

119

Opinion Of what constituted caring behaviors was dissimilar
to the Opinions of her colleagues to the extent that she was
hesitant to agree that the SDA teachers with whom she had

been associated over the years cared about their students.

SUMMARY OF TEACHER RESPONSES

With the exception of the three teachers noted here,
who all appeared to be caring teachers but who held
dissimilar Opinions about the demonstration of care on their
own part and/or the part of their colleagues, the over-all
Opinion of the volunteer teachers was that they were
functioning in a setting where caring was common and where
they had opportunity to demonstrate care and saw it
demonstrated by their colleagues.

When given the opportunity to explain further their
Opinion that the Hilltop teachers showed care, some typical
responses were:

I think that never a day goes by that I don't

see very real examples of teachers following
the example of Christ in showing love toward

their students -- just through little .
kindnesses and attentions (Formal Interv1ew,
2-13-89).

Very Often a note, a kind word, or special
words Of encouragement are shared with a
discouraged student by one of the teachers
and the baked goods and other treats that are
always traveling from faculty homes to the
dorms is incredible (Formal InterView,

1-31-89)!

The teachers spend their personal time with
one student or a small group tutoring them

STUDI

teac
the

welj

SUI

the
bo1
e1.
ma
We

Ci

c‘rfi
tnOQJfY'
('1'

120

when they find things difficult. Sometimes
they meet the kids at the dorm. Sometimes
they take the kids to their homes. And there
are times when I see the lights on in the
classrooms at night and you can find a
student or two there getting help from the
teacher (Formal Interview, 2-2-89).

Just like Mr. Helman. He has a personal goal
to keep a special eye on the village
students. Those kids often feel left out of
what is happening on campus. He spends a
lot of time on the phone with the villagers
and they always know they can use Helman's
house for an on-campus place to change
clothes, take a nap, or even get a snack.

And Helman's wife doesn't seem to mind -- in
fact she is really a big help! Lots Of the
teachers have similar projects that show they
really care (Formal Interview, 2-7-89).

STUDENT OPINION SURVEY

The responses given on the Opinion survey completed by
the students were in general agreement with those of the
teachers. The students were asked about their Opinion Of
the level of caring at Hilltop and of other SDA academies as
well as SDA elementary schools. TABLE 5.2 shows the
responses given by the 217 students who completed the
survey.

As shown by the total percentages, a strong majority Of
the students who completed the survey held the Opinion that

both their teachers at Hilltop and their teachers in

elementary schools were caring teachers. A much weaker

majority felt that their teachers in other SDA academies

were caring. The fact that these students had chosen to

change schools at least once during their secondary years

H1

TE

CA

W0

fc

t1

121

 

 

 

 

 

 

 

 

 

 

GR 9 GR 10 GR ll GR 12 TOTAL
HILLTOP
TEACHERS 79% 69% 77% 83% 77%
CARE
SDA
ELEMENTARY 67% 62% 79% 81% 72%
TEACHERS
CARE
OTHER
SDA ACADEMY --- 28% 63% 76% 56%
TEACHERS
CARE

TABLE 5.2

(Survey responses showing student Opinions
of teacher caring)

would indicate the possibility Of dissatisfaction with their
former school or schools.

The Opinion survey responses by both the participating
teachers and their students at Hilltop showed a positive
attitude about the caring climate Of the school. It should
be noted that although the overall Opinion of both teachers
and students was that caring on the part Of teachers was
present, a greater percentage Of the teachers (82%) saw
their total group as caring than the percentage of students
(77%) who saw their teachers as caring. An investigation Of

the variance between ratings by the teachers and the

 

students

which 5‘

meat

Th
short i
student
willin<
survey
follow
volunt

in the

as qu:
utili
seeki
SUIVe
ascer
Stude
teac]
edue

SDA

four
W0r<

eXp.

 

122

students would be worthy of investigation in a study in

which student attitudes were more centrally examined.

PERCEPTIONS OF CARING AND NURTURING TEACHER BEHAVIORS

 

The opinion survey was followed within a few days by a
short interview with each participating teacher and with the
students who furnished identification and indicated a
willingness to be interviewed. Of the 217 student Opinion
survey respondents, a total of 112 participated in the
follow-up interviews. All of the 19 teachers who had
volunteered to complete the opinion survey and participate
in the study were interviewed.

In order to complete the short interviews as early and
as quickly as possible, the help of another interviewer was
utilized and the interviews were recorded. In addition to
seeking clarification Of some responses on the Opinion
survey, the initial short interviews were designed to
ascertain perceptions of what the teachers and their
students considered to be caring and nurturing behaviors by
teachers. The respondents based their perceptions on the
educational experiences gained at Hilltop as well as other
SDA secondary and elementary schools attended or taught in.

The short interview questions were based on the first
four of the eight original research questions. However, the
wording was re-designed to elicit a recall of past

experiences and a direct expression of perceptions held at

 

 

 

the tim
present

In

aSp
inte

and

 

 

123

the time Of the interview. The interview questions, as
presented and discussed in CHAPTER 4, are listed here again.
Interview questions for teachers:

1. Based on your personal understanding
of the concept Of caring, describe
one or more instances where you, or
one of your colleagues, were
involved in an incident which you
feel showed caring toward a student.

2. Describe one or more instances where
you, or one of your colleagues, were
involved in an incident which you
feel showed a lack of caring toward
a student.

3. Describe how you think Hilltop
Adventist Academy teachers could
better demonstrate care for their
students.

Interview questions for students:

1. Based on your personal understanding
of the concept Of caring, describe
one or more instances of things you
have had happen to you or to a
student you know, that you think
showed a teacher really cared.

2. Describe one or more instances of
things you have had happen to you or
to a student you know, that you
think showed a teacher didn't care.
3. Describe how you think Hilltop
Adventist Academy teachers could
better demonstrate care for their
students.
The short interviews were planned to be as consistent
as possible, following the general guidelines of the three

interview questions. However, the participating teachers

and their students were allowed Open expression Of any ideas

 

 

 

which t1
responsq
behavio:
those p
McCorma

The cat

(1

studen1

catego
Skills
descrj
behav;
non-c,
acade
Posit
tabul
thOSe
than
give]
indi
desc

the

 

124

which they felt were important. The recorded interview
responses were then divided into two categories of caring
behaviors. The categories were set up to correspond with
those presented by John Goodlad and by Csikszentmihalyi and
McCormack in the discussion of literature in SECTION 2.

The categories were:

(1) The teacher's personal attentions toward the
student (Interpersonal Abilities) and

(2) The teacher's pedagogical traits (Academic Skills).

In TABLE 5.3 the responses which fell into the two
categories -- ”Interpersonal Abilities" and "Academic
Skills" are noted. As the student being interviewed gave
descriptions Of caring and non-caring teacher behaviors, the
behaviors which were described -- both the caring and the
non-caring -- were classified into the interpersonal or
academic categories. In TABLE 5.3 the responses -- both
positive and negative -- which fell into each category were
tabulated so that the trends in emphasis for each group Of
those interviewed could be examined. When there was more
than one response to a question only the first response
given was used for purposes of tabulation. The "+"
indicates that the responses tabulated in that column were
descriptions of caring behaviors. The "—" indicates that

the behavior described was perceived as non-caring.

 

 

 

 

TE;

GR

 

 

 

 

 

 

 

 

125
NUMBER INTER- ACADEMIC PERCENT
OF PERSONAL SKILL OF
INTER- ABILITIY RESPONSES VARIANCE
VIEWS RESPONSES BETWEEN
CATEGORIES
+ — + -
82% 85% 18% 15%
TEACHERS 19 ..... ..... ..... ..... 67.0%
83.5% 16.5%
43% 80% 57% 20%
GRADE 9 16 ..... ..... ..... ..... 23.0%
61.5% 38.5%
49% 69% 51% 31%
GRADE 10 13 ..... ..... ..... ..... 18.0%
59.0% 41.0%
62% 63% 38% 37%
GRADE 11 35 ..... ..... ..... ..... 25.0%
62.5% 37.5%
78% 69% 22% 31%
GRADE 12 48 ..... ..... ..... ..... 47.0%
73.5% 26.5%

 

 

 

 

 

+=

(Frequency Of caring,

 

caring behaviors; - =

TABLE 5.3

non-caring behaviors

non-caring and total responses
in two categories Of teacher behaviors)

 

 

 

Th
brought
abiliti
total r
categOJ
and n01
maturi
-- wer
heavil
while
grades
acader

close

falli
not n
looki
behaw

"int.

TABL
Coos
Cate

the

ag:

 

 

126

The interviews resulted in a mixture Of comments that
brought out feelings of importance for both interpersonal
abilities and academic skills. However, in all groups the
total number Of responses which fell into the interpersonal
category was greater. This included responses about caring
and non-caring behaviors. The two groups with the higher
maturity levels -- the teachers and the students in grade 12
-— were the groups who gave total responses which were more
heavily weighted toward the interpersonal abilities category
while the groups with the lower maturity levels —- students in
grades 9, 10 and 11 -- gave total responses in which the
academic skills category, although still dominant, was more
closely matched with the interpersonal category.

The comparatively closer match in the overall responses
falling into the "interpersonal" and "academic" categories did
not necessarily hold true for the younger students when
looking at only the responses dealing with "noncaring"
behaviors. However, since the comparison Of emphasis on
"interpersonal" and "academic" skills seemed to be reflected
in the mention of both "caring" and "noncaring" behaviors, in
TABLE 5.3 the composite Of responses in both categories was
considered more significant than the responses in either
category independent Of the other. The positive responses for
the various age groups are compared in TABLE 5.4.

The emphasis by both groups on interpersonal skills

agrees with the teacher viewpoint promoted by Nel Noddings'

 

 

 

discuss
infinit
p. 20).
studen1
that ca
consid'
simila
occasi
interv
descri
academ
intere

(Nodd:

reply
frequ
t0 co
and t
dead;

tends

stud
this

thes

127

discussion of a caring teacher when she says "The student is
infinitely more important then the subject" (Noddings, 1984,
p. 20). The importance of interpersonal skills from the
student viewPOint is also in agreement with Noddings‘statement
that caring teachers "treat students with respect and
consideration and encourage them to treat each other in a
similar fashion. They use teaching moments as caring
occasions." The overall results of the preliminary short
interviews might be summarized in Noddings‘words which
describe caring teachers as "concerned with their students'
academic achievement, but, more importantly, they are
interested in the develOpment of fully moral persons"
(Noddings, 1988, pp. 222-223).

In the groups with a higher maturity levels the first
reply describing perceptions of caring behaviors was more
frequently in the interpersonal category. However, when asked
to comment on caring in the academic skills area, the teachers
and the grade 12 students quickly acknowledged that the
academic skills area was also very important. The teachers
tended to feel, however, that the academic skills were a "part
of the job" which was "standard performance" and the Older
students expressed that they no longer felt insecure about
this aspect of caring. A senior student stated his view with

these words:

I get all the help I need in my studies. My
physics teacher is always there after school
if I need help and the other teachers just do

Th
about t
Marley

aiding

(DHDJHQJU)

- —a A kl. It. n;

her

Stud

128

what is needed during class. My grades are
good; but sometimes my happiness suffers
(Formal Interview, 1-23-89).

Three of the volunteer teachers expressed Opinions
about the importance of the academic-skills area. Mrs.
Marley pointed out one of the plans the teachers used for
aiding students who were falling behind academically.

Sure, academics are always important -- I
don't mean they aren't. We have one program
I know of where we keep track of how students
are doing, especially academically. We have
regular progress reports. We send those out
every four and a half weeks. In fact, I have
a pile right here on my desk now of students
who I need to call in and counsel. And every
four and a half weeks the progress reports go
out. If a student has two or more grades
below "C" they get put into special study
hall. They are out Of the dorm for an hour
every week night in two separate classrooms
-- girls in one and boys in another. It is
Operated by the teachers. We rotate. There
is a potential for them to have tutoring by
the teacher plus there are tutors from the
dorms available. So the special study hall
is strict. They are not allowed to do casual
reading. They are not allowed to stare up
into space or write letters. They have to
study. SO during that four and a half week
period they study and try to get Off Of the
special study hall list. It's a big help to
those who are having a hard time academically
(Formal Interview, 1-25-89).

Mrs. Heston, one Of Hilltop's math teachers explained
her interest in and dedication to helping the students who

studied under her.

The kids come by because I am here five free
periods a day. I try to make myself as
available to the students as I can because Of
the subject I teach. And I tell my students
in class, nobody needs to fail -- if you come
to see me, you will not fail. I have never

import.
skills

area 0

. A d [—4- In I—q

gra.

129

had a student fail who comes to see me when
they have problems. We work through them. I
don't believe that anyone has to fail. And
so, because I am always talking about that
issue, they do come by. And I keep in
contact with their parents and when I am
pushing the parents and the parents are
pushing them and I am pushing them, I tend to
see them pretty often (Formal Interview,
1-23-89).

Another math teacher showed an understanding Of the
importance Of both pedagogical skills and interpersonal
skills in his statement about the importance Of the academic
area of caring. He stated:

The system I came through was the British
system. Over there not everyone passes. It
is really difficult. Some Of my college work
was in that system. I flunked my first year
of math. I tell my students that. I say, "I
flunked math when I tried to do it on my own.
I couldn't do it. Later, when I had someone
to help me, I got through it." Now I am
teaching it and I feel that I am a better
teacher because Of the fact that I failed. I
can relate to them having a hard time, not
understanding something, and I can try to
find the time to help them. I think I push
my students harder because I still have some
of that same frame of mind as in the British
system. We do more than the textbook or the
syllabus recommend. I think that if we have
an AP program, I will be able to help the
students do it. I tell them that when they
leave this class, they earn their grades.
They don't get their grades easy. I work
them very hard, I give them a lot of
homework. They know from the beginning of
the year that there are high expectations.
Most of them don't hate me for it. I try to
make it as fun as possible (Formal Interview,

1-24-89).
In contrast, the following comments from students in

grades 9 and 10 show some of their frequent responses to

questior
behaviOJ
referen-
respons
cared i
felt th

pacing'

a I

schedu

behavi

Where
ment

tion

130

questions about their perceptions of caring and non-caring
behaviors. Their answers Often furnished an immediate
reference to the academic skills category. The taped
responses to the item asking how a teacher had showed they
cared included the following statement by a ninth grader who
felt that a teacher's care was shown by a "knowledge Of
pacing" for the class.

A teacher cared by giving extra time for an

assignment when no one was done. We all got

better grades (Formal Interview, 1-24-89).

The pedagogical practices Of "continual progress
scheduling“ or “reteaching” may have been behind the teacher
behaviors mentioned by these two ninth grade girls.

One time my algebra teacher gave me all my

work that I didn't do for the whole quarter

so I could bring up my grade (Formal
Interview, 1-25-89).

I know a teacher here that will take you to
his house and study with you if you are
having problems with your work. I think that
shows he cares because he is taking his time
to help the students (Formal Interview,
1-24-89).

Student appreciation for individual help in instances
where additional instruction was needed resulted in frequent

mention Of the pedagogical skill of "individual instruc-

tion."

In one Of my classes I had a problem
understanding a certain item. The teacher
came over and sat down next to me and helped
me with the problem (Formal Interview,

1923-89).

We
te
st
II
T]

studen

studen

.AAU-r'nf-hz

menti
about

girl

beha
the
PIOQ
C011
of

men

 

131

I was getting bad grades in SOphomore English
and the freshman English teacher Offered to
tutor me 'cause he wanted to see me do better
and he always wishes me good luck on tests
(Formal Interview,l—24-89).

We had a biology test and Mr. Heston, our

teacher, came over to the dorm and helped us

study for it the night before (Formal

Interview, 1-23-89).

The importance Of "teacher expectations" or "expecting
students to do their best" was evident in the following
student comment about a fellow classmate.

My chemistry teacher noticed that one of my

fellow students was failing his class. After

class he called this student and talked to

him about it and was very gentle and he

offered to get this student extra help or to

do as much as he could at the teacher (Formal

Interview, 1-25-89).

"Fairness" and "being reasonable in assignments" were
mentioned as caring teacher behaviors when students talked
about teacher's academic expectations. Cindy, a ninth grade
girl said:

During exams when I had a really heavy load

on one day I went and saw the teacher about

it an had it moved to another day without any

problems. That helped my grades a lot

(Formal Interview, 1-23-89).

Since the focus of this study is caring and nurturing
behaviors by classroom teachers (represented in TABLE 5.3 by
the "+" columns), it is also interesting to note the
progression of interview question responses found in the two
columns which show the positive responses -- or the mention

Of caring behaviors. The percentage of responses which

mentioned a caring behavior that was in the interpersonal

 

 

 

category
level 0:
respons
academi

This co

Plac
Seni
Ski]
ment

 

132

category increased in direct correlation with the maturity
level Of the responding group while the percentage of

responses which mentioned a caring behavior that was in the
academic skills area decreased as maturity level increased.

This correlation is specifically reflected in TABLE 5.4.

 

 

 

 

 

 

 

 

 

 

 

 

NUMBER INTER- ACADEMIC
OF PERSONAL SKILL
INTER- ABILITIY RESPONSES
VIEWS RESPONSES
GRADE 9 16 43% 57%
GRADE 10 13 49% 51%
GRADE 11 35 62% 38%
GRADE 12 48 78% 22%
TEACHERS 19 82% 18%
TABLE 5.4

(Frequency Of responses comparing caring
behaviors in two categories)

As both TABLE 5.3 and TABLE 5.4 show, the emphasis
placed on "interpersonal abilities" by the teachers and the
seniors and the more frequent mention Of the "academic
skills" by the younger students did not eliminate the
mention of the opposite classification Of caring by

respondents in all groups. The following list indicates

 

 

caring
studen'
follow
with t

Teache

Teacl

ints

Cate

la—B
(D
p;

 

133

caring behaviors which were specifically mentioned by the

students who participated in the short interviews which

followed up the Opinion survey. The
with those mentioned more frequently
Teacher's personal attentions toward

--trusting students
--being willing to listen (even

behaviors are listed
given first.
the student

to complaints)

--being fair (not having favorites)
-—inviting students to their homes or out to eat

—-giving "hugs" or "pats on the

shoulder"

--giving smiles and encouragement
--showing appreciation and enjoyment
--playing, going shopping, and socializing with

students

—-remembering birthdays and holidays with treats
-—knowing students on a one-to-one basis

--being willing to admit errors
--being encouraging and keeping

and mistakes
confidences

--praying with and counseling students

--giving appropriate discipline

--being sensitive to students who are upset or hurting

and punishments

--helping solve financial problems

Teacher's pedagogical traits

--teaching interesting and challenging classes
--giving reasonable amounts Of classwork and homework
--being willing to give individual help (tutoring)
--being sure the class understands (reviewing)

-—expecting me to do my best

--making adjustments for students who have a hard time

--being strict about assignments and homework

--giving fair tests and quizzes

The non-caring behaviors mentioned during the short

interviews were also placed into interpersonal and academic

categories. Beginning with the most

frequently cited

behaviors, those mentioned Specifically were:

Teacher's personal attentions toward
--being inflexible about rules
--being nicer to "pet" students
~-overreacting to misbehavior

the student

--ignoring student Opinions and requests

 

LOCAT

where
wou1<
Pati
cept
Past
hurt
res;
Par+
beh
fre
Per

grc

 

134

—-degrading or belittling students who do poorly
--being insensitive to student's emotions
--betraying confidences

--feeling superior

--being lazy

—-losing control of temper

--being unwilling to "mix" with students

--using sarcasm
--giving unfair punishment
--refusing to give honest answers to questions
—-allowing unkindness between students
--being overly protective and/or nosy
Teacher's pedagogical traits
--being inflexible about schoolwork
--being unreasonable in homework and tests
--being unable to explain the lessons or assignments
--giving inaccurate (or prejudiced) grades

--holding low expectations of students
--having sloppy requirements in classwork and homework

--ignoring cheating

LOCATIONS OF CARING BEHAVIORS

The original research questions included an interest in
where caring and nurturing behaviors by Hilltop teachers
would be performed. The early interviews with the partici-
pating teachers and their students revealed preliminary per-
ceptions Of where behaviors observed or encountered during
past educational experiences and perceived to be caring and
nurturing took place. A tabulation of the short interview
responses showed that all four of the student groups and the
participating teachers perceived caring and nurturing
behaviors as taking place outside the classroom with higher
frequency than inside. The teacher subjects exhibited this
perception to a greater degree than any of the student

groups which once again confirmed the previously expressed

 

 

 

opinior
within
perfor1
caring
going
reflec
in-cla

OUt'Of

135

Opinion that the teachers felt the care shown to students
within the classroom was an essential part of the
performance expected of them while outside—the—classroom
caring was perceived as a demonstration of care which was
going beyond perceived expectations. These perceptions are
reflected in TABLE 5.5 which shows the frequency with which
in-classroom caring behaviors were mentioned as compared to

out-of~classroom caring behaviors.

 

 

 

 

 

 

 

 

 

 

 

 

MENTION OF MENTION OF
IN-CLASSROOM OUT-OF-
BEHAVIORS CLASSROOM
BEHAVIORS
TEACHERS 13% 87%
GRADE 9 31% 69%
GRADE 10 27% 73%
GRADE 11 22% 78%
GRADE 12 25% 75%
AVERAGE % 23.6% 76.4%
TABLE 5.5

(Frequency of responses for in-classroom and
out-of-classroom caring and nurturing behaviors)

 

 

 

cari

wher

were

reve

behe

fre<

cla

CdI

re;

the

be

pr

te

SC

 

 

L—_____

136

As the study progressed, these early perceptions of where
caring behaviors occurred were compared to the data showing
where the caring and nurturing behaviors by Hilltop teachers
were Observed or reported as taking place. The analyzed data
revealed that the Observed and reported caring teacher
behaviors by the volunteer teachers were, indeed, more
frequently carried out in locations other than in the

classroom. In the data analysis, the early perception was

 

verified by the participating teachers through participant
Observations and interviews. The teacher reports of where
caring behaviors take place at Hilltop corresponded to the
reports of the types of interpersonal caring behaviors which
they felt were more significant than academic caring
behaviors. The data which revealed both Of these views
probably resulted from the expressed opinion that what
teachers dO to show care within the classroom and during the
school day is expected Of them as a part of the job of being a

"good" teacher.

 

OVERVIEW OF PERCEPTIONS

The data provided by the Opinion survey and preliminary
interviews conducted during the first few days of the study
and the analysis of that data furnished an overview of the
perceptions held by the participating teacher subjects and

their students as to what constituted caring and non-caring

 

beha

sumn

acal

and

in

thi

ex;

the

pe

da

 

 

137

behaviors by teachers. In general, these perceptions can be
summarized along the following themes:

1) A caring climate was present on the Hilltop campus.

2) Interpersonal skills were more significant than
academic skills in the thinking of the participating teachers
and their students. The interpersonal skills were significant
in the thinking of the teachers and the seniors than in the
thinking Of the freshmen, sophomores and juniors.

3) Academic skills were not discounted, but were
expected as a part Of good teaching by both the teachers and
their students.

4) Significant caring behaviors were more frequently
perceived as taking place outside the classroom and the school
day.

Once these perceptions were ascertained, the research
concentrated on discovering demonstrations of caring and
nurturing teacher behaviors which matched the perceptions.

The process Of discovery utilized participant observations Of
teachers in and out Of the classroom and extensive interviews

with these teachers.

 

 

 

 

 

CHAPTER 6: ASSERTIONS ABOUT CARING AND NURTURING
TEACHER BEHAVIORS

The following discussion deals with assertions about
caring and nurturing behaviors by classroom teachers. The
commentary presented here summarizes and interprets the data
gathered through analysis of documentary materials such as
fieldnotes of participant Observations, tape recordings,
interview notes, Opinion surveys, site documents and
transcripts Of recorded interviews. The key linkages and
generalized patterns discovered in the data, as well as the
assertions based on the data analysis, will be presented.
Specific examples and supporting details will be drawn upon
as a demonstration of the plausibility Of the assertions
made.

The chapter discusses the data collected throughout the
months of on-site Observations and during interviews with
the participating teachers. The assertions formulated from
the data analysis will be presented individually followed by
the supporting evidences.

The data were analyzed through a process of "comparing,
contrasting, aggregating, and ordering" as recommended by
Goetz and LeCompte (1984). This analysis took place
throughout the months of on-site Observations and during the
review of the data corpus after leaving the study site. The

process Of analyzing the data resulted in the discovery Of

 

 

 

 

 

 

139

constructs of caring and nurturing behaviors which were

linked to the corresponding perceptions held by the study

The data concerning caring and nurturing

subjects.
behaviors seemed to lend themselves to grouping into three
-- yet there

categories which had distinctive differences

were commonalities which applied in all three categories.

The three categories were:
(1) caring and nurturing behaviors toward the large
group;
(2) caring and nurturing behaviors toward small groups;
and
caring and nurturing behaviors toward individual

(3)
students.

As demonstrations Of caring behaviors were sought,

 

behaviors which matched the perceptions of non-caring
After these discrepant instances

behaviors were also found.

were closely examined and emergent constructs were refined,
three assertions were formulated. The assertions are:

Assertion NO. 1 - Care and nurturing for the large

group is demonstrated by policy making and policy

implementation.

2 - Care and nurturing for the small

Assertion NO.
group is demonstrated by student-teacher interaction
based on common interests and specialized relationships

between a teacher or teachers and a specific student
group or class.

Assertion No. 3 - Care and nurturing for individual
students is demonstrated by awareness of and response
to personal needs in academic, social, and financial

areas.
In the following pages these three assertions are

discussed individually along with the key linkages,

 

 

 

140

supporting details and specific examples including discre-

pant instances which were examined and compared with the

confirming evidences. The final discussion presents data

which revealed commonalities across the three assertions.

ASSERTION NO. 1 - CARE AND NURTURING FOR THE LARGE GROUP IS
DEMONSTRATED BY POLICY MAKING AND POLICY IMPLEMENTATION

 

The data analysis produced examples of how the teachers
were involved in the making and implementing of school
policies dealing with both the academic and the inter-
personal aspects Of student life -- starting before school
opening and continuing throughout the year. The teachers
felt that they were an important part of policy making. The
meetings Of the teachers and of the administrative committee
addressed issues and decisions dealing with all areas of
school life and the policies made, as well as the imple-
mentation of policies, tied closely together the academic
and interpersonal aSpects of caring behaviors by teachers.
The data collected throughout the months of the study
supported that furnished by the early Opinion survey. The
data collected through participant Observation and inter-
viewing showed agreement with the Opinion survey that:

1. Teachers perceived their participation in policy
making and implementation as taking place in a
caring climate.

2. Policy making and implementation required a balance

between caring for academic and social needs Of
students.

 

141

3. Policy making and implementation encompassed
student life both inside and outside the classroom.

One teacher expressed the following View of the teacher's
role in the making Of policies throughout the school year:

At the beginning of the school year the
administration devotes a considerable amount
Of time to involving the teachers in the
process of decision making. That takes place
throughout the school year at teachers'
meetings, but especially at pre-school we are
able to discuss a wide range Of policies and
are able to really act on almost anything in
the school program -- they give us pretty
free reigns (Formal Interview, 3-2-89).

In order to keep abreast of policy formulation and to
be informed about policies, the teachers, administrators and
support staff attended faculty meeting on a bi-weekly basis
and the Administrative Committee, a smaller group, met
weekly. Minutes from these meetings (See APPENDIX B)
revealed that in addition to operational and organizational
actions there were actions taken and announcements made that
were designed to meet the needs of the whole student body
and Of large groups in both the interpersonal and academic
aspects Of the school program. Some actions taken by the
full faculty were designed to be applicable to the entire
student body or to large segments of it. Some examples Of
this type of action are given here:

Academic Checklist: VOTED to set up a special

study hall during regular study hall.

Approved with dissent. Other items will be

considered. The time is 8:15—9:15 p.m.

Tutors may gO to the study hall and it will

be segregated. (Faculty Meeting minutes,

October 10, 1988, Site Document collected
1-27-89).

142

Faculty Home Parties: It was agreed to
include a meal for the students for Saturday
night faculty home parties with reimbursement
Of $3.00 per student (Faculty Meeting
minutes, October 10, 1988, Site Document
collected 1-27-89).

S.A. Fundraiser: VOTED to approve the S.A.

request in concept to allow fundraising to

send a group Of students on a Maranatha trip.

The details will be worked out later and

subject to board approval (Faculty Meeting

minutes, October 10, 1988, Site Document

collected 1-27-89).

The Administrative Committee meetings Often dealt with
group requests. Some items raised at the Administrative
Committee meetings were referred to the full faculty. An
example of an action taken dealing with a group request is
found in the November 7, 1988 minutes:

Music Club: VOTED to approve the list Of

concerts for potential music club activities

with the exception of the jazz concert.

Individual trips are still to be approved

through Ad Council (Administrative Committee

minutes, November 7, 1988, Site Document

collected 5-15-89).

Mr. Davis explained that he thought this action showed
care. The request of the student group was granted “up to a
point“ which would make them happy; but a portion of the
request was denied because there was "some question" about
the quality Of the concert and whether it was an appropriate
activity for a school function. Mr. Davis concluded, “Care

includes protection from anything that might not be for the

best of the student" (Informal Interview, 5-15-89).

143

Also included in the minutes Of the Administrative
Committee meeting held December 19, 1988 were two actions
which were referred to the full faculty. Mrs. Tipton
commented that these had been referred because the Ad
Committee felt that they were "extremely important issues
that would have a bearing on student happiness" and that
"the whole faculty needed to have input." One Of the
"referred" decisions dealt with the communication issue and
one with the weekend leave policy which Mrs. Tipton believed
would "certainly be important to the students" (Informal
Interview, 5-15-89).

In the December 19 minutes, the two actions Mrs. Tipton
mentioned and an action concerning the sophomore class were
examples of Administrative Committee actions which revealed
varying degrees of concern for student satisfaction and
happiness and seemed to show that the policy makers were
attempting to show care.

Weekend leave policy: VOTED to refer the

weekend leave policy to the faculty for

consideration (Administrative Committee

minutes, December 19, 1988, Site Document
collected 5-15-89).

Students on Ad Committee: VOTED to refer the
request from the students to have representa-
tion on Ad Committee to the staff (Admin-
istrative Committee minutes, December 19,
1988, Site Document collected 5-15-89).

Sophomore Class: VOTED approval for the
sophomores to have a pizza party Sunday,
January 8 in the cafeteria from 12-3 p.m.
(Administrative Committee minutes, December
19, 1988, Site Document collected 5-15-89).

144

In addition to allowing the teachers to have signifi-
cant input On policy making, the school administration was
conscious of the need to communicate with the teachers, the
parents, and the students. Communication was emphasized as
a means of keeping all parties informed about administrative
policies and about details that would provide the needed
information to help the every day school program function
smoothly. Communication, which was strongly perceived as
caring, was an aspect of policy implementation which was
considered important by the teachers who were especially
impressed with "Hotline", the daily announcement sheet from
the central Office (See APPENDIX B). They expressed these
thoughts:

The administration is pretty good to let us
know about what's going on. The "Hotline"
lets people know what decisions are made.

For instance, the weekend agenda that comes
out-at the end Of the week lets us know about
weekend activities and responsibilities. It
is pretty hard to keep a whole school
informed, but they do try. They also do a
pretty fast job Of getting out the minutes of
the administrative meetings so we know what
is happening. Sometimes the kids know before
we do, though, especially if someone is in
trouble. I think that the deans and the
principal are pretty good to call the parents
as soon as there is a situation that they
need to know about. (Formal Interview,
2-7-89).

The Office has a memo called "Hotline" that
goes out.. It tells us who is on sick list
and it gives us announcements. And that
communication keeps us up on things. The
other thing is the parents' letter that goes
out to the kids' homes to tell the parents
what is going on. That way if a group is

 

 

145

going out to a church and the parents live

nearby, they can go see their kids at the

program. It is not like a newsletter which

comes out too late, it makes the information

available ahead of time. The administration

has had the foresight to invest in the time,

machines, and secretarial help to furnish us

with good communication (Formal Interview,

2—17-89).

The data supported the assumption that it was the
desire of the school administration to better meet the needs
of the students by facilitating communication between the
school and the parents and between the students and their
teachers. Since communication was one aspect Of care which
matched the perceptions discovered in the preliminary
interviews, the following announcement dealing with
communication with parents was categorized as an evidence of
caring.

PARENT DAY: November 20, 1988 will be

parents day. Please expect visitors and be

prepared to spend some time with them if they

have any questions to see you about. Please

be prepared with extra chairs in your

classroom (Faculty Meeting minutes, November

7, 1988, Site Document collected 5-15-89).

In establishing and implementing policies for the
entire student body or large groups of students, as well as
for individual students, the teachers felt that communica-
tion between administration, teachers and students was a key
element. The "Hotline" memos, mentioned in the above
interviews, came from the administrative Offices and were

distributed to the teachers. They were intended to keep the

teachers informed about daily announcements made at morning

 

 

 

 

 

146

assembly (called "chapel") and about organizational
activities in both academic and interpersonal matters and
about the general school program. Sample issues of
"Hotline" (See APPENDIX B) contained items which
communicated a caring and nurturing attitude on the part Of
the school administration.

Information about group activities and organizational
meetings enabled the teachers to be aware Of what was
happening so that they would be able to aid the students in
meeting their appointments. Since the "Hotline" provided
the teachers with a written reminder of the daily chapel
announcements, they could remind the the members of the
student body or the appropriate student groups as they came
in contact with them during the day. These are samples of
such announcements:

Junior Class Meeting for a few minutes

immediately after chapel ("Hotline", January

4, 1989, Site Document, collected 5-15-89).

From Mrs. Tipton: Begin planning for your

AYBL (Adventist Youth For Better Living)

speech, essay, poster and jingle. Poster

board will be available soon ("Hotline",

January 4, 1989, Site Document, collected

5-15-89).

From Mrs. Marley : Village girls, you are

invited to sign up for the Junior/Senior

Campout Sunday and Monday, January 12-14 at

Camp Au Sable ("Hotline", January 4, 1989,

Site Document, collected 5-15-89).

Wednesday is the last day to sign up for

Bible Camp. It is easier to take your name
Off the list than try to add it later. SO if

 

 

 

 

 

147

you think you might go -- sign up ("Hotline",

January 16, 1989, Site Document, collected

5-15-89).

Drivers Education - 5th period will meet on

M, W, and F, so it will not conflict with

Chemistry or Biology Labs (“Hotline", January

16, 1989, Site Document, collected 5-15-89).

The following excerpt from one issue of "Hotline"
demonstrates another use of this form of communication as a

tool Of encouragement to the teachers who were serving as

the policy makers and implementers. This type Of caring for

 

the teachers on the part of the administration was evidence
of the care that started with the administration and was
passed along to the teachers, giving them and additional
impetus for their own caring for the students. This was
also another example Of the importance placed on commun-
ication with parents.

. . . Attached is a copy of a letter from
Chuck, Chairman of the recently formed
Parents Advisory committee. Chuck is
correct. There was unanimous and repeated
praise of the staff from parents in
appreciation of the Christian love shared by
you all in so many ways. . . . ("Hotline",
January 19, 1989, Site Document, collected
5-15-89).

 

The morning assembly program (chapel) was held at the
beginning of the day before the students embarked on either
work or classes. It was conducted by the principal, Dr.
Thomson, with the teachers giving the devotional thought on
a rotational basis, and was attended by the entire teaching

staff and all students. Although the main purpose was that

 

 

 

148

of religious inspiration, this assembly functioned as an
organizational and informative time much like that furnished
by the traditional "home room." After the singing,
devotional thought and prayer, the program ended with the
"business of the day" announcements (Field Notes, 3-14-89).
Mr. King, the teacher sitting next to me stated that the
students didn't appreciate having to come early every
morning, but that he felt it was important to keep the
teachers and students informed of the ever changing details
of the day's business (Informal Interview, 3-14-89).

The teachers also saw the value of communication that
provided information which furnished students with details
that facilitated their daily participation in the school
program. The following interview shows that one teacher was
willing to compromise on a personal standard of "neat

appearance" in order to facilitate communication.

Throughout the day the administration tries
to create an Openness in communication by the
worship announcements and some other types

-- let me give you an example: There was
always, up to one point, a really big push to
limit any posters or announcements to one
small little display case and not have things
up and down the hall. That seemed important
to some of us who are well-organized people.
We liked that idea of having a neat
announcement area. Later, it was decided
that's not how it should be at all. We
wanted the stuff all over the place because
the more you communicate, the better you are
heard. That allows a student organization to
put up a sign on every window if they want

to. And that increases the chance that they
are going to be read and that is what is more

 

 

 

 

 

 

 

 

 

149

important that physical appearance. We try
to get peOple to make the announcements neat
in appearance but at the same time we know
even that is a little bit of an attitude,
maybe, as to what is important. We had to
choose between communication or appearance.
And we decided that communication is more
important (Formal Interview, 2—19-89).

In discussing their involvement in policy making and
policy implementation, the volunteer teachers used
expressions which indicated their feeling Of "ownership" Of

various policies and their interest in relating positively

 

to those policies while still finding a balance between
policy implementation and caring for the needs Of the
student body.

The following portion of an interview shows that
protection Of the academic progress of the students was held
in balance with the socializing needs by policies which
governed the conduct of the whole student body and its

individual members:

 

We have what we call the Principal's List Of
students who have a 3.0 or above GPA. They
are allowed to go out to faculty homes during
the week. Seniors are allowed to go out
three times a week and the others twice a
week. They can come over at 8:00 O'clock and
stay until 10:00. They can study or relax.
Most of them come and "kick back" and
sometimes they come to study. They will sit
at the table downstairs or go upstairs and
use my desk for a quiet place to study
(Formal Interview, 2-16-89).

The protection of the academic progress is further
balanced with the desire to provide friendship and social

development in the situation described by Mr. Heston:

 

 

 

150

We have established one senior privilege that
allows the seniors who don't have grades high
enough to be on the Principal's List to have
one night a month that they can Spend Study
hall out Of the dorm at a teacher's home.

The seniors on the Principal's List get to be
out three times each week -- their grades
allow them to do that -- but for the others
we still allow them the same privilege once a
month, just because they are seniors (Formal

Interview, 2-28-89).

One summary of a teacher's vieWpOint about the balance
between making and implementing policies and still showing
care for the students was expressed by Mr. Davis.

When we think about policy implementation, we
as teachers need to constantly realize that
the student is the customer in this business
and that anything we do to alienate the
customer creates problems for ourselves.
Students are our number one priority -- the
reason we are here. Now at the same time,
that doesn't mean that our customer/vendor
relationship is such that our students are in
control. They are not. They buy our product
as long as they buy it on our terms, but at
the same time we need to do everything we can
to make them feel cared for and accepted
(Formal Interview, 3-2-89).

After talking with several teachers about balancing

policy making and implementation with caring for the

students, I contacted two of the school administrators to

see if they shared the Opinion of the teachers. I found
that they did. Dr. Thomson, the principal, made these

comments about his own ideas on the care that should be

shown in policy implementation:

When I am enforcing a policy or a rule, I

strive to play down confrontation. I know
that confrontation will take place, but at
the same time, I try to change the vantage

 

 

 

151

point to one of "I understand." The other
night I was on play period supervision. A
kid had just lost a game. He came charging
out of the gym and bashed the door against
the stop. The school spent several thousand
dollars on those doors a year ago -- so I
called out to the kid and stopped him to
talk. I said, "Hey, it's all right to be
mad, that's fine, no problem. But it isn't
all right to take it out on the door." I was
making an effort, I think, to show acceptance
-- although I don't always do that. Sometimes
I just get the message across "do that again,
Charlie, and I'll pop your head Off!" but I
want to communicate "I understand where you
are, and it's all right for you to experience
what you are experiencing, but here's what my
problem is." I think that that is important
in a discipline situation, to communicate
"this is what the discipline is, we're sorry
it happened, too; now let's get it over with
and put beyond us and let's be friends and
learn and grow from this experience" rather
than saying "You're a bad person who hurts
the image of the school" (Formal Interview,
4-6-89).

Mr. Gray, one of the head deans in the boy's dormitory
also showed his willingness to implement policies with an
attitude of care toward the students. He described one
particular instance of putting student needs first while

still upholding a school policy that was designed for the

whole group:

I knew about a kid that really needed to go
home for the weekend. One Of the students
was willing to take him, but it was a girl
and that is against school policy. I asked
the principal if we could overstep the
policy. He knew there was a real need there,
but he said it couldn't be done. SO I spent
a lot of time talking to every boy that was
going to that part of the state 'till I
finally found one that could give this guy a
ride. The policy had to be adhered to, so I
solved the problem another way. I guess

 

 

 

 

 

 

152

that's showing care. I could have just said,

"Oh forget it! I have other things to think

about," but that isn't my way (Formal

Interview, 2-11-89).

A policy which was in place and seemed to be one that

some students perceived as an instance of an "uncaring"
policy was the time schedule for opening the classroom
building. Students were not allowed in until the bell rang
ten minutes before the morning assembly. This was no
problem for the students living in the dorm since they could
remain in their rooms or the dorm lobby until the bell
sounded and then walk over to the classroom building.
However, village students who arrived early in the morning
had to wait outside the classroom building or walk over to
the dorms to wait. Some village students did not feel
comfortable or were unwilling to walk to the dorms and so
they waited in the cold. On a chilly Tuesday morning, I
Observed a sophomore boy on the front sidewalk was stomping
his feet and rubbing his hands together trying to keep warm.
His comment to me was, "It gets really cold some mornings.
I don't like to come early, but my mom has to bring me here
on her way to work." He added, with a bit of disgust in his
voice, "They could Open these outside doors and at least let
us wait in the entry way" (Field Notes, February 7, 1989).

This policy seemed to be one that could be reevaluated

to make it more agreeable to the students and thus more

caring from their viewpoint. One teacher spoke of other

 

 

 

 

 

153

times that students found the classroom building inacces-

 

sible but how he had been able to work around the policy.

There have been times when I have been coming
to the classroom building and a student will
request to be let in. The policy is that
normally we don't allow them in, but I have
made exceptions and taken the responsibility
of letting them in. It isn't much, but they
appreciate it. As long as I am willing to be
responsible, no one seems to Object (Formal
Interview, 4-28-89).

 

In the fieldnotes Of my Observations Of the January 30,

 

1989, staff meeting there was a discussion concerning a
request that had been submitted by some members of the
senior class that some privileges be extended to them based
on individual merit. During the course of the discussion
some teachers agreed that students should be "granted
privileges as individuals" while those Opposed to the
request stated the desirability of an "overall policy" which

allowed them to deal ”the same" with all students. In the

 

end, the individual privilege request was granted by a
majority vote Of the teachers in attendance at this meeting.
The vieWpoint of the administration was expressed as the
principal challenged the teachers to "keep the whole group
in mind" but to "be willing tO deal with students as
individuals -- both in granting privileges and in caring for
misbehavior" (Field Notes, 1-30-89).

Later, in commenting on the faculty meeting, Mr. Dean
expressed the viewpoint that there were "too many" teachers

who were more interested in the policies than in the

 

 

 

 

 

154

students “that the policies are supposed to help.“ He

 

maintained his earlier perception that the policies were
"used by some teachers as something to hide behind in order

to avoid dealing with individual students on the merits Of

 

each case" (Informal Interview, 1-30-89). The majority vote F
by the teachers, the expressed viewpoint of the administra—
tion and the comments by Mr. Dean were all consistent with

the opinions expressed at the time of the preliminary

 

Opinion survey conducted during the early days of the study
when the climate at Hilltop was perceived as caring but not
without question by three of the participating teachers.

The negative cases which showed disagreement that
caring and nurturing were demonstrated through policy
formulation and implementation were concentrated on only a
few issues and with specific teachers. However, one

parental viewpoint added significantly to one of these

 

negative cases which involved the current plan for medical
attention for students who were ill or injured. The
concerned father of ninth grader, Kenneth, felt that his
child's medical situation, which involved strep throat, was
not handled as it should have been. His strong feelings
prompted him to make the statement that ”schools can get
sued over things like this" (Field Notes, 2-20-89).

Even though Kenneth's father expressed satisfaction
with the over-all school program, he was "very unhappy"

about the "sick call" policy which states that if a student

 

 

 

 

155

does not feel well enough to go to classes, he must see the
visiting nurse in the morning. If the student is not seen
by the nurse, he is required to go to class. Kenneth had
missed "sick call" and so was asked to get dressed and go to
classes. He had made a long-distance call his home and his
father had taken Off work and driven 90 miles to check out
the situation. Upon arrival, he had found that his son was
actually quite ill. Kenneth‘s father was openly concerned
and angry about the policy and the way it was implemented in
this instance (Informal Interview, 2-20-89).

This medical attention policy, like that of individual
privileges, though not agreed with by everyone, had those
who were strongly in support:

We don't have a school nurse as such this
year, we have a contract with the hospital in
Emitville and they send a nurse out every day
to see the kids who are sick and we have had
-- I guess —- good success with it. She is
here for different things. When we have had
injuries, they have someone here and an
ambulance here quite quickly. The ambulance
is better equipped than a school nurse would
ever be. And they get here faster than a
school nurse could run to the sick room to
get supplies. I haven't heard any complaints
that anyone hasn't gotten good care. I have
gotten calls during the night from the boy's
dean when he can't leave and a boy needs to
be taken to the hospital. Other times I go
watch the dorm and he takes the kid. I like
the idea that the kids get the medical help
they need. I don't have any training and I
know I would do the wrong thing (Formal
Interview, 1-13-10).

As in any situation where there are varying Opinions as

to what is the best policy and the ways policies should be

 

 

 

 

 

 

156

implemented for the large group, as well as for individual
members of the large group, there were those who did not
agree with all of the policies which had been adopted at
Hilltop. However, the volunteer teachers indicated, that
with only occasional exceptions, they felt the school
policies and the latitude afforded individual teachers in
implementing those policies did allow for care and nurturing
of students. Mr. Davis, a teacher with 12 years experience
in three Seventh-day Adventist schools, summed up his
feelings by saying:

I think caring is a part of the Christian
lifestyle and I have felt it here at Hilltop
more than I have in any other place. Not
that it isn't present in other places. It is
just that sometimes you get a unique combi-
nation of people who care and a climate in
which caring is what's expected. We have
that combination here (Formal Interview,
2-6-89).

Mr. Heston gave evidence to back up his Opinion that
Policy making and implementation were carried out in a
caring way by discussing the positive trend in student
enrollment that had taken place during the year. He stated:

We are in an unusual situation where we have
more students now than we had at the begin-
ning of the year. The enrollment is on an
upward trend. A lot of former students who
didn't return at the beginning of the year
came later on. One student told me that she
missed the "total school atmosphere" when she
went to another school. I think our various
touring groups draw other kids to this
school. When a happy bunch of kids tell
another teenager about their school, it makes

157

an impression. All of this wouldn't come

about if this wasn't a caring school (Formal

Interview, 2-28-89).

An incident that took place in the waiting area leading
into the administrative Offices verified Mr. Heston's
positive outlook. A young co-ed, named DeeDee, was waiting
to be shown into the principal's Office. While waiting, she
was talking with two male schoolmates who were obviously
happy to see her. They remarked about being glad that she
had decided to return to Hilltop after having been
"suspended" for three weeks even though two other students
who had received the same punishment had chosen to change
schools.

DeeDee explained, "I'm here because they are bending
over backwards to help me. I don't think I could possibly
find a nicer bunch of teachers in any school. I'm not sure
what all the conditions will be, but I am confident that
they will be fair with me" (Field Notes, 1-22-89).

After hearing DeeDee's comments, I visited with three
juniors who were waiting to get help from the registrar.
When they were asked about how they viewed the school
policies. Their comments indicated that from a student
perspective, the teachers were very "strict" in their
implementation of the school "rules" but they all agreed
that this might be important.

I think the teachers do a pretty good job.
They do expect us to know and Obey lots of
rules. Sometimes I think they make up rules

 

158

that aren't even in the book, but overall
it's a great school with a Christian
atmosphere and the teachers are nice to us as
long as we COOperate (Informal Interview,
1-22—89).

Some teachers are real "sticklers" for rules.
Rules are very important, I agree. But there
are some instances where one must look at the
rules in a new perspective. All factors must
be considered--individually, separate from
other cases. Situations aren't always alike,
you know (Informal Interview, 1-22-89).

I think teachers should not stick to the
rules as much as they do. They should be
willing to bend them for special cases and
help out the students who are struggling.
For the most part--for most kids most of the
time--the rules are OK (Informal Interview,
1-22-89).

Another dimension Of caring, somewhat in contrast with
the care shown to DeeDee, but showing consideration for the
large group, was expressed by Mr. Helman when he made the
following statement:

Once in a while we deny admission because we
feel that the student is not willing to be
helped and doesn't really want to be here.

If the parents are not supportive of the
school program, but just trying to dump their
problem kid somewhere. We try to look at the
whole background. If we feel the student
would have a negative attitude that would
affect other students -— then for the sake of
others, we deny admission. It may seem harsh
and we have had people criticize us, but when
you look at the bigger picture, maybe it is
something that we had to do if we care about
the whole group. (Formal Interview, 5-30-89)

Mr. King, the P.E. teacher who travels with one of the
larger touring groups, expressed positive feelings about

policy making and implementation and backed up his vieWpOint

 

 

 

 

159

by sharing a letter he had received from a parent who had
attended a recent program presented by Hilltop students.
The following excerpt is from that letter.

Programs like yours are helping Hilltop

Adventist Academy to grow positively in the

minds of Urban City SDA church members. We

wish God's rich blessing on your continued

efforts. The young people in the state of

this state should have nothing but the best

and we believe that they are getting it.

Thank you to you and your wife for caring

enough to give of yourselves (Site Document

collected 5-3-89).

The care shown for the student body and large groups of
students through policy making and implementation was
apparent in the field documents, interviews, and observa-
tions. Although there were a limited number Of data which
would be viewed as "negative instances" these seemed to

exist mainly as evidence Of a diversity of opinion of how

care is demonstrated.

ASSERTION NO. 2 - CARE AND NURTURING FOR THE SMALL GROUP IS
DEMONSTRATED BY STUDENT-TEACHER INTERACTION BASED ON COMMON
INTERESTS AND SPECIALIZED RELATIONSHIPS BETWEEN A TEACHER OR
TEACHERS AND A SPECIFIC STUDENT GROUP OR CLASS

The relationships which had been established between
teachers and small groups of students were the most
frequently mentioned evidence of caring and nurturing. As
the transcripts of the recorded follow—up interviews with

the participating teachers were analyzed, it was found that

100% Of the volunteer teachers cited this type of

 

 

 

 

160

relationship as evidence of caring. Also, as indicated by
the perceptions which surfaced from the data collected
through the early opinion survey, the behaviors involved in
these relationships with small groups took place almost
entirely outside the classroom.

Some teachers mentioned relationships which resulted
between teachers and groups naturally formed by classes and
clubs. Others spoke about relationships which resulted
between teachers and students in groups which are "created"
specifically for the purpose of establishing caring
relationships. During the formal interviews with teachers,
the interaction between teachers and students provided for
through the "created" groups called "campus families" was
the most frequently cited indication of caring and
nurturing. Because the campus family groups functioned
primarily outside the school day and outside the classroom,
this organized caring behavior on the part of the
participating teachers was easily correlated with the
preliminary perceptions held by the teachers and their
students that "interpersonal skills were more significant
than academic skills" and that "caring behaviors more
frequently took place outside the classroom and the school
day." However, in agreement with the preliminary
perceptions, the emphasis on interpersonal relationships did
not discount the complimentary involvement with the

student's academic well-being, because campus parents did

 

 

161

become involved with tutoring, providing a place for quiet
study, and in monitoring their campus "kids" academic
progress.

The following comments explain the process Of forming
the groups called campus families:

At the beginning of the year the students
select a teacher that will be like a parent
while away from home. So it's pretty much
the student's choice as far as possible.
After the assignment of a campus parent the
teacher will, at certain times, have get
togethers at their house and give them little
things during the year, and have prayer
meeting just for that group of students who
have chosen them as their campus parent
(Formal Interview, 4-10-89).

Campus families are something that we are
asked to do, but it is rather pleasurable.
You really see the students in a different
way. You kind of sit back and relax when you
have them over because it is so much more
informal than the classroom. When a new
student comes in, they are asked if they have
a choice of campus family -- if not, they are
assigned one. They let the kids who have a
choice sign up and then it is worked out.

The kids call you "mom" and ”pop" and stuff
like that and they feel really warm toward
you (Formal Interview, 5-2-89).

We have one campus kid this year who has been
with us for three years. This was her
choice. We never know who we will get.
After they leave this school, the kids we
have had in the past tend to come back and
visit. On alumni weekend we have to be
prepared for them to drop in. It is more
meaningful that way, because you know they
still want to maintain the relationship.
They come back and they are excited to see
you. It shows that the care you showed
toward them meant something (Formal Inter-
view, 1-26-89).

 

 

 

 

162

The process of maintaining a caring and nurturing
relationship with their campus kids is carried out in very
individualized ways by the various teachers and their
families. Some examples are:

When our campus kids come over we love to
play games together. We have ping pong
downstairs. And, you know, Pictionary—-the
whole gamut of games which sometimes they
enjoy doing. We have a little grand piano in
the corner of our living room. Sometimes
they come over and sing. We study the Bible
together, we share together, we pray together
(Formal Interview, 3-13-89).

We have done various things with our campus
kids. Last week we had a Sunday morning
brunch. No cafeteria food that morning. The
kids loved it and we were well repaid by
their happiness (Formal Interview, 3-27-89).

Since our house is on this far end Of the
campus, we don't let the kids walk here. We
pick them up at the dorm and take them back.
When our campus kids are ready to come over
after worship, they give us a call and we go
get them. Then at 10:00 we take them back
(Formal Interview, 2-27—89).

Our campus kids come over to our house on a
regular basis after school before they need

to be in the dorm. They just come over to be
with us. They know that our children are all
gone so they have kind Of adOpted us so that
we won't be lonesome here. And in doing

that, we have adopted them, too. It has been
a really wonderful experience for us. And
they have felt free enough to really come to
us with some personal needs that they didn't
know where else to go. Another thing we have
noticed is that this relationship has carried
over into the classroom, the ad building, and
into programs. The kids want to sit with us.
Every day it is like seeing your own children
in the classroom environment. We have a few
that have been with us for two, maybe three,
years and so it has been a special

 

163

relationship. It has been a mutual help to
both (Formal Interview, 3-6-89).

The school administration and the over-all school
program were factors in the success of the campus family
program. The teachers expressed concern for the times when
the various aspects of the school program seemed to detract
from their success in showing care for their campus
families.

Sometimes I feel burnt out -- I don't feel
like I can get my act together to do enough
for our campus kids. The end Of the week ‘
comes and I realize we haven't done anything
special for the campus kids. We try to let
them know as Often as we can that they are
important to us -- that they are important to
the school, that we really care about them,
that we care about their problems. I keep a
sick list -- if one of the girls is sick I
check on them; if it is a boy, my husband
goes and does the checking. All of them know
that they are welcome in our home. We
sometimes have to say, "We won't be home,"
but usually they can come whenever they want
(Formal Interview, 4-3-89).

The detracting aspects of the school program were
contrasted with one occasion where special provisions were
made by the school so that there would be time for campus
family activities. As voting members of the faculty, the
teachers were able to use their policy making and
implementation prerogative to provide for themselves and
their campus kids the special Opportunity which they felt

would be mutually beneficial.

One night we voted in staff meeting to not
have study hall. We didn't tell the kids and
they thought we were having a joint worship.

164

Then we sent them to their campus family
homes for the evening. They were really
excited. We got to keep them until about
10:00. It was fun for everyone (Formal
Interview, 2-16-89).

Just last week the staff decided to have an
impromptu campus family night. We didn't
tell the students about it. We kept it a
secret. There were no memos —— just word of
mouth. So that Wednesday night we told the
students that there was a special assembly
and that attendance was required. SO they
all came. We had worship and then after
worship we told the kids, OK now you are
going to your campus family home to have an
evening of fun together (Formal Interview,
2-3-89).

Recently we surprised our campus kids. We
told them that there was a special assembly
and then we took them over to our houses. It
was a break from the winter blues and gave
them a chance to get some breathing room.

The next day after that they were all glad
that they had had the Opportunity to come
over (Formal Interview, 2-16-89).

It is hard to find a time to have the whole
campus family over unless a time is arranged
by the school and everyone is participating
at the same time. Most often when I have an
activity over at our house, someone will be
missing —- on weekends the kids tend to be
away from campus and on week nights they are
really busy. It was great when we had the
surprise night for the whole school all at
once during the week when all the kids were
here (Formal Interview, 2-27-89).

As a part of the campus family program, the academic
aspect Of campus life is closely incorporated with the
social aspects. One campus "dad" explained it this way:

The campus kids are very Open with you within

a few weeks. They feel like there is someone

that they can come and talk to when they need

something. I have even had them come and ask
to borrow money. They must feel pretty much

165

at ease to do that. I think another really
good thing is that we hand out the grade
slips to our own campus kids. My campus kids

have to come get their grades from me -— so
that gives me a chance to beat on them if
they need it —- figuratively speaking, Of

course; to encourage them if they need
encouragement; and let them know that I am
proud of them if they are doing a good job.
Most of them seem to appreciate the feedback
(Formal Interview, 1-30-89).

The over-all value of this program designed
specifically for the purpose Of providing a caring and
nurturing relationship between teachers and students was
summed up by one teacher in these words:

I think the campus kids program is excellent.
Kids like to get away from the dorm for a
while. They get a chance to see the campus
parents in the home environment, as friends.
They have a better feeling about the campus
parent and about teachers in general. When a
student has one teacher he can relate to it
gives them a better attitude about the school
in general. The relationship spills over
into all other campus relationships (Formal
Interview, 2-2—89).

In an attempt to triangulate the highly positive
Opinions about campus families given by the participating
teachers, some student comments were sought out. Here are
sample comments from each of the four classes which show
that the students were in agreement with their teachers
about the caring provided by the campus families.
made these comments about the

A senior girl, Shonette,

Campus parents she chose for her Sophomore, Junior and

Senior years.

 

 

166

My campus parents really make life easier for
me here at school. They give me a home away
from home. They take time out of their busy
schedules to take me to town. They let me
come over to their house to study or do some
baking or just to relax. I have Sabbath
dinner with them quite often. I know they
love me and I really love them (Formal
Interview, 4~12-89).

A junior boy named Ted expressed these feelings about
his campus parents.

My campus parents treat me like a friend, not
just like a student. They invite me to their
house where we will just talk, enjoy a
sporting event on T.V. or eat. I feel good
about the way they treat me. My campus mom
even bakes me cinnamon rolls and lets me come
over and get them to take back to the dorm.
They always remember my birthday and send me
little remembrances on holidays (Formal
Interview, 3-30-89).

A sophomore student had new campus parents this year
because his campus parents from the year before had moved
away. He stated that he really had enjoyed his relationship
with the campus parents he had last year and that he was
already feeling "very close" to his new campus parents, Mr.
and Mrs. Helman. They were not strangers to him as he had
been in Mr. Helman's class the year before. He stated:

When a teacher takes an interest in a student

as a person, not only as some part of his job

it shows. My campus parents are willing to

help me after school and they let me study at

their house which is much quieter than the

dorm. I think the faculty families are a

great idea. I talk to my faculty dad a lot

and I'm glad that he is willing to listen
(Formal Interview, 4-27—89).

 

 

 

167

Finally, a freshman student who had been assigned to a
faculty family upon arrival at Hilltop only one semester
earlier discussed her already established pleasure in the
campus family arrangement.

When my campus dad sees me he always smiles

and says "hi" and my campus mom is super at

knowing when I need a phone call to encourage

me. It is also fun to know the other kids

who are in my campus family. We spend time

together at our campus home and that makes it

easy to be special friends (Formal Interview,

2-24-89).

The "hunch" that in a social situation which involved
as many peOple as those on the Hilltop campus there would be
those who were not totally satisfied with the campus family
arrangement, I sought out some students who had indicated on
the preliminary Opinion survey that they thought the

teachers at HilltOp were not caring. Of the 15 students I

spoke with, eleven said that the teachers who didn't care

 

were not their campus parents. The other four felt that
their campus parents did care, but they had "their faults"
(Field Notes, 4—24-89).

The two comments below were an indication of the
"faults" the students saw in their campus parents:

My campus dad really made me mad last time he
gave me my grades. He wasn't at all quiet
about letting me know that he noticed that my
GPA had gone down. He even said it right out
loud -- and there were other students that
heard it (Informal Interview, 4-24—89).

I do spend some time with my campus mom and
dad, but they are really busy and I'd like to
be able to go over to their house more Often.

 

 

 

 

168

I think next year I might try to get Mr. and

Mrs. Heston for my campus parents. But then,

they are always so pOpular it's hard to be

one of their kids. I shouldn't complain,

though, all the campus parents are quite

nice. I guess I am just a little selfish

(Informal Interview, 4-24-89).

The established relationships supplied by the campus
family plan are complemented by other occasions when the
students are brought into contact with the teachers and
their families in the informal home environment. After
observing the students gathered around a classroom building
bulletin board on a Wednesday morning, I was curious to know
what was creating the hushed excitement and a bit of
competition to squeeze into a position to place a signature
on the posted lists. I was told about a plan which was new
to the Hilltop this year. It was called Mid-week Renewal.

The Mid-week Renewal program involved a "family worship"

time provided on Wednesday evenings in the teachers' homes.

 

This plan, like that of the campus families, easily fell
into the category of caring behavior perceived as important
in the preliminary interviews (Field Notes, 3-8-89).

Students participated in Mid-week Renewal on a
voluntary basis by signing up on posted lists in the
classroom building on Wednesday morning. The teachers who
participated each week varied as well as the number of
Renewal groups available. Although the students assigned to
a campus family might be the same group who signed up, the

Renewal groups were Open to any student. The Renewal groups

 

 

 

169

were an alternative to attending evening worship in the
dormitory. This plan was established and organized by Mrs.
Tipton who solicited the assistance of other teachers. In
evaluating this program, these comments were made:

There is another activity that I think is
nurturing and that is our Mid-week Renewal on
Wednesday evenings. The students can sign up
to come out to the teachers' homes. There
are a number of the teachers who are
participating in this. We have done this all
year and my wife and I really enjoy it. Our
kids enjoy it too -— they are four and two ~-
and they enjoy having the academy kids over.
They know them by name and get to sit with
them and so on and they really enjoy it
(Formal Interview, 2-2-89).

This year we started a new thing called
Mid-week Renewal. On Wednesdays the kids
sign up for teacher's homes to go for worship
rather than staying here at school. It seems
to be working out well. Probably about 50%
Of the kids go. They have to sign up because
there are a limited number of families that
find it possible to participate. We can't
because my wife is deaning that night. But
there are about 10 teacher's families that
can do it and they are always full. The
lists are full every week. The fact that not
everyone gets to go every week has tended to
keep it as something special to do, makes it
a privilege (Formal Interview, 2-24-89).

Additional activities which correlated with the early
perception Of caring behaviors taking place outside the
classroom and the school day were by Mr. Wall and took place
on Sabbath (Saturday) afternoons. These informal contacts
occurred either out of doors, in campus facilities, or in

the teacher's homes. The activities were completely

 

 

 

170

voluntary for both the teachers and the students and fell
entirely into the interpersonal relationship area Of caring.

On Sabbath afternoon we sometimes Open our
homes for "drop in" visitors. We have a list
of available teacher's homes and the kids can
go wherever they wish. Sometimes a kid will
make the rounds and visit all of the Open
homes for a few minutes each (Formal
Interview, 3-2-89).

Teachers are involved in lots of weekend
activities with the kids. On Sabbath
afternoons we sponsor various activities like
maybe we will join the kids in playing Bible
games in the cafeteria, or having a
discussion group, or watching a Sabbath
video. I often take a group of kids for a
combined visit and walk -- just down one of
our country roads or across a snowy pasture.
Sometimes we allow the students to come over
to our homes on Sabbath afternoon. On a
given Sabbath not all Of the homes are Open,
but we can volunteer ahead of time. The list
gets posted as tO whose homes are Open for
visitors and the time limits. The kids can
choose to make short visits at several homes
or stay the whole time at one place. The
nice thing about it is that we don't have to
do anything spectacular. We don't have to
have food for them or anything like that. We
will usually be playing tapes and just sit
around and chat. All of these Sabbath
afternoon activities give us a chance to
spend time with our students without the
pressures of classroom business (Formal
Interview, 3-2-89).

The informal, family contact activities were
complemented by still other out-of-school relationships
which develOped because of common interests in sports and/or
other organized activities. Within this framework, students
and teachers worked together toward goals that they hold in

common and shared in the hard work as well as the joys of

 

 

 

171

accomplishment. During discussions of involvement with the
evening recreation program and weekend games, teachers made
such statements as:

During the evening recreation period the
teachers get an Opportunity to participate
with the students in games. The students get
to see us at a different level and we get to
see the students in a little different way.

I think the rapport is better due to the
participation in recreation because this type
of activity lets some barriers down that are
there when we are in the teacher/student
situation. It puts us on a more equal level.
It lets them see that we are human and helps
them get closer to us (Formal Interview,
5-4-89).

The students enjoy having the teachers on
their teams. The kids like it when the
teachers get out and play with them.
Sometimes if the teachers are out there there
is a little bit of competition. The kids
want to show up the teachers. It gives them
a chance to look good (Formal Interview,
5-4-89).

I see supervision of sports activities as a
positive thing. Yesterday, in fact, I got a
call from a student at about 11:30 in the
morning saying, "Would you come over to the
gym and supervise us so we can play hockey.
I said, "NO, I can't." See, normally there
is no one on supervision until 1:00 in the
afternoon. 80 I said, ”I can come over at
12:00 and let you play from 12:00 to 1:00."
SO I went over and supervised for an hour.
And the kids really appreciated that. That
was the only time that they could get a good
floor length and have a really good game
(Formal Interview, 5-8-89).

In addition to the sports activities that took place
during evening recreational periods and on weekends, various

campus clubs and organizations also gave the students and

 

172

teachers an Opportunity to spend time together in a social
setting.

The ski club functions during the time when
we have appropriate weather for that and
everything. We don't go every week. However,
the kids that are just beginners can go more.
The teachers take them. This is an Opportun-
ity to get to know the kids in another
setting and enjoy common interests (Formal
Interview, 2-21-89).

The out-of-school aspect takes a lot of hours
of time, but the advantages of getting to
know the students so well can help you in
your teaching. You know how to approach
them. Special groups like drama club and
band and others help draw the students closer
to the teachers who are in charge of them and
each class has a couple of teachers that are
their class sponsors. I am sponsor of the
freshman class. We have to work with the
students; we automatically get to know them
better. Once a month, each class meets.

They can have a meeting or a party or
whatever they want to and because of these
activities, we get to know them well. A
sponsor usually stays with the class for all
four years so by the time their senior year
comes, the teachers really know that class.
That makes for some special memories. That
makes it nice so you don't have to learn a
whole new group every year (Formal Interview,

2-6-89).

 

The data shows that there was a conscious effort on the
part of the teachers to provide a variety of outlets so that
students with various backgrounds and interests would all be
able to find some organization which interested them and
through which they would find relationships that brought

them care and nurturing.

There are lots of nurturing things that fill
the needs of different kids. There is the
gymnastics team; the band and choir; the

173

select choir and the ensembles; the traveling
bell choir; the ski club. This year two of
the teachers started a drama club. There are
about 40 kids in that. They go around and do
skits and that sort of thing at different
churches (Formal Interview, 2-21~89).

Yes, the village students are also included

in the campus kids program. It isn't as

special to village students because they are

already out of the dorm -- already home. It

is still a demonstration that the teachers

care enough to have the kids into their

homes. We want all students to feel that we

care for them (Formal Interview, 2—20-89).

Participant Observations made during classes produced
data which indicated that the close relationships
established through the various activities and meaningful
contacts outside the classroom carried over into the
teacher/student relationships within the classroom
environment. In three different class periods of twelfth
grade religion classes I Observed that the teacher, Mrs.
Tipton, provided time for the senior class president to do
some organizational planning with the seniors. She was not
the class sponsor, yet she was willing to give of her class

time. Her comment was, ”What makes the kids happy makes me

happy. We have a lot to cover in this unit but their senior

activities are important to them. They will work hard when

this is over" (Field Notes, 3-6-89).
During my Observations one week during the winter,

several of the students seemed to be experiencing the

effects of head colds. They appeared to be very comfortable

walking up to the teacher's desk and helping themselves to

 

 

174

the tissues from the box sitting there. They reported,

“Mr. Wall always keeps tissues on the desk for us to use and
he is also willing to lend a pen or pencil if someone needs
one occasionally. It doesn't happen often, but he is nice
about it when it does." Mr. Wall explained that he knew
that some of the teachers "made an issue" over these small
items, but he felt there was no need to "create confronta-
tion“ over such small things (Field Notes, 2-24-89).

The rapport observed between the teachers and their
students seemed to be a demonstration Of the attitude
expressed during a formal interview with Mr. Davis:

We want to do what we can to help our

students have a happy attitude. Students are

our best change agent. Our seniors this year

have a really positive outlook. When a group

of students like the seniors have a happy

attitude, it rubs off. The reason our school

year is going so well is because the seniors

are leading that way. They don't even

realize it, but that is what is happening.

We want to do what we can to keep it going

(Formal Interview, 3-30-89).

Since the students had a natural interest in the groups
in which they chose membership, there were no negative com-
ments in the data which was collected during the preliminary
short interviews and none during casual conversations with
students during the months of participant observation.

Since entrance into and exit from these "extra curricular"
groups was at the discretion of the student, it stands to

reason that they remained in the groups where they found

happiness and felt that they were cared for.

 

 

 

 

 

 

 

 

175

The data showed that the specialized relationships
between a teacher or teachers and a specific student group
or class which fell under Assertion #2 were highly

correlated with the preliminary perceptions that Hilltop was

 

a campus where caring existed and where teacher behaviors
showing interpersonal caring —- for the most part -- but
also academic caring, were present. Throughout the

preliminary short interviews and the follow-up formal

 

interviews, the behaviors which the teachers reported as
important examples of caring were heavily weighed to "out of
classroom" and "out-of—school hours" behaviors. This was a
reflection of their perception that the caring behaviors
performed during the normal course of the school day and in
the classroom were "expected behaviors" rather than some-
thing they did tO show they cared. This emphasis by the
participating teachers tended to limit the data concerning

the caring behaviors found within the school day and pro-

 

duced data in which the interpersonal aspects of caring were
far more evident than the academic aspects. Additional
research which shifted the concentration to school day
behaviors would be of value as a basis for comparison with
the behaviors recorded in the data corpus of this study.
Although research with this shift in emphasis would tend to
provide information of greater value to educators who
function in a non-boarding school situation, I believe that

what was learned about the boarding school program at

 

 

 

176

Hilltop does have possible applications to a non-boarding

situation.

ASSERTION NO. 3 - CARE AND NURTURING FOR INDIVIDUAL STUDENTS
IS DEMONSTRATED BY AWARENESS OF AND RESPONSE TO PERSONAL
NEEDS IN ACADEMIC, SOCIAL, AND FINANCIAL AREAS

 

In addition to the behaviors which showed caring and
nurturing for the large group of students and for small
groups of students, an analysis of the data revealed
frequent occurrences Of caring and nurturing behaviors
toward individual students. In the recorded interviews, 17
of the 19 volunteer teachers spoke Of specific examples of
caring and nurturing activities performed by themselves or
another teacher on behalf of one individual student. These
behaviors were performed in response to an individual
student's academic needs, social needs, or financial needs.
The caring behaviors which reSponded to academic needs
matched closely with the preliminary perceptions about
caring in pedagogical areas; the behaviors which responded
to social and financial needs were closely matched to the
perceptions about care shown through interpersonal skills.
In agreement with the preliminary perceptions revealed by
the data from the original Opinion survey and the
preliminary interviews, the behaviors considered as caring

by the volunteer teachers were more often in the

 

 

 

 

 

 

 

177

interpersonal area and were more often carried out in
situations which were outside the classroom.

The opinion survey and preliminary short interviews
with the students, as well as the written communications
from students to their teachers (See Appendix B p. 225),
furnished abundant data showing ways in which students felt
they had received individual care from their teachers.
Although the data from the student opinion surveys and
interviews were used only as a basis for establishing
preliminary perceptions, the following short excerpts from
interviews set the stage for examining the individual
attentions shown to students by the volunteer teachers.

In regard to care in the academic area, Robert said:

I registered for school six weeks late
because my family was in the middle of moving
from another state. I was scared to start
algebra so late 'cause math is my hardest
subject. Mrs. Heston was a stranger to me
but it was great the way she took time every
day to help me get caught up. I know it took
some of her spare time, but she never made me
feel that she didn't want to do it. She gave
me about two pages a day but sometimes, if
she saw I didn't need all the practice she
would make the assignments less. I got all
caught up and I haven't had a real hard time
in her class (Formal Interview, 1-24-89).

Care in the social area was experienced by Doug who
described the following experience:

I saw Mr. and Mrs. Dean trying to "pOp start"
their car after school one day. My friend
and I went over and helped them get it
started. That night Mrs. Dean came to the
dorm and brought us both a dozen cookies that
she had baked. They were great. All the

 

 

 

 

 

 

 

178

other guys were begging for them. I thought

that was really nice of her (Formal Inter-

view, 1-19-89).

In the students' Opinion, care in the financial area
seemed to center in the work program, but in extreme cases
of financial need, help was sometimes given by teachers who
allowed students to live with them. Shelly reported:

I have a friend who lives with Mrs. Tipton

all the time; but I get more help from home

than she does. It is just that sometimes my

mom and I do get behind on my bill. Once the

Helmans let me stay with them for just one

month. They let me stay and eat and not pay

anything. That let me put all my work credit

toward my tuition that was behind. That

really helped me. Then I was able to move

back into the dorm and I have been able to

keep up on my bill ever since (Informal

Interview, 1-19-89).

The data revealed that at times the volunteer teachers
used various methods of discovering the felt and expressed
needs of individual students. At other times they viewed
themselves as being "available" to respond to needs which
they felt existed in the lives of a majority of the students
such as the need for friendship; the need to relate to an
adult; or the need for someone to talk to.

The following descriptions given by teachers indicate
some Of the various ways of discovering the needs of
students. These include communications from the school
administration, direct requests by students, becoming well

acquainted with students and acquiring a realization that

all students do not have the same needs.

 

 

 

 

 

 

179

The possibility of finding out about the needs of a
specific student through communication from the school
administration was explained by Mr. Davis.

The dormitory deans or the office sometime
let me know about students that I can help.
Sometimes at staff meeting they let us know
that something is happening in a student's
life that needs attention. And they will
just say, "If you feel that you are close
enough to that student to be of help, please
do so" (Formal Interview, 4-25-89).

A later interview with one of the volunteer teachers
contained ideas about the value of communication between the
school administration and the teachers. Mrs. Marley gave
specific details about how communications from the
administration helped her better understand her students and
how she made use of this information in helping her

students.

It is helpful when we find out a student's
background that helps us to understand the
student and how to relate to them and maybe
why the student acts a certain way. Staff
meeting is useful. Of course, if we want to
we can go to the guidance counselor and he
has information. In my typing classes, if I
notice that a student is having trouble with
their typing speed, then I will go see the
guidance counselor and explain that the kid
is having a problem. Sometimes it means that
they are a slow reader. You can't type
faster than you can read. 80 if I know that,
then I will give that student a little more
individual help and some encouragement
(Formal Interview, 3-1-89).

The actions taken in faculty meeting and Administrative

Committee were often taken in the interest of one particular

student and announcements in "Hotline", the daily communique

180

frequently alerted the teachers to the specific needs of one
student (See Appendix B, pp. 233-237). For instance the
following "Hotline" item mentioned the need of one individ-
ual student:

From Dr. Thompson: Sally Jenkins will be
needing a ride to the Redbird Airport on
January 24 to meet a 10:50 a.m. flight, and
she will also need to be picked up on January
28 at 10:35 p.m. If someone is willing to
take her and/or pick her up, please see me
for further details ("Hotline", January 10,
1989, Site Document, collected 5-15-89).

The minutes from the September 5, 1988 faculty meeting
show the following announcements which indicate care in
dealing with student needs in both academic and

interpersonal areas:

STUDENTS THAT NEED SPECIAL ATTENTION: Please
give of yourselves extra for the following

students who are having special difficulties:
Greg, Diana, Violet, Mike, Dan, Becky, Billy.

JOHN: He has learning disabilities and is
receiving help from the Local I.S. District
(Faculty Meeting Minutes, September 5, 1988,
Site Document collected 5-15-89).

SUE: She may have difficulty seeing until
she receives her new glasses. Please help if
necessary with her assignments.

The needs of yet unidentified students were to be

considered by the following:
If you have more than 3 tests on a single
day, you may ask Mr. Heston to re-schedule

one Of them ("Hotline", January 16, 1989,
Site Document, collected 5-15-89)..

The names of students who were on the sick list or in

the hospital and those who had medical appointments and

181

birthdays were also included in the "Hotline". This enabled
the individual teachers and the campus parents to be
informed about the students in their classes or their campus
kids ("Hotline", January 4, 10, 16 and 29, Site Documents,
collected 5-15-89).

The already established personal relationships between
the teachers and the students provided Open communication
when a student wished to express a need and seek response
from a teacher. Mr. King cited the following instances of
this way of discovering student needs:

Very Often students will come and ask a
teacher to take them into town so that they
can buy toothpaste or soap or whatever.
Usually they go to Emitville which is four
miles from here. If you go into town and
then wait for the kids to do what they have
to do and then bring them back to the dorm
and drop them off it usually takes between 45
minutes and an hour Of your time. I know
that there are teachers who do it often.
There is no formal program, students just
find someone. They will call. One thing I
appreciate is that the students are very
civil. The other day a student came to my
wife and said, "I need batteries for my
camera so I can do my photography .
assignment." My wife had her planning period
right then so she ran him into town to buy
batteries (Formal Interview, 4-13-89).

Awareness of and response to personal needs was made
easier at Hilltop because the student body was small enough
that teachers easily became acquainted with most of the

students. When asked about how she discovered situations in

which students needed a caring response from a teacher, Mrs.

Marley gave this explanation:

182

I find that I discover their needs as I get
to know the students. Knowing them is
possible because of the size of the school.
I have taught in big schools and it is
different. In a high school with 500 even,
you can't get as close to the students
because you don't get to have daily contact
with them. Here they know how you live and
you know how they live (Formal Interview,
3-16-89).

Often the caring behaviors which I observed in the
classroom were a mixture of caring for the academic and the
social needs of the students. An incident where a teacher
was able to show caring in an area which touched on both the
interpersonal and academic aspects, took place between the
auto body teacher and one of his students.

One of my senior auto body students is
interested in making it a career. When one
of my suppliers told me they were having a
paint seminar on a Wednesday night. I asked
this boy if he wanted to go. He did. I made
the arrangements and he went with me. Later
he said, "You know, some Of the things you
taught us in class are lots clearer to me now
that I saw them really use them. I really
appreciate your taking me.“ He enjoyed it
and so did I. You have this kind of experi-
ence when you know the kids well enough to
understand where their interests lie (Formal
Interview, 3-13-89).

When questioned about what student needs were most

common, the teachers frequently responded with "friendship"

or "companionship" and "a listening ear." Teacher comments

touched on the challenge of being able to offer Opportuni-
ties for friendship to students who have such a wide range
Of differing tastes and interests. When the teachers spoke

of friendship, it seemed to include the need of students to

183

have friends among their peers as well as with their
teachers. Their desire to meet the challenge of giving
friendship and of providing activities where friendship with
peers could flourish, is evident in the following instances.

A teacher who would be leaving Hilltop at the close of
the school year felt that it was important for students who
considered him their friend to be able to make friends with
other teachers. He stated:

Personalities have a lot to do with it -- we
have different kinds of people on the staff.
I think it is good that we do so that any
given kid really can find somebody that they
can relate to. We won't be here next year --
we've taken a job at a college. Some of our
campus kids think they won't be able to find
anyone to talk to but I keep telling them
they will. They need to learn to break with
one part of their life and go on to the next.
That is part of caring, to help them be able
to make new friends (Formal Interview,
5-8-89).

Mr. Davis agreed that a variety of relationships was
good and that he desired to show care and friendship to a
large number of students rather than just a few.

We have students over at our house probably
two or three nights a week. We had four
students over last night. They watched TV.
None of them studied. My wife was grading
papers and I was loading film into cassettes
for the newspaper. The kids really settled
down and chatted and watched TV. My wife
made hot chocolate for them to drink and that
was it. It was very relaxing for all of us.
There are other teacher's homes that students
visit Often. They don't only come to our
house and it isn't just one group that comes
all the time. We want to show friendship to

184

as many kids as we can. It's different kids
at different times. It's great (Formal
Interview, 3-3-89).

Mr. Wilcox, one of the music teachers, spoke about the
special kinds of opportunities for friendship and caring
provided by the "setting" in the music department:

Probably one of the biggest contributions we
make in the music department is letting kids
join choir and band even if they aren't all
that good. They seem to really appreciate
being a part of the group and getting
recognition for what the group does. It is
good for them. And it seems to make them
feel that the music teachers are their
friends. Probably it is partly because they
see us in a less structured setting. We
don't give homework and things are just more
relaxed. The band teacher feels the same way
I do (Formal Interview, 2-21-89).

The difference made by the setting in the music
department was magnified when the setting was removed even
further from the classroom to the private home of a teacher.

When students see a teacher in a setting

outside the school setting as a peer, as a

friend, it builds and promotes a more stable

and friendly relationship between them

(Formal Interview, 3-16-89).

The data revealed that the Hilltop teachers Often
showed caring because of their knowledge about the "mixed"
needs of students due to the situation where academic and
social needs are closely related. The campus families

provided caring along the interpersonal lines and also

through academic support and monitoring for their assigned

"campus kids".

185

One tenth grade boy described the "mixed" care which he
received from his campus parents with these words:

Yes, I do get my grades from my campus dad.
He gives me compliments when my grade in a
class goes up and he asks if he can help when
a grade goes down. Last quarter he helped me
get caught up when he studied history with me
three or four times a week and, boy, did my
grade get better. Now I'm doing better on my
own. My campus parents are just like my real
parents, they want me to study hard and get
good grades (Informal Interview, 3-31—89).

In discussing the various activities provided in
teachers' homes in an effort to show care, Mr. Dean revealed
his thoughts about student needs for caring:

The activities are available but not all
students take advantage of them. Not all of
them need it. We had a senior over the other
night. She has been here four years, but she
had never been to our house. She didn't come
just to visit -— she came to watch a video
she had missed in class. When the video was
over, she was ready to go back to the dorm.

I think I would be like that. I would be
happy just doing what I needed to do in the
dorm. But some kids really need the home
atmosphere. It is good that they often have
the chance to get out because that's what
they need. Different kids need different
things. You can't Offer the same type of
caring to every student. Some would resent
the same things that some really need (Formal

Interview, 5-2-89).

When Speaking about the need for each student to have
Opportunities for friendships, the specific needs of
students who are somewhat withdrawn and find difficulty in
making friends was addressed by some of the participating

teachers. The elements Of having compassion and taking time

186

to establish a caring relationship were important to the

teacher who stated:

The student who is shy is harder to reach.
But usually there is something in their lives
that makes you understand why they are that
way. Some of the home situations that they
come from make you have compassion. The
teachers here do pay a lot of attention to
the kids -- they really do. And the student
will gravitate toward that person that's
going to spend more time with them. If he
really needs more than the average person --
he can find it here. There is always someone
that will take time to listen to a student,
talk to them, and pray with them -- even as ,
busy as the teachers are. There are a lot of
caring peOple in this school (Formal
Interview, 4-13-89).

The data provided record of other instances where
overcoming shyness through interaction with a group of
peers, as well as with a caring teacher, was a response
shown by students who were cared for. This type of response
was mentioned during the following interviews:

Even a shy kid usually has an interest of
some sort. And with all the groups that are
offered, certainly they can usually find one.
And when they do, the group activities really
help them make friends with other kids and
with teachers. It is really surprising
(Formal Interview, 3-16-89).

The students that are bashful at the
beginning of the year -- I have seen it over
and over again -- they just come right out of
their shell. Like an example, last year,
that I remember, is a girl -- she was a
freshman last year and she joined the
gymnastics team. After she was on the team a
few months, that was enough to bring her out
and give her confidence. It can be programs
other than traditional classes, different
things for different kids (Formal Interview,

2-20-89).

187

Judy was really super shy when she joined the
choir but she had a voice with great possi-
bilities. It didn't take long for her to get
enough confidence that she made it into the
select singing group. Now she walks right up
to the mike and sings solos. It is just
amazing what difference you can see in a kid
who really finds a niche (Formal Interview,
3-1-89).

Closely related to the tOpic of friendship, was that of
the importance of being available for students to talk to.
The caring behavior of listening was perceived as happening
at various times of the day and in a wide variety of
settings. Mrs. Tipton referred to the importance of

listening in spite Of time pressures and even if she did not

see a need for action.

We have to be willing to grant time and be a
"listening ear." It is difficult to do. It
is easy to send a student away and say "I
don't have time for that today. I don't want
to listen to your gripe" -- but it is
important to listen. It is not always
important to act, but it is always important
to listen. I work on it but I'll admit, I
haven't arrived yet (Formal Interview,

3-13-89).
In contrast with the students who displayed the desire
to be listened to were the students who tended to hide their

need to be listened to and needed the teacher to make the

first move.

With one of my students, I took the initia-
tive to call her into my Office. She was
cold and didn't want to talk. I didn't give
up on her because I knew she was having
emotional problems -- she was a good student
and didn't really get into trouble, but she
was sullen. Finally, she got to the point
where she was initiating the appointments to

188

come to my office. She shared things with
me. She wrote poems expressing her frustra-
tions and feelings. I still have some Of the
poems. She would call -- sometimes late at
night -- and say, "I need to talk." I would
go over and sit in the deans office and let
her talk. Really, about all I could do was
listen. I still don't know that I helped her
much. She graduated. She is out there in
the world now, I don't even know where. I
just hope that I did something to help her
face life (Formal Interview, 3-13-89).

Like a kid last night. She went to the
special study hall. There was a problem.

She was apparently talking. I don't know.
Anyway, she got thrown out. She was coming
up to my house later last night, anyway -- so
I just said, "Well, you got thrown out so you
might as well come on up now." SO she came
over a little earlier and sat down and we
talked a little bit about it. And I don't
know that I did much of anything, but I tried
to explain where the other teacher was
probably coming from and at the end of it, I
just encouraged her to go and see the teacher
and see if he would take off the unexcused
absence. That was the end of the
conversation. Then she said, "Well, I
appreciate you. At least you are willing to
listen." I think that is so much a part of
it (Formal Interview, 3-6-89).

The individual attention that was possible during the
course of a private music lesson was coupled with the
relaxed setting discussed earlier to create a situation
where listening to a student came quite naturally.

I think the music department helps kids find
someone that they can talk to. I'm probably
no better listener than anyone else, but I'm
here. Sometimes music lessons turn out to be
counseling -- pretty inexpensive counseling,
I guess! We had a student that was bulimic
-- I was able to discover it and alert the
parents. Now she is getting professional
counseling. Her mother has expressed how
much she appreciates it that her daughter has

189

my wife and me to talk to. It is hard
sometimes to talk to your parents about
problems -- at least until you have had a
chance to sort things out with someone else
-- and it is especially hard when your
parents aren't here at the right time.
Talking about problems on the telephone
doesn't go over with lots of people (Formal
Interview, 1-26-89).

I Observed through the large windows, that the small
teacher Offices attached to the individual classrooms were
frequently places where students sat and talked with
teachers. Two teachers expressed their views about the
chance they had to "lend a listening ear" to students who

stopped by their offices before or after class or during

their free periods.

I would say that at least two or three times
a week, sometimes more, students will just
come into my Office because they need to
share or they have a problem that they don't
know how to cope with. I think a lot of
teachers have the same kind of experience
where students in their classes begin to
develop a feeling of confidence in them
personally and then they feel free to express
their needs. This is part Of my work here.
In fact, it is a large part of my work. The
kids carry heavy, heavy burdens. A lot Of
them have home problems. Mom and dad
problems; brother and sister problems that
they don't know how to cope with, you see
(Formal Interview, 2-21-89).

Sometimes they just need someone to talk to,
so from time to time I just help prov1de that
service. I think all the teachers do (Formal

Interview, 2-16-89).
The data revealed that Hilltop teachers were spending

time listening to students. At times the student asked to

be listened to. At other times the teacher initiated the

 

 

190

conversation. Listening to students took place in teacherS'
homes and offices, in the music department and the gym, in
the cafeteria and on campus and even during the course of
the short drive to town.

Once in a while a kid will call us up and ask
us to take them to Emitville. It is only
four miles but while we are driving to town,
that gives us an Opportunity to talk to the
student on an individual basis and hear out
what they can tell us about themselves and
how things are going. If they want to talk,
they can say a lot in four miles (Formal
Interview, 3-16-89).

It was evident from the data that the teachers
perceived the friendships which they established with their
students and the caring behavior of being willing to listen
to students as leading to long-range gratitude and to
relationships that were lasting -- far beyond the high

school years.

A girl who was one of our campus kids one
year still keeps in touch. In fact she came
to visit us at Christmas a year ago. She is
very much like part of the family. Some
bonds were developed during that time that
are pretty special. She feels very close to
us. We got a call from her last week. We
hear from her all the time. She keeps up
with letting us know what is happening in her
life. This has been going on since 1983. It
is really an extended friendship. There are
other students that I still keep in touch
with that I had when I was first teaching.

If the students are attracted to different
teachers, not just one or two, I think that's
what makes it work. Not one teacher can meet
the needs of every student. There needs to
be some teacher that each student can feel
close to (Formal Interview, 3-13-89).

191

I find that there is a bonding relationship
with students that have been frequent
visitors in our home in the past. It is
special when you can sit down and talk one to
one with the kids (Formal Interview,
2-27-89).

During one interview, Mr. King, the gymnastics teacher,
gave an account of a lasting relationship between himself
and one of his former students. The following direct quote
from a recorded interview gives the details.

One of the guys who was on the gymnastics
team but had graduated from Hilltop came back
just before school started last year. He
said, "Coach, I am going to be here going to
junior college. I'm living by myself and
working here in town. I wondered if you
could use me as an assistant for the
gymnastics workshop." I told him I would be
glad for his help. He came for the workshop
and then continued to come for all of our
practice periods and to serve as my assistant
coach. He has been with us for two years and
has spent hours with the team. He gets no
pay of any kind. He has traveled with the
team and is probably the best gymnast we
have. Besides, he can really sing. He has
helped out in lots of other ways, too. He
sings for a lot of the banquets and leads out
in some Of the programs. Any time the sound
system needs to be used somewhere on campus
he will go set it up and run it. He hasn't
had to do any of this, but he enjoys being
around the Christian friends from his high
school days (Formal Interview, 3-6-89).

This student, Jim, wrote a letter to the coach a few
weeks after this interview. He was about to complete his
two years of junior college and was preparing to leave for
college. A portion of his letter stated:

I hardly know where to begin. I just want to

let you know how much I appreciate all that
you've done for me. You have been a great

192

friend and I appreciate your always putting

in a good word for me. Most of all, I

appreciate your allowing me to be a part of

the gymnastics team even though I was no

longer a student at Hilltop. This has been a

very happy experience for me (Site Document,

collected 4-13-89).

Caring and nurturing behaviors toward individual
students included helping students who were experiencing
academic difficulties. Analysis of the data corpus revealed
incidents where the Hilltop teachers exhibited caring
behaviors which matched the preliminary perception that, at
times, care was shown through interest in student academic
concerns and progress.

I observed that the biology lab was Open and several
students inside on a Sunday afternoon. I stepped in and
inquired about the activities. Mr. Heston explained that on
Monday there would be a unit test. This was a special
"help" session for those students who felt they needed
teacher help in reviewing for the test (Fieldnotes, 2-5-89)
This type of extra help and an expressed interest in the
academic success of students were often referred to during
formal interviews.

The Hilltop teachers considered holding high academic
standards and expecting students to perform to be behaviors
which showed caring.

I think we have very high academic expecta-
tions. Some can't handle it and we make
adjustments for them, but many of our
students perform very well. Those who have
high academic motivation surely find an

193

outlet. Some take as many classes as they
possibly can. They don't graduate with the
21 or 22 or 24 units that are required --
they might graduate with 30 or 32 units. We
don't push them but we let them know it is to
their advantage. They take advanced math and
physics and advanced chemistry because they
realize that it is to their advantage. There
are certain subject line-ups that students
can take that will enable them to get college
credits while they are still here in academy.
There is some kind of arrangement where a kid
can do the same in music and art. I don't
know all the details. We are hoping to have
Advance Placement classes next year. I went
to a workshop about how those classes are
administered. We have kids that have the
potential to do it. We are looking into it
(Formal Interview, 3-28-89).

In her comments about Mr. Helman, her colleague in the
next classroom, Mrs. Marley explained that holding high
standards, though viewed as a caring behavior by the

teachers, is sometimes received with mixed feelings by the

students.

Mr. Helman is one teacher that the kids will
Openly say is one of the hardest teachers,
and yet he is one of their favorites. They
think he expects too much. They talk about
his classes being very difficult and that he
is very demanding, but at the same time they
know he cares and wants them to understand
the concepts. In the end, they admire him
and appreciate what he does for them (Formal

Interview, 3-24-89).
I sought Mr. Helman's Opinion of how holding high

academic standards shows caring. His answer, which included

the following report Of student responses to his teaching,
seemed to verify Mrs. Marley's statement.

I get little notes and little letters from
students thanking me for this and that. Over

194

and over again graduates thank me for what

they have learned in my classes. I was just

at the SDA university this weekend and I had

three or four former students come up to me

at different times and say, "Thanks for all

that you taught us in religion classes. Our

religion classes here are a breeze because of

all that you already taught us." That is

always gratifying to a teacher (Formal

Interview, 2-8-89).

Along with the care shown through holding high academic
expectations, there was evidence that the Hilltop teachers
were also willing to show understanding and to individualize
instruction and work with appropriate pacing for those
students who were experiencing difficulty. On a Tuesday
morning I sat in Mrs. Marley's algebra class and observed a
quiet conversation between her and Jared. His grade was
currently less than a "C" and he was dreading receiving what
he called a "down slip" which would require him to begin
attending special study hall in the evenings. Mrs. Marley
took a notepad and listed several Of his missing
assignments. She then told him that he would have two more
days in which to do this make-up work. She agreed to hold

Off on submitting the grade report until the two additional

days had passed. Jared's reply was a very heartfelt "Thanks

a lot!" (Fieldnotes, 3-21-89).

The HilltOp teachers also showed a willingness to Offer

assistance through tutoring individual students or small

groups of students.

I sometimes go over to the dorm at night and
have help sessions with my students before a

195

big test. There are other times I let them
sign out of the dorm and come over to the
classroom for help sessions. I want them to
be successful in my classes (Formal
Interview, 4—3-89).

In responding to the needs of students who are having
academic problems, the teachers cooperate with the school
administration in organizing peer tutoring at no charge to
the student needing help. This is viewed as a means of
showing caring and nurturing.

After a few weeks of school, when the
teachers get a feel of who their really good
students will be, they invite some to join a
pool of student tutors. These tutors get
paid by the school to help other students.
Students who need help sign up to be tutored.
The dormitory deans coordinate the student
tutors with those who need help. They have a
choice of studying in the lobby or in the
student's room. When the tutoring session
starts the dean records the time. The time
is turned in at the end of the month for
credit on the student tutor's account. So
that is one way that the school provides help
for kids that need it. It doesn't cost the
kid who needs help anything. I feel that the
school administration and the teachers are
really concerned about the student who is
having a hard time academically (Formal

Interview, 4-10-89).

The tutoring system is helpful to my algebra
students because there is no way that I can
help them all. Even in the five periods I am
here, not everybody has one of those periods
free. Without the tutoring, some would not
get help. We want every student who needs
help to be able to get it (Formal InterView,

3-20-89).
Even though the caring and nurturing behaviors which

involved friendship, listening, and academic concerns were

those mentioned most frequently, a wide variety of other

196

areas were also mentioned. When grouped together, these
various areas of caring and nurturing demonstrate the wide
range Of student interests and problems to which teachers
responded with care and nurturing. They ranged from helping
a student find work and giving financial aid to meeting the
challenge of helping students who are not coping success-
fully with school life.

Responses to students financial needs were represented
by the statements made by three teachers in relation to
various ways of helping students who had a "financial
struggle". The first two interviews report a situation
where caring involved helping a student financially by
providing living accommodations.

Some students get financial help by being

able to stay in a teacher's home. That way

they don't have to put out as much money.

There are some that just can't make it if

they have to live in the dorm. The principal

let the staff know about one girl this year,
so Tiptons let her live in their home (Formal

Interview, 1-25-89).
Mrs. Tipton verified the above report.

Yes, we do have a student who lives with us.
She is a friend Of my daughter's. They were
elementary school friends. Her father isn't
a Christian and doesn't support her being in
this school. It is hard for her mother; so
we help out by letting her stay in our home.
She is really part of the family (Formal
Interview, 2-6-89).

On a more corporate level, the teachers have
established a fund for helping students who have financial

needs. The needs met by this fund were Of a different type

197

than those met by the teachers who provided housing
accommodations in order to give financial aid.

The teachers have gotten together and created
a "care" fund for students who don't have as
much money as everyone else. The teachers
contribute a certain amount from their
paychecks each month. And then when there is
a need, the fund treasurer will release the
funds and a teacher will take the kid out and
buy what is needed -- like a new suit. It is
an outright gift to that student. This isn't
for their school bill -- there are other ways
to get help on that. This is just to show
care on a more personal basis (Formal
Interview, 1-20-89).

Closely connected to the teacher's concerns over the
financial needs of their students was their involvement with
the work programs in which their students were employed.
They felt that, in addition to the financial help given, the
work program provided important personal growth possibili-
ties for students as they developed a relationship with the
teacher who functioned as their work supervisor.

A few weeks ago I was able to help a girl

find a new job here on campus. When I told

her about it she had a big smile on her face

and she grabbed me and hugged me and told me

how excited she was. A couple of days later

I found a note slipped under my door
expressing her appreciation and how happy she
was with her new position (Formal Interview,

1-19-89).

The reported relationships between teachers and their
students were especially fascinating when the student who
worked for the teacher or was in the teacher's class was one
who was considered a difficult student. The situations

mentioned in the excerpts from interviews given below bring

 

198

to mind Mayeroff's statement that "caring is not always
agreeable" but that "it is sometimes frustrating and rarely
easy" (Mayeroff, 1971, p. 72). One teacher reported this
account of the rewarding development of a relationship with
a difficult student.

I had a student this year that came to my
class the first day with glazed eyes and
tried to sleep all the way through class. I
thought, I need to reach this girl. I
started having her do little things for me.

I would give her my Office keys and ask her
to run down the hall to the office and get ,
things for me or take a note to the
principal's office for me. She began to be
more alert and attentive. A few weeks later
she came into my Office and we started
talking about her family. She broke down and
started crying saying that nobody had ever
showed her that they cared, that they trusted
her or put any confidence in her. She
mentioned about the little things that I had
trusted her to do. She poured out the whole
background of her family life and the things
she has been through. In her short 14 years
she has been through a lot. We have gotten
to the stage now where almost every day she
is in my Office just to tell me about what
she is struggling with inside today. She
came in earlier today and said, "I'm having a
rotten day -- but I know you will tell me to
look for the positive things, so I want you
to know that is what I am doing!" She comes
over to my house often. She came in and
asked if she can work for me next year. Not
a model student -- but it takes time. She
cares about what she is getting in my class.
Not because she likes math, but because she
wants to impress me. If that motivates her,
that's what I care about, because it will
spread to other areas. So that is something
I am working on right now (Formal Interview,

At times, the success Of caring is not immediately

apparent. The teacher speaking here was surprised when she

199

found out that she was having success with a student who had

not seemed to be responsive to her.

One of the students in my class is a real
rowdy. I didn't think he liked me very well,
but I always was friendly to him in the hall
and would stop ant talk to him. The other
day his mom was visiting. She stopped me and
said she wanted to thank me for what I had
done for Bob. I said, "What have I done for
him?" She said, "Don't you know you are his
favorite teacher?" I responded, "I am?" and
she answered, "Yes." You can't always tell.
I am glad that mother let me know that I have
the possibility to help that boy (Formal
Interview, 2-13-89).

Along with the desire to show care for their students,
the Hilltop teachers also felt that there were wise policies
about the need to seek help for students who needed care
which they were not professionally trained to give.

At times we require parents to make arrange-
ments for professional counseling for their
kids. If a student threatens or attempts
suicide, for example, we aren't equipped to
handle that. We require the parents to see
that their child gets counseling. A student
who has alcohol or drug problems can be
accepted on probation. We don't deny them a
chance because they have had a problem.
Sometimes part of the arrangement will be
that the family arrange for professional help
for that student. We had a situation last
year where we felt a student needed pro-
fessional help. We told the parents that the
only way she could be readmitted was if they
got counseling for her during the summer.
They did and she is back here again this year
(Formal Interview 3-16-89).

As the data analysis revealed, the participating

Hilltop teachers were willing to draw on their personal

resources to show care for their students. Their responses

200

to the academic, social and financial needs of their
individual students were as varied as their own individual
personalities. The caring behaviors they exhibited were
closely aligned to the preliminary perceptions of caring

behaviors in both the academic and interpersonal areas.

COMMONALITIES BETWEEN THE CARING AND NURTURING
BEHAVIORS EXHIBITED TOWARD THE LARGE GROUP, THE SMALL
GROUP, AND THE INDIVIDUAL STUDENT

 

 

 

The process of repeatedly reviewing the data corpus to
verify the validity of the generated assertions about caring
and nurturing behaviors performed by the volunteer teachers
toward the large group, the small groups and the individual
Students revealed that in all three categories of caring
there were commonalities. These included the aspects of:

(1) personal availability

(2) time investment

(3) out-of—classroom behavior location and

(4) the desire for cultural transmission.

In the care shown for the large group, in one sense the
time investment and location were more or less mandated as
all teachers participated in policy making in pre-arranged
planning sessions. However, the willingness on the part of
individual teachers to make themselves available and to
spend time implementing policies in a way that was caring
and individualized varied from teacher to teacher, in time

investment and in location. In the preliminary perceptions

201

and throughout the study, the lack of willingness to invest
time in policy implementation was strongly represented as a
non-caring stance on the part of some teachers.

The performance of caring and nurturing behaviors,
though present in the classroom setting, were considered
more important by the volunteer teachers and their students
when they were centered outside the normal classroom and the
normal school day. The teachers and their students
considered behaviors which showed caring and nurturing
within the classroom setting and the normal school day as
the standard or expected performance of usual teaching

responsibilities.

PERSONAL AVAILABILITY

It was noted that within the group of volunteer
teachers and within the HilltOp teaching staff as reported
by the volunteer teachers, the willingness on the part of
various teachers to make themselves available for meeting
student needs differed widely. This difference, in
situations where a student needed to go to town, was
referred to in the following interviews:

My wife is going to town all the time. She
has a project -- a system that she started.
It didn't take too long for the students to
figure out that she would take them to town
whenever they asked and our car was gOing to
town all the time. So she started charging a
quarter for each round trip and she gives it
to the Sabbath School investment fund. The
kids relate well to it. They would much
rather make a quarter contribution than to

 

202

miss going to town. My wife is a soft touch.
She has a way of demonstrating that she cares
about people. She feels that the little
charge is helping the kids take respon-
sibility and not feel that they are
free-loading (Formal Interview, 2-7-89).

When students need to get to town there are
some that take them more readily than others.
The kids know that and they will call the
willing ones first. It is interesting. They
will go right down the alphabetical list and
say, "Let's see who is home today." There
are some teachers that are never willing --
but that is just their disposition -- they
just prefer their time at home. Still, there
are some that do it very Often (Formal
Interview, 2-22-89).

Student notes which were included in the site documents
collected (APPENDIX B) contained references to appreciation
to teachers who had made themselves available and had shown
care. Many of these contained words of appreciation to
teachers who had made themselves available. From Mrs.
Tipton's "Happy Note" file two letters stated:

Thanks for talking with me this last week

about my parents. What you said made a lot

of [sense] and I hepe I can accept it!

Thanks for everything again! (Site Document,

collected 2-12-89).

I just wanted to thank you for being such a

good friend and a good teacher. I'm very

glad your believed in my and helped me

through the first of the year (Site Document,

collected 2-12-89).

Mrs. Helman shared a recent note from one of her
students who was also a classmate of the Helman daughter.

The message certainly conveys the importance this student

placed on Mrs. Helman's availability.

 

 

 

 

 

TIME

203

You have been extra nice to me and I look to
you as more of a mom [than] just my friend's
mom or my teacher. Maybe it's because you
care, but for some reason I feel close to you
and it's nice because I've never really felt
that with an adult. Not even my mom or dad
(Site Document, collected 5-23-89).

INVESTMENT

 

that

It was agreed by many of the participating teachers

the importance of the issue of personal availability

was closely tied to the necessity of time investment. The

significance of time investment was an outgrowth of the

"busy" campus life in which they played a part and the fact

that

some

caring behaviors had to, at times, take precedence over
of their other important activities.

Now, we do get terribly busy here and I think
that's the struggle between being efficient
and accomplishing what we need to do in
classroom structure and organization and at
the same time expending that personal
interest and time in the students -- so that
we are meeting their personal needs (Formal
Interview, 4-8-89).

The whole thing is so time intensive. There
just isn't enough time to do everything. So
many times we decide it is more important to
get this task accomplished than it is to
listen to a kid. And I don't think that is
our top priority. Our top priority is to
spend time with the students. That's really
why we are here (Formal Interview, 3-18-89).

In speaking of the time investment made by his fellow

teachers, Mr. Gray stated:

A lot of them, my word, they go with the full
day and a big share of them are with the
students even at night till 10 o'clock -- at
their homes, in the library, etc. It is

 

 

 

 

 

204

certainly a long arm stretched out for the

students, I know, by the great majority of

the teachers (Formal Interview, 2-23-89).

The preliminary perceptions held by the participating
teachers and their students included several time-related
items and behaviors which matched the perceptions were
evident in the data. The teachers reported that they felt
rewarded for the time investment they made. Miss Johnson
especially felt that her time investment for her campus kids
was worthwhile.

Your campus kids appreciate it because you do

take the time -— and a lot of the teachers

take time to do really special things -— like

baking for birthdays. It doesn't take much

money. Just something for them. Every

teacher does different things. Some do Spend

a lot more time than others (Formal
Interview, 3-16-89).

OUT-OF-CLASSROOM LOCATION

 

In addition to the availability and time factors, the
third notable commonality between the three categories of
caring and nurturing was the emphasis both teachers and
students placed on the importance of the out-of-classroom
location Of caring and nurturing behaviors. This importance
was originally indicated in the preliminary interviews used
as a basis for determining the perceptions of caring and
nurturing held by the study subjects and is reported in
TABLE 5.5. Throughout the months of the study, this

emphasis was continually reiterated by the teachers in their

formal interviews.

 

 

 

 

 

 

205

TABLE 6.1 lists the various locations which were

indicated as places where caring and nurturing behaviors

were considered to be taking place. The transcripts of the

LOCATION NUMBER OF TIMES
THIS LOCATION WAS
INDICATED
Teacher homes 34
Restaurants 4
School hallways 5
Gymnasium 6
Chapel/Church 6
Dormitories 20
Cafeteria 3
Place of student employment 11
Library 2
Teacher or administrative Offices 21
Community 23
Club/Organization Functions 14
TOTAL OUT-OF-CLASSROOM INDICATIONS _IZ9_ = 94%
Classrooms 9 = 6%
TOTAL INDICATIONS 1'5? = W
TABLE 6.1

(Indications of locations where caring and
nurturing behaviors are performed)

 

 

 

 

206

formal interviews show that out-of—classroom caring and
nurturing behaviors were mentioned 149 times while
in-classroom behaviors were mentioned only nine times.

The agreement between the preliminary perceptions and
the data included in TABLE 6.1 also coincides with the
expressed Opinion that care shown within the classroom was

considered a standard "part of the job."

DESIRE FOR CULTURAL TRANSMISSION

 

Finally, the over-riding commonality which appeared to
prompt teacher behaviors in all three categories Of caring
-— care for the large group, the small group, and the
individual student -— seemed to be the desire of the
volunteer teachers to contribute to the "cultural
transmission" of their fundamental Christian faith to their
individual students and to the student body as a whole.

Schools like Hilltop are established by the Seventh-day
Adventist church, not only for the general education Of the
children of the church, but for the specific function of
cultural transmission. As George Spindler states,
"Education. . .functions in established cultural systems to
recruit new members and maintain the existing system"
(Spindler, 1987, p. 333). Gil Plubell, the executive
director of the Office of education for the SDA educational
system recently stated that schools Operated by the church

furnish an "automatic renewing and revitalizing of the

 

 

 

 

207

Adventist Church" as they strive to "transform children into
accurate representatives of God" (Plubell, 1990, p. 4).

This type of cultural transmission is an essential
ingredient in the stated philosoPhy of Hilltop which is to
educate the "youth Of the church" with a balance "among the
spiritual, intellectual, physical, and social aspects of
life" (Confidential Citation). Various aspects of the
process of cultural transmission were alluded to during
interviews with some of the volunteer teachers. Mrs. Tipton
reported a recent experience in which she felt that some
former HilltOp students were strengthened in their already
chosen Christian faith through her caring behavior of
spending time with them discussing their concerns, providing
encouragement for their decision making, and praying with

them.

When I go down to our Adventist university my
students I used to have always come up to me.
Last time I was there I spent the night in
the girls' dorm. Some of my students said,
"We really need to talk to you. Please come
to our room." SO I went to their room and we
stayed up half the night. They had so many
questions about their emerging adulthood.
They are thrilled and freightened by their
new independence and had lots of questions
about decisions they are facing and about how
to maintain their faith. We prayed together
before I left. I felt really good that they
still considered me their friend and
confident. It was a real opportunity for me
to affirm our friendship and to encourage
them in their development of values and their
spiritual heritage (Formal Interview,
4-25-89).

208

Passing on the Christian culture was certainly
important to Miss Johnson. In her grandmotherly way she
recounted a recent success in this area.

A really neat thing happened last quarter. I
had a couple of guys over for supper and in
the process of the conversation I asked one
Of them when he was going to be baptized ~-
he is a senior and has never been baptized.
He replied that he was thinking about it.
And as it turned out, the other fellow with
him wasn't baptized either. So we talked
about it at some length and I talked to them
about it again several other times and they
were both baptized last Sabbath. Just by
raising the question I helped them move along
in their decisions. I am just so happy that
I asked them. I am sure they had been asked
before, but the time was right and they were
ready to decide. It just happened that my
contact with them came when they had reached
the place in their lives where they were
ready. And, I think that maybe if they
hadn't been at my house in the right
atmosphere it wouldn't have been as easy for
them -- like if I had just asked them after
class or after a week of prayer meeting
(Formal Interview, 4-14-89).

Non-christian students who enroll at Hilltop present a
special challenge to the caring teachers who desire to pass
on the Christian culture. Mr. Helman related his feelings
about a student who came from a non-Christian background and

brought with him a history of "below standard" conduct and

previous problems.

To me it is more interesting to work with the
kids who aren't the perfect students. There
really isn't much challenge when they are. I
like to see results. Last year I hired a
student worker who had been kicked out the
year before. Several people told me that I
was wasting my time on him. He had had
problems with alcohol and drugs and really

209

had a bad attitude. He was friends with
another student who often came into my
office, so I got acquainted with him through
this friend and decided to stick my neck out.
I worked with him little by little and gained
his confidence. He really tried to please
me. He made progress -— he isn't perfect
yet, but he did improve. He graduated but he
still calls me and tells me when he has
problems. He apologizes when he does things
that he knows I don't approve of. He doesn't
need to do that, but he knows I care. I tend
to deve10p good rapport with what might be
called the "riffraff" of the school. Other
people say to me, "Is there something with
you that you are able to help these kids?" I
think that because I wasn't a model student,
I can relate to these kids that have
problems. I just want to help them see that
choosing a Christian lifestyle is so
important (Formal Interview, 4-13-89)

During the course of the formal interviews about the
perceived importance of cultural transmission and passing
down their views of Christianity, Mrs. Helman, Mr. Davis,
and Mr. Wall all referred to letters and notes from their
students. They were willing to allow those letters and
notes to be examined and COpied. Some Of these letters
appear in their entirety in APPENDIX B. The following
excerpts are from some of those written communications:

I . . . saw in you a beautiful picture Of

God. Before, when I heard "God is like a

father," I wanted nothing to do with Him as I

viewed my own father [and] stepfather. But

in you I saw the loving father personage to

whom God is compared. Thank you so much for

being you (Site Document, collected 3-20-89).

The Lord, through you, has been an inspira—

tion to me. I'm so happy He has used you to

lead me in a closer walk with Him. I know

you must get discouraged at times like
everyone. I sure appreciate your good nature.

210

The Lord has blessed you [and] your family.
May He continue (Site Document, collected
2-8-89).

I know I am a better Christian because of
what I have learned from you. You taught me
so much by your example. I could see
Christ's love shine through you. Thank you
so much! (Site Document, collected 2-8-89).

Two notes from students specifically mentioned the care
the student had received from the teacher:

I couldn't let this time go by without taking
the opportunity to say thanks. Thanks for
teaching me so much about the Bible [and] God
and [for] being very powerful role models in
the Christian [aspect]. My life here at
[Hilltop] wouldn't have been the same. I bet
you thought I might never graduate, with my
parents [and] all, but God must have known
all along. Thanks for being my friend and
caring. Let's keep in touch (Site Document,

collected 2-8-89).

I want you to know I'll always remember you
as a teacher who really cared...who taught me
so many things I'll always value. Thanks so
much (Site Document, collected 2-8-89)!

The site documents also revealed that parents, who
choose to send their children to Hilltop, were appreciative
of what was done by the teachers to insure that the values
of their chosen church are actively promoted through

teacher/student relationships. Letters of appreciation from

parents contained these words:

It has been exciting to watch the team
develOp this past year-~not only physically,
but spiritually as well. It is difficult to
describe our appreciation as parents toward
what has been accomplished in such a short
time. . . . Thanks again, and may God
continue to bless you and Judy in your

211

ministry to our young adults (Site Document,
collected 4-18-89).

I am writing to you with this burden on my
heart instead of another teacher because Of
the positive things I have heard from [Sally]
about you. I know she is very fond of you
and is influenced by your views and Opinions.
. . .In all the years [Sally] and [Tom] were
in the public school system I never once
communicated with a teacher other than at the
appointed conference times about scholastic
progress. I cannot find words to tell you
how blessed I feel to be able to have them in
a school where teachers really care about
them, and that enables me to feel comfortable
communicating my concerns (Site Document,
collected 4-18-89).

Your ministry to our children is so impor-
tant! When we were forced to send Chris
away, the pain was eased knowing that you
would be there to help guide him along the
"rough places." I think and pray for you
often. If you get discouraged, take this
note out and read it again. Behind the words
are many parents who feel as I do. They,
too, are grateful that you are there to
uplift Jesus, and guide our young people to a
greater knowledge of Him (Site Document,
collected 5-23-89).

A teacher in a Seventh-day Adventist elementary school
wrote a letter of appreciation to the Hilltop teacher who

was the sponsor of a student group that had recently visited

the elementary school and presented a program. It stated:

I would like to express my appreciation for
the program you and your students brought to
our school today. It was truly enjoyed by
all of our students and staff. Your
integration of reliance upon God was a
feature that made an impact upon those
present (Site Document, collected 2-8-89).

The site documents examined revealed that as the

various student groups -- drama club, gymnastics team, AYBL

 

212

(Adventist Youth for Better Living) Team, music organiza-
tions and others -- made appearances for schools, churches,
service clubs, and other interested audiences the Hilltop
students presented an image which revealed that the
teachers' goals of cultural transmission were perceived to
be meeting with a degree of success. Pastors from three
churches in which groups of Hilltop students had performed
wrote:

I was very impressed! The young people were
a fine representation of [Hilltop] and the
values of Adventism. Their talents and
testimony inSpired the congregation with
renewed hope for the future of our church.

It was obvious that each young person worked
hard to prepare and [fulfil] his/her
responsibilities. This was youth ministry at
its best. Energies and talents were
challenged to excellence while proclaiming
the gospel. Friday [evening's] program made
a special impact. Tears flowing over serious
faces revealed the power of the message in
reaching hearts for Christ (Site Document,

collected 3-20-89).

What a blessing it was to have you folks here
two weekends ago! Your performance Of "His
Last Days" moved us. The Sabbath morning
services were inspirational and well done.
You warmed our hearts through the music and
personal interaction during the vespers
service. And the gymnastic show as a real
hit with the community as well as our members
(Site Document, collected 5-23-89).

I was thrilled that all of the entertaining
and fun had a backdrop that we are followers
and lovers of Jesus Christ. This made quite
an impression on our Baptist, Methodist, .
Catholic, Church of Christ, and Presbyterian
friends who were at the program (Site
Document, collected 5-23-89).

 

213

In commenting on his desire to help his students "buy
into" the Christian lifestyle which their parents and their
teachers subscribed to, Mr. Heston expressed his feelings in
these words:

There is one success story I just became
aware of yesterday. It brought tears to my
eyes. There was this young lady that came to
Hilltop last year and started the year not
knowing anything about Seventh-day Adventists
was when she arrived. We immediately saw
that she was a good student and her grades
were excellent. She came from a good family
-- a Catholic family. She was one of my best
workers in the library but I didn't have her '
in class. While we worked, we sometimes
talked about religious things and the Bible.
There are times when we can talk at the desk
when there are no interruptions. Anyway,
there was a video yesterday at the church
that showed a summary of some of the school
year activities. In the video it showed this
girl's baptism into the SDA church. They
interviewed her after her baptism and she
said she had become interested in the SDA
faith because of her Bible teacher and her
work supervisor. I didn't even know that.
That was the biggest reward I ever had. You
never know what kind of an impact you are
going to have on a student's thinking (Formal
Interview, 5-24-89).

 

 

 

 

CHAPTER 7: CONCLUSIONS AND IMPLICATIONS: THE RESEARCH
AND THE RESEARCHER

In the final analysis, caring and nurturing behaviors
performed by the HilltOp Adventist Academy teachers as they
related to the large group, small groups, and individual
students were closely aligned to the caring and nurturing
behaviors described in the general educational literature
and in the literature written from a private/parochial
school viewpoint (see CHAPTER 2). However, somewhat in
contrast with the behaviors described in the literature, the
caring and nurturing behaviors which were pointed out as
being significantly caring and were most frequently referred
to during interviews with the teacher subjects were actually
performed outside the classroom rather than inside and were
more Often performed during out-of—school hours. These
out-of—classroom behaviors paralleled the preliminary
perceptions of caring and nurturing behaviors held by the
volunteer teachers and their students.

The contrast between in-school and out-Of-school caring
behaviors also parallelled closely the categories
"interpersonal caring behaviors" and "academic caring
behaviors" which emerged from the literature and from the
preliminary short interviews. The data showed that the
academic and interpersonal asPects of caring were, in many

instances, so closely related that to separate them was

214

 

 

 

 

215

impossible, but in both the preliminary perceptions and
throughout the study the participating teachers placed a
strong emphasis on behaviors which showed interpersonal
caring while “playing down" caring behaviors in the academic

area as being a standard part of their job.

GENERAL CONCLUSIONS

 

The data furnished by the preliminary opinion survey
and the early short interviews were examined to determine
the perceptions Of the participating teachers and their
students. Generally those who responded to the Opinion
survey perceived the climate of Hilltop as caring. The
perceptions which were revealed by the initial short
interviews were that significant caring and nurturing
teacher behaviors:

1) occurred outside the classroom

2) occurred during out-of—school hours

3) were heavily concentrated in interpersonal

interactions

4) involved academic skills to some extent.

The data corpus was examined to determine what caring
and nurturing teacher behaviors performed by the participat-
ing Hilltop teachers matched with the perceptions revealed

by the preliminary interviews. The following conclusions

are based on the data analysis.

 

 

 

 

 

216

THE VALUE OF EXTENDED TIME CONTACT IN STUDENT/TEACHER
RELATIONSHIPS

 

 

The perceived importance of outside—the-classroom
caring and nurturing did not preclude caring and nurturing
within the classroom, but the within-the-classroom behaviors
were perceived to be an expected part of teacher performance
by the group Of teachers who made up the study subjects and
therefore were mentioned less frequently. This study took
place in a highly specialized "institutional" setting where
the majority of the teenage students in the school were
removed from their natural home environment and were
separated from their parents and where the teachers
functioned in many of the same roles that would ordinarily
be filled by parents. These Specialized characteristics of
the study setting probably accounted for the emphasis on
caring and nurturing behaviors during out-Of-school hours
and in out-of—classroom situations.

The extended out-of—school time contact between
teachers and students furnished an opportunity for the
establishment of close interpersonal relationships. This
arrangement evidenced some of the characteristics suggested
by Nel Noddings when she states that "in order to establish
the level Of trust and understanding that is required" for
caring and nurturing "we might consider a reorganization of
schooling that would provide extended contact between

teachers and students" so that there might be "time to

 

 

217

deve10p the sort Of deep caring relationship that could
provide the basis for trust and genuine dialogue" and "that
makes confirmation possible" (Noddings, 1984, p. 187 and
1988, p. 225).

Though Nodding's discussion of reorganization of
schools is not primarily slanted toward the boarding school
situation, in the case of Hilltop and similar boarding
schools, reaching the ideal of "extended time contact" is
facilitated in a manner different than it would be during
the usual school day in a non-boarding situation. At
HilltOp, the promotion of caring and nurturing relationships
through extended time contact between teachers and students
is provided by such Opportunities as multiple out-of—school
interactions; campus family and class sponsorship
continuity; a variety of classes under one teacher; and
prolonged exposure between classroom teachers, dormitory
deans and work supervisors and those students who return

year after year.

THE IMPACT OF THE DESIRE FOR CULTURAL TRANSMISSION

 

The data revealed that "time intensiveness" was
considered a highly significant factor in the performance Of
caring and nurturing behaviors by the Hilltop teachers. The
importance of time involvement was frequently pointed out
during formal and informal interviews. The necessary time

-- including time for being a listener; investing time in

 

 

218

being available both during school hours and out-of—school
hours; time spent in caring for the needs Of the large
group, small groups and individual students through policy
making and implementation as well as responding to the
academic, social and financial needs of individual members
of the student body -- was provided by the volunteer
teachers because they perceived their involvement with
students to be a means of transmitting to them the culture
and value system they believed in. Commitment to cultural
transmission created in the teachers a willingness to make
the necessary time investment for establishing caring and
nurturing relationships with their students in the hope that
the students would take from these relationships the desire

to follow the Christian lifestyle.

IMPLICATIONS FOR RESEARCH

 

Further studies in the area of caring and nurturing
teacher behaviors could investigate the means by which the
teachers' commitment to cultural transmission within a
specific religious framework would be demonstrated in
non-boarding parochial school settings where the students do
not live on campus and where the school day does not provide
the out-of—class hours of contact available to the teachers
and students at Hilltop. Equally interesting studies could
probe teacher commitment to caring and nurturing

relationships in situations where the desire for cultural

 

 

 

219

transmission was related to values other than religious
beliefs -- such as community, human worth, world view, good
citizenship and responsibility.

The focus of the study reported here was the caring and
nurturing behaviors performed by the volunteer classroom
teachers and how they related to the perceptions of caring
and nurturing held by these teachers and their students at
the onset of the study. Further studies could be designed
to investigate demonstrations of caring and nurturing
behaviors by students toward their teachers and of caring
and nurturing behaviors by students toward their peers.
Studies of these phenomena could add to the development Of
evidence relating to the "ethic Of caring" which is
suggested as a "moral orientation to teaching and as an aim
of moral education" (Noddings, 1988, p. 215).

Further research could investigate the questions of how
and to what extent the time spent in the classroom might be
restructured to incorporate more caring and nurturing on the
part of the teacher and/or the students. Studies which
focused on gender differences in caring and on the specific
phenomena of "within classroom" vs. "outside-the-classroom"
caring as well as studies which compared the caring
behaviors toward dormitory and non-dormitory students could

also provide salient data for consideration by teachers and

educational planners.

 

 

 

 

 

 

 

220

IMPLICATIONS FOR EDUCATIONAL PRACTICES

 

The ethnographic information provided by this study is
not intended to be the basis for inventing previously
unknown educational practices or to promote the introduction
of foreign educational elements. Rather, the results of
this study are of value as an indication of which teacher
behaviors, and their contributing components, could be
selected, shaped, and facilitated in such a manner as to

produce teaching practices that demonstrate greater caring

 

and nurturing to a particular student population in a
particular context. The preliminary perceptions held by the
participating teachers and their students and the behaviors
which matched those perceptions can be examined for insights
in helping teachers choose appropriate caring behaviors and
in the encouraging and building a caring and nurturing
climate by educational administrators.

The spectrum Of caring and nurturing behaviors

 

demonstrated by the volunteer teachers included in this
study can be examined for suggested behaviors which could be
tried out on other student populations to see whether or not
they would be accepted as caring and nurturing. The
specific behaviors perceived as caring and nurturing by the
students and teachers at HilltOp would not necessarily
follow the perceptions of another population in another
setting, but the basic principles are of value in

determining how to meet student needs for care and nurturing

 

 

 

221

and in selecting settings in which caring and nurturing can

effectively take place.

WHAT I SOUGHT AND WHAT I FOUND

 

During the time period that elapsed between my first
doctoral classes and this final research project, on many
occasions I found it necessary to change positions between
being a classroom teacher, school administrator, and
graduate student. The final status as ethnographic
researcher required still other changes in my thinking. It
was my hope, as I had been educated, to set aside my
preconceptions about the field site into which I would go
and "to enter a familiar setting as if it were totally
unknown" (Goetz and LeCompte, 1984, p. 10). It was both
fascinating and challenging to face the task of reflection
which was "to make the familiar strange and interesting
again" (Erickson, 1986, p. 121. The boarding school setting
Of the study was similar to those in which I had worked for
seventeen years -- both in the United States and overseas.
Laying aside my preconceptions was facilitated somewhat by a
five year absence from boarding school employment and of
being in a geographic locality where I was a stranger. I
was also able to enter the site armed with the tools of
ethnographic inquiry research methods that would enable me
to see the commonplace as "problematic", to "document

systematically“ what was happening, and to find “distinctive

 

 

 

222

local meanings" that had "not been anticipated" (Erickson,
1986, pp. 121 and 152).

As I approached the study site with my broadly
formulated research questions, I was aware that I still had
preconceptions about what I would find though I did not
"presume to know where, specifically, the initial questions
might lead next" (Erickson, 1986, p. 143). And as the study
progressed, I did find that the direction in which the
research questions lead was significantly different than
where I would have originally anticipated. I was seeking
perceptions about and demonstrations of "in—classroom“
caring and nurturing behaviors, and these I did find. But
the over-riding emphasis on "out-of—classroom" caring and
nurturing behaviors which were held by both the volunteer
teachers and their students was the unexpected discovery.
Because this emphasis was unexpected, I sought to verify it
through multiple sources of information over a long period
of time. The emphasis persisted. The data accumulated. I
was convinced.

The surprise of this discovery was enhanced by the
pleasure of spending productive weeks and months as a
participant observer blending into busy campus life, getting
acquainted with the teachers and students at HilltOp
Adventist Academy and finding that their perceptions of
caring and nurturing -- though different from what I had

expected —- were, nonetheless, well suited for their

 

 

 

223

situation and that the behaviors of the teachers closely
paralleled their own and their students' expressed

perceptions. While it is to be noted that discrepant cases

and negative instances did present themselves, the caring
climate which was generally perceived at the outset of the
study was demonstrated. As I look back on the nearly
completed commentary based on this study, I see that even
though I have attempted be objective and to show the picture
in its completeness, my own commitment to caring and to the
discovery of caring and nurturing behaviors has been
reflected in the way I approached the study site and the
participating teachers and in the significance I placed on
those behaviors which did, indeed, yield abundant evidence
that the teachers at Hilltop are truly caring. My
affirmative approach, being an ingrained characteristic,
would likely have influenced my study no matter what the
site might have been -- even in a middle class public school
like that in which my father taught for nearly 50 years or
in an inner-city school like that in which my sister is now

reaching retirement. I see teaching in a positive light and

 

I entered and left the site of this study believing that
good teachers do care. The data that I collected at Hilltop
only strengthened my belief.

Now, with the research project behind me and the
reality of returning to full—time educational employment

drawing near, I must, once again, change my position from

 

 

224

student to educator. The pleasure of discovering the
unexpected by viewing the familiar in an unfamiliar way will
challenge me to urge my students -- through caring and
nurturing relationships -- to stretch themselves as they
develop acquaintance with the unfamiliar and to seek out the
unfamiliar in that which may have become familiar.

As I return to the classroom, I am keenly aware that
the insights I have gained through my contact with the
teachers and students at Hilltop and the thought changes
that have occurred during the months of the research project

will force me to be a more caring teacher. The importance

 

of seeking out and creating caring and nurturing relation-
ships will continue to hold sway in my performance as an
educator in ways which were previously unknown to me because
of a heightened awareness that an “effective teacher is a
caring teacher" (Eager, 1990, p. 7). I will strive to
continually ask myself and other educators whose lives I may
touch the question which finalizes the following thoughts —-

Are you a teacher?

A teacher is a person who not only listens
with ears, but also with heart; who touches
the lives of students not only through
academic expertise, but also through warmth;
who radiates joy and reflects the knowledge
that all life is sacred and therefore to be
valued; who recognizes the potential and
fosters the development of each student's
spirit.

A teacher, in a society of “externals,"
impresses on the young people who look to

225

her/him for answers that the solutions lie
within themselves.

A teacher reinforces, revitalizes, restores
to students a sense of awe at what it means
to be your own person; what it means to make
your own decisions; and what it means to
stand by those decisions even at the risk of
being different. Yet a teacher is a realist,
always aware of the pull to fit in, to be
accepted, to be one of the crowd.

Because young people spend more time at
school and school related activities than
they do at home, it becomes essential for
educators to create an environment that is
academically responsible and emotionally
secure.

A teacher is there to offer advice, lend
encouragement and support, and embrace those
who fail. Are you a teacher? (Howe, 1987,
p. 51).

1.

2.

APPENDIX A

Opinion Surveys

Interview Questionnaires

 

 

rfi

 

 

 

226

TEACHER OPINION SURVEY - CONFIDENTIAL
Male Female

Teaching Assignment

 

How many years have you taught at Hilltop Adventist Academy?

How many years have you taught in Seventh-day Adventist schools?
How many different SDA schools have you taught in?

How many years have you taught at the secondary level?

How many years have you taught at the elementary level?

FOR EACH STATEMENT, GIVE THE RESPONSE THAT MOST CLOSELY MATCHES YOUR
OPINION ABOUT THAT STATEMENT. Base your answers on your own personal
understanding of the concept of "caring". Please mark "No Opinion"
if the statement does not apply to you.

Strongly No Strongly
Disagree Disagree Opinion Agree Agree

1. In general, the teachers
now employed at Hilltop
really care about
their students. X X X X X

2. During my teaching
career in SDA schools,
I have found that my SDA
colleagues have been
teachers who cared about
their students. X X X

3. I perceive myself as
a caring teacher. X X

4. I find it difficult to
openly demonstrate care
toward my students. X X X

5. I find many opportunities
to show care for my
students. X X

227

STUDENT OPINION SURVEY - CONFIDENTIAL
Male Female

Grade

 

How long have you been a student at Hilltop Adventist Academy?

Have you ever attended another Seventh-day Adventist high school?

If so, for how many years?

Did you attend Seventh-day Adventist elementary school?

If so, for how many years?

FOR EACH STATEMENT, CIRCLE THE RESPONSE THAT MOST CLOSELY MATCHES YOUR
OPINION ABOUT THAT STATEMENT. Base your answers on your own personal

understanding of the concept of "caring". Please mark "No Opinion" if
the statement does not apply to you.

Strongly No Strongly
Disagree Disagree Opinion Agree Agree
1. The teachers I have
here at Hilltop
seem to care about
their students. X X X X X

2. The teachers in the
Adventist elementary
schools I have attended
usually cared about
their students. X X X X

3. The teachers in other
Adventist academies
I have attended seemed
to care about their
students. X X X

 

228

Teacher Information

Name

 

Sex

Teaching Assignment

 

Date of Interview

 

SUGGESTED INTERVIEW QUESTIONS (for taped interviews)

1. Based on your personal understanding of the concept of caring,
describe one or more instances where you or one of your colleagues
were involved in an incident which you feel showed caring toward a
student. ,

2. Describe one or more instances where you or one of your colleagues
were involved in an incident which you feel showed a lack of caring

toward a student.

3. Describe how you think Hilltop Adventist Academy teachers could better
demonstrate care for their students.

229

Student Information

Name

 

Grade

 

Sex

Date of Interview

 

SUGGESTED INTERVIEW QUESTIONS (for taped interviews)

1. Based on your personal understanding of the concept of caring,
describe one or more instances of things you have had happen to you or
to a student you know, that you think showed a teacher really cared.

2. Describe one or more instances of things you have had happen to you or
to a student you know, that you think showed a teacher didn't care.

3. Describe how you think Hilltop Adventist Academy teachers could better
demonstrate care for their students.

APPENDIX B

Faculty Meeting Minutes
Administrative Committee Minutes
Hotline Memos

Correspondence to Teachers

 

 

MEMBERS’PRBSENT:

.' -DEVOTIONAL & PRAYER:

sruaaurs THAT NEED.
SPECIAL ATTENTION:

‘SA ELECTIONS:
CLASS ELECTIONS:

CHAPEL announcements:
Smart rtacuaa czar:—
FICATION RENEWAL

tau vetuurszas:

ATTENDANCE:
DO0R8:‘

.BUDGET:

MILL wouxaas:

‘ CIIIIIIIIIII (IIIIIIIIII
“ .
~.~*._

   

230

Faculty Meeting

1IIIIIIIIIIIIIIIIIIIIIIIIIII||||

September 5. I988 ,

, .. ‘ - ‘ ' . .

illllll. IIIIIIIIIIII.‘IIIIIIIIIIIIIIIo‘IIIIIIIIIII»IIIIIIIIIv
ell-IIIIIIIIIIIIIIIII.‘IIIIIIIIIII.1Illlllll.«III-Illlilllln.
.u.~-
.—. _

Please give of yourselves extra for'the following students who

     

are havin s ecial difficulties: _. *

Thursday evening assembly 7:35 p.m. will be elettion speeches. ,
followed by voting on Friday. Sunday evening will be class -
officer elections 7:30 p.m.'

Announcements each morning from chapel will be typed and posted
every day. a ' ‘ '.. . .

All who can should get continuing certification before the
changes in requirements takes place in Sept. 91.

“needs at least one male volunteer to accompany
them to Au Sable for the LEM Seminar the weekend of Sept. 17.

Dorm worship attendance and work attendance slips need'to be
in "'3 office by 8:00 a.m. of the following school
day. ' . '. .
Please make sure all doors latch if you enter or leave'the‘

building during hours which the building-is locked. ,Also
make sure that your classroom windows.are locked each night.

The projected cash flow shortage 'for the 88-89 year is $160,000
$55,000 will be made up partially from the excess last year.

Three ways to monitor and control spending are:

.1. No departmental'budgets this year.

2. All purchases must be approved with a P.0. Request.
3. E 6 I requests should be submitted.by Sept. 1?.

c has learning disabilities and is receiving help from the
[080 District. . " I

A small Brown of mill workers are going to he temporarily
reassigned on campus until the mill employs them permanently.

.Members-Present: - i '

Devotional & Prayer:
i _-u

Academic Checklist

fig Faculty Home Parties

School and/or Senior
Mascot

Motto & logo or
symbol

Boys Dorm Dress
Code to Gym

3. A. Fundraiser

231

H
Faculty Meeting Minutes '
October [0, 1988

 

She may have difficulty seeing until she receives. her new glasses.
Please help ifneccssary with her assignments.

VOTED to set up a special study hall during regular study hall.
Approved with dissent. Other'items will be considered. The ,
time is .8: 15-9: 15 p.m. Tutors may go to the study hall and it will
be segregated. ' .

It was agreed to include a meal for the students for Saturday night ‘
faculty. home parties with reimbursement of $3.00 per student.

VOTED to deny the request of both the S.A. and Senior Class to
choose a class or school mascot. Approved with dissent.

VOTED to allow the students to proceed with choosing an appropri-
ate school and/or class logo/symbol and a school motto which needs
to be approved by the faculty and in the ease of the school motto-
would need to be approved by the school board.

VOTED to approve the recommendations of the administrative
committee to allow the boys to war shorts from the back door of
the boys dorm to the gym for class and recreational period. Ap-
proved with dissent. - -

VOTED to approve the S.A. request in concept to allow fund-
raising to send a group of students on a Maranatha trip. Thedetails
will be worked out later and subject to board, approval. _ .

Members Present:

Devotion:

Work-a-thon:

Chapel Time:

Grades:

2 3 2
FACULTY MEETING
1 1/7/88

 

The tentative date for the work-a-thon is Wednesday November 9,
198 8 . _

 

On November 18, 1988 .from the Department of
Education will be here to inspect t e school. ‘

November 20, 1988 will be parents day. Please expect visitors and be
prepared to spend some time with them if they have any questions to
see you about. Please be prepared ’with extra chairs in your classroom.

It was asked that the supervisor each morning should close the double
door at the back of the chapel at the second bell and then'ask anybody
who comes in after the bell to sit in the back of the chapel. ‘

Grades are due November 9, 1988 by 5:00 p.m.

Members Present:

Prayer:
Food Service
Advisory Committee

Girls Dress Code
Clarification

I l

Probationary Review
for October

mu

 

233

Administrative Committee
November 7, 1988

m,~,
“ .
~

The following people will be asked to serve on the food advisory
committee: , _ “,-

VOTED to approve the following dress length wording-While
ladies are standing, the dress must cover the knee and while
sitting, it must come to the knee.

VOTED to suspend him off campus through -
After returning to campus, he will work Thursday, Friday,-Sunday
and Monday. He will be dorm bound until labor is finished except
for Sabbath services. His meals will be brought to the dorm. The '
only applicable fines are radio fines of $75 which are to be paid by
semester tests. He will be placed on probation.

VOTED to suspend-off campus for two weeks with the last two
days being on campus to complete unfinished labor before returning
to regular classes on _ He will be placed on
probation. He is dorm bound until the morning of

  

VOTED to assign a hrs. of labor for not completing the
assigned labor from dorm discipline.

VOTED to approve his requested absence from school on —
so he can attend” University College Day.

VOTED to approve-doctor‘s appointment for the aftcmoon
of_ and”.

VOTED to approve two weekend leaves for -and .— due to
special family circumstances.

VOTED to approve- absence from school—
for an orthodontist appointment.

 

 

234

Administrative Committee

November 7, 1988

III-m
«in.

 

 

 

Music Club

VOTED to approve. absence from school on November 7,
1988 for an emergency orthodontist appointmcm,

VOTED to deny" request to go with Andrews University
Ski tour to Stcamboat Springsbased on the information that we

‘have.

VOTED to approve -, missing classes on November 7, 1988 for
a doctor's appointment. .

VOTED to approve- missing school on November 15, 1988
to accompany his dad on a hunting trip. , '

 

VOTED to approve ’missing school after 12 noon on ’1 1-23-88
for an orthodontic appointment. Also, the committee requests more
information before deciding to give approval for his California trip

just before Christmas vacation. -

VOTED to approve -absenoefrorn school from January
3-1 1, 1989 to allow her to go to the Dominican Republic with ‘

Pathfinder teen mission.

VOTED to approve the list of concerts for potential music club
activities with the exception of the jazz concert. Individual trips
are still to be approved through Ad Council.

VOTED to approve-request to take several girls who have
not received any dorm infractions to the mall. Students should have
been dorm residents for most of the quarter.

 

 

 

 

 

 

235

Administrative Committee
December 19, 1988

Members Present: m,“ -

--
~. - -
Prayer: -

  

VOTED approval for 40 seniors to participate in a GED. test

- . ,
., prorcct for 2 1/2 hours crther February 27 or 28.
Sophomore Class VOTED approval for the sophomores to have a pizza party Sunday,

January 8 m the cafeteria from 12- 3 p. m.

VOTED to give him 8 hours of supervrsed activity for his
insubordination.

VOTED to approve his returning two days late from homeleave on
January 4 at 7:30 p.m. because of his trip to North Carolina.

 

VOTED permission for her brother to attend'the S.A. Christmas
party with her December 19.

VOTED permission for . to go home on December 18 at [p.m.
due to transportation arrangements made by -

VOTED permission for her to return January 9 in theevening due
to a family vacation.

VOTED permission for them to attend a funeral and miss their
appointments December 16 and 18.

VOTED approval for her to miss some of her appointments January
3 because of an orthodontist appointment.

 

VOTED permission for him to leave December 20 at 6 p. m. and re-
turn January 7 from California thus missing his class and work
appointments between those dates.

VOTED permission for her to miss her appointments January 3 and
rctu m late from home leave.

VOTED to excuse her appointments January 9 for an orthodontist
appointment.

VOTED to deny their request to have their absences excused Dec. 18 '
for a showing trip with their parents. .

 

VOTED to assign - 15 hrs. ofsupervised activity for insubor-
dination.

 

 

 

236

Administrative Committee
Page 2
December 19, 1988

VOTED to assign her 8 hrs. of supervised activity for serious dorm
inf mctions.

VOTED to assign her 15 hrs. of supervised activity. She and-
will be on social holiday until January 15. VOTED to assign -
20 hrs. of supervised activity.

 

Weekend leave VOTED to refer the weekend lcave policy to the faculty for consider-
policy ation.
Students on VOTED to refer the request from the students to have representation

Ad COmmittec on Ad Committee to the staff.

 

 

 

237

HOTLINE
l-4—89

’ 7 Dan.
’ be strong, and do explorts.
know thcrr God shall
The people that do
11:32

Chapel Announcements:

“ Begin planning for your AYBL speech, essay, poster and Jingle.
'.
11:33; board will be available soon.

‘ ' diately after chapel.
’ for a few minutes rmme _
Junior Class Meeting

m Village girls you are invited to SngIi) 11p for the Junior/Senior
% @2011: Sunday and Monday, January 12-14 at Camp Au a e.

Hawaiian potluck scheduled for a staff social Sunday
From

ing has been postponed. We will have a social later in the
even
month.

2*. Sick list today: ”

{<- I T ' County Hospital: —(appendectomy yesterday)
n rr-

     
     

$1

\xi’s’
am

      
 
  
   
   
  

”I!
\\

\

M‘“
m
m;

 

I/x/I/I/
Ill”
. (Wm
. m
$0.»-
5"

/////I

W\
40/”
\\\\

 
   

)M
4“

   
 
  
 
    

{w
\\
l/I/I/I/Ia

VI”!
Aye“
{m}.
w

\\\
l/AV/l

   
  

 

lfl’

      
    
    

 

     
   

    
  
 

an
€\ $¢§ 1371§g§
NQ» s s g l,‘ \
a? as 9 MEN ‘
$5

     
 
 
     

//
\‘k

”I
\\V\
\\
III/l"

   
  
       
    

[07

ll”
.1,
\‘(\
”’4?!

\\\\\\
\ /4\7///
"MI «)5,
2)“!

III
. \\
is

\\
I’ll/l
I,”
\\\\\\
///I

I?”

”[47
“mum <’
Ml/J/ ,l,
museum

WI/I/J/M :.
3} _4 4.-

 
   
   

    
    

 

 

I
/
s \ s“ R‘
“3%; at W
E\ s §/§gg§/\¢§é§

"No don't switch it on; iust explain theuadvantages
over other insect repellents.

 

238

HOTLINE
1—10-89
“And God’s peace (be yours, that tranquil state ofa soul assured ofits
salvation through Christ, and so fearing nothing from God and content with

its earthly lot of whatever sort that is, that peace,) which transcends all
understanding, shall garrison and mount guard over your hearts and minds

in Christ Jesus.” Philippians 4: 7.

From “: ‘u will be needing a ride to thewAirport
on January 24 to meet a 10:50 a.m. flight, and she will also need to be picked up
on January 28 at 10:35 p.m. If someone is willing to take her and/or pick her up,

please see me for further details.

Sicklist: -, W

 

”What are you hiding behind your bath?”

239

HOTLINE
1—16-89

Jesus prays for His people - “Holy Father, keep them in your care - all those
You have given to Me - so that they will be united justas We are, with
none missing. . . make them pure and holy . . . I am not praying for these
alone but also for the future believers who will come to Me . . . my prayer
for all of them is that they will be of one heart and mind . . . Father, I want
them with Me. John 17: ll, 17, 20, 21, and 24.

This morning’s Chapel announcements were:

1. Only 3 out of 100 have paid for Bible Camp. Please get your money in before ,
January 24 to the Business Office.

N

. Wednesday will be the last day to sign up for-Bible Camp. It is easier to take your
name offthe list than try to add it later. So ifyou think you might go - sign up.

0)

. Industry Workers - You are to work your regularly scheduled time unless, of
course, you are scheduled for a test. If this is the case, you may then make up lost
work time during free periods. In other words, get your time in. Absenses will be
given ifarrangements are not made.

. Drivers Education - 5th period will meet on M, W, and F, so it will not conflict
with Chemistry or Biology Labs.

A

LA

. During tests - please stay out ofthe hallways.

. Ifyou have more than 3 tests on a single day, you may ask _ to reschedule
one ofthem.

0‘

. Bells will not ring - so don't depend on them for being to class on time.
From Faculty and Staff of‘: Happy Birthday-

From Just a reminder that a teacher may give a grade of FA if a
student has missed more than 15% of a class for any reason. This grade than
becomes subject to our “Excessive Absence" policy as outlined on page 3 of the
Student Handbook.

Sicklist: _ _

q

 

 

 

 

 

'Ih ' Jul iovnd you not guilty, but I‘m going
to ;i‘v:qyov 2 yun [ml to In 00 flu “in I“...

 

240

HOTLINE
1—19—89

“Let heaven fill your thoughts; don’t spend your time worrying about
things down here. Let the peace of heart which comes from Christ be
always present in your hearts and lives, for this is your responsibility and
privilege as members of His body. And always be thankful.

Colossians 3: 2 and 15.

HAPPY BELATED BIRTHDAY TO n ON JANUARY -

From

7%

Congratulations to ‘and - on an impressive performance in
getting out the grades! They couldn’t have done it without the prompt, hard work
of each teacher in getting the grades in on time. Thank you! You each helped to
make us “look good” as we aim for excellence.

More excellence! Attached is a copy of a letter from _ Chairman

of the recently formed Parents Advisory Committee. - is correct. There was
unanimous and repeated praise of the staff from parents in appreciation of the
Christian love shared by you all in so many ways. I'm proud to be a part of such
a fine group. I needed a letter like that that day. I hope it is encouraging to
someone this morning. ‘

Administrative Committee Meeting will be meeting today at l p.m.

Faculty Meeting will meet at 8 p.m. tonight.

Sicklist: -,_--

 

”Folks, the main reason you’re not getting a
good picture is because you bought yourselves
a microwave oven.”

 

241

HOTLINE
1-20—89

“Don’t worry about whether you have enough food to eat or clothes to wear
. . . He will always give you all you need from day to day if you will make
the Kingdon of God your primary concern.”.-Luke 12: 22 and 31.

This morning’s Chapel announcements were:

1. Student Association winners going to _, the bus will leave at 5:45 p.m.

2. Juniors need to write a 25-word summary of themselves and turn it in by Sunday,
January 21, 1990.

3. Mr. n has Economics class lst period, so the Library will be closed.
4. AYBL poster jingles and poems need to be turned in soon, so be working on them.

5. Thank you for cooperating during test week and keeping the halls as quiet as
possible.

From - —: Jon Mohr will need a ride to the Grand Rapids Airport late
afternoon on

Sicklist: “ -
Doctor’s Appointment: m- 12145 Pm-

 

”Never shout at your plumber.”

 

 

243

W , A
‘ We 7o 40%;, a) an flu one
Jae/L we now no, wpom. wag w
W and Imaoér W (3 WWW/M44
Leona <1 ear/w new ofi 77044129 jar;
WWW 09am] .
Jaw.

S ljna'l'uflé

244 '

A

W“ t,
\rlrxdtnw ' ”Ll/w ham/L l Wow

dicgrik.maake m . , {1242 O. (,0th
LQLQrew/moi $ t. - hDLraSl, ' W

(Sp-pow Geo/bot Q9913, lows s. C3123 rifle [32an
Junk/Q We Omen Uta/LLQO/Wka/J
$1 CLO/Y). UCGU abUQ \QQQ/h Fm. mu if.» M.
come. a Mr Lowest Coo mm c a flame?
2.44m We finer/7) ere/7 d5 .We/r2 ore WW4.
'Wfloflre 4&0 ’7 (bee/€26 t/taa car/tr, beet
243m acme newer/r a ' m9 Cflfi‘fl to

(9&4 Quad 1310 W W «blue.
VUUJM MQ‘JSDLO 509.9; UM LLDO‘JR Ctr/t”)
(DOW. “Rat cor/n (ma mom can dad.

§ Cyuflflib be gm do Mk more Dame [‘0
@999, DANE M (ha/Ema 0d me‘éQQ/Q’

(9- Ufiw dU/m Dampé Wm not Um,

q cute/Di. l, W<v€a (9h .OLi buck \
®if797 Where Our (ham/.5 Or .0. ' \

candidate {Qt/or. \Q We CDLCL ,UW
m woos Foot that? to! trial meta

U

 

DOM/i5 CV) (i, ,Q . (jC‘L DOLL.) (9% W1
own/.6 was if.) /4’LC’ , 606:1 5&210 l
1201:?‘\e'5 , \o $06 ygal I) I
i 3&3, W

egg)

W U

245

 

.g...9/' a W47” 2:37,.
7“ M/
We .4 447:7? flaw, 4.71/94

Zia/£42.77 W A film/127
:'/ ”j / 7” 9a..» 444

7 / W”
W724 ‘0 L _
M/fluof;w 179% W M4 ,2 ex.
WW 2. [Md/é I: W

2.9999? '3 “’27” 2. M4474 95992

M

a.“ MMA' U“

{Z3 M :g/ ”WW/W Maj?

0.9.92.4 Way/54 4W””“"‘ W“ W

Wm .1

77‘49/54 /W/ \Owgfig-nlz’é I ‘t I.

VWZ/gr/VJMM ZI/f fl/VM 42"” 4” “9W”

~ ”1.2) W W7 *W 3144/44” 3’;
WW

3%.... .7113 ii... p. .9

”W7 7“ Mara,

W

246

Dim Mg gMKsW
:1; (LE-:(MAJUV, <40 ‘47 W W
(J WHEY} “94% Mel-W210

P p (37 FUW \ <15? ‘7") QQ/a"%
H/hfl/VULG )GwfiIALwa 7““ go
Ul/Wz/(Uw OLosPr < L214 {Jig/73657910 \P
@1090 0.9.50 fawn/4 W447,
pg L «JG/14¢} M90901 m wow 44:41
(W U UAW/Jam. WM 1 L.

aim/w. 41} W“ W% '
a.) VOUW @304 Z/4 5’40“” ’
:1: M @974 ij976m/ 207
«CW fawu/Ja wzx’fl My, 49 4%
0755ij @411 / {Vt/9M haw/7
(LU £97034)? Wat/W

0490147? WHS/ Shay/7d M
04/24/ng, (94794952; [IQ/a ML:
(JQLCCL/Q ~- 41‘9”?

247

Dem“ W

TTL’; LorcT TTTLBLj’LQTTL
0LL has‘ been cm
TTTSTTBTT—CLTT‘OTT TD m:

I‘ m :50 T‘LdppL/TT

M5 LLvazT gm: LTQQ
TQCLCT my LDC < OS‘IF‘
LL‘CLTK \:\T TT TTLLL’L T...
TLLLLLLL! L/OLL LLLLL UT c «.T
(TL SCOUL‘LL (yécT TOT TLW’S

 

 

TTTTQ QVLTT (‘TTQL I SLTT‘E
, “PT pL“L LLdT‘ 61.... WL’ OQCT
LNCLTLLLL. LT’Te Len-LT has
Tam 545M LOLLLL: OLLL‘

TLLLLL'LLV. LTLaL/ He, LoLLTinLLe.

W.

248

(934” M/ I.
%A¢Q/ Jud/Wad, ,tid" wax/b.6227” V060 AL W36

WU? 'IC'Ic)’

2135/ 70“” A’yw /m42co/ L. / / “e ‘3”; '
mwxcd aré/«e/a/ ; 702-61 «2414‘? m’éW ”"2"“ P. U/
(WM U" v")’\é/Lz"€/'l /I,zax«£;.yee/ flgva/ ../74«.<.¢22 /mru<’/m¢
(ff/a {we 4 gazaAcA’o/y M404 ”mg/7M Mo" .4444. 44013:?
2¢M2( /;I. ’At/l , Ljdélnwa/ Max)?» «0 MC“ C/Vm&1

gamma Cy “AQUA tu/. aw AAr/mt/a ‘A/LA-m a;

"W Z634“? /D/“ /7//u_/ 42¢“.z’7'2/zécC/ @‘ '70‘CM W30 2

2 ”Cczcoé’o/ kluz. {2243'me Qq/e, Q/Lg/me {Ix/520%“ fl ,.
Q/m’ " ~ 70% 496 MIA-(,4: ’ M. A

%ve flan/flaw WU; . .,

249

2 : NW, NW, .nwrv w H7745 v—M WM»
’10 W

,1, n2, AL ALLA; W

J% 91ka Lbcum VBBQ. W8 W

;a mg 35,9?
££fi®\ mgfbfigégu; '

$37M ,5 ANAL.
.‘Hgfl, Dbl/EX?» M m& 3%, ,
LEN/L45 (53mg 61% d rm E31 fiaflgfii‘gg.

- 1:62 madldmt CWT-ii

.\s‘£372¥‘c"== — (34:- l:,~é;$-?~: {3% J}

‘4»A, .-:.~ #4: \-—/.lg-:

9.:
R:

lip/4.9:} /‘+~—(~\

 
 

. ‘1‘
. uh

«fré- -\:-+-:~7‘~ m w- i" -

L:t:/"/tf3\+a-u\\\-,,7 :“w—va 1/0’“""\\"" "I "I Q '

 

 

1‘1:-

250

XXXXW

Dear Mrs.

I am writing to you with this burden on my heart
‘instead of another teacher because of the positive things
I have heard fromfiabout you. I know she is very
fond of you and is influenced by your views and opinions.

~ has always been ,a delightful and obedient .
child and has brought nothing but joy in our lives. She
remained strong in her beliefs thrOugh 11 years of
public school and has followed and obeyed the teachings '
of the church. Now, within the past_few months the - ,
holy spirit is working with her to make her own personal
'commitment. Perhaps the best way for you to understand
is for me to include the most recent poem she erte.-
,She has written others lately on the same subject: but-
this one she game me laSt weekend when I visited.school.

I am telling you this with the hopes that this
knowledge will enable you to know her better and perhaps
help in your leading. - . ‘

In all the years ‘ and - where in the public
school system I never once communicated with a teacher
other than at the appointed conference times about
scholastic progress. I cannot find words to tell you
how blessed I feel to be able to have them in a School
where teachers really care about th em, and that enables
me to feel comfortable communicating my concerns. '

Thank you so much.

Sincerely,

W

 

 

251

 

want you to know 7
I’ll always remember ybu
. as a teacher who really cared. . .- . .
who taught me so many things -' 1
I’ll always «value.

Wants 50 vnwch/
L098.
W

 

252

 

Good morning XXXX‘

and I would like to take a moment to express our
appreciation for all the hard work you and ‘ have done
this past year on behalf of the

Saturday night's program was outstanding, and one that will
stay in our memory for a long time. Although the team had
some very difficult emotional situations to deal with, I am
certain your leadership and direction were.key influences
in helping them put on a successful program. I know you
were providing the physical leadership to help them do well
on their routines, and there is also a strong spiritual
emphasis on all the team activities.

It has been very exciting to watch the team develop this
past year—-not only physically, but spiritually as well.
It is difficult to describe our appreciation as parents

toward what has been accomplished in such a short time.

But truly, —and I have a great deal of fondness for

both of you, and for the team as a whole.

I know your summer activities will be hectic, but I... and
I would like to extend a special invitation. We would be
honored to have your as our guests right after graduation
(at your convenience), so we can take you out for an
afternoon of fun and sun on the boat.

Please let us know if this visit can be arranged, or maybe
we can do it later in the season before school starts again
in late August. We will certainly be flexible with your
schedule. It is simply a token of our appreciation for an
outstanding year.

Thanks again, and may God continue to bless you and III.
in your ministry to our young adults.

Sincerely,

W‘

253

 

swimmmfi mm '~ "-
. «imam
WW‘Q‘Q‘K‘M” WW6} .. Maw
- M%,@\LQO-W lecL Ww-flLgtOb-t
“Am flag-941'. 3 Wk, Mdv PsQ-hté‘mwghw‘.
£00360 Mftmmwuw @03th

'63 uwm‘ ‘OmNQAXV Ck “3'5“

 

 

254

‘ ‘ XX XXXXX
Seventh day Adventist
Junior Academy

“The work of education and redemption are one.“

Dear XXX:

I would like to express my appreciatlon for the program you and

your students brought to our school tOday. It was truly enjoyed
by all of our students and staff. Your integration of reliance

yupon God was a feature that made an impact upon those present.

Many thanks and may God contlnue to bless your —
Sincerely,

W.N

 

255

T” $7 i
it; sag

Dear XXX:

This past weekend I had the privilege of attending the

program in“ I was very impressed! The young people were
a fine representation of GLAA and the values of Adventism. . Their
talents and testimony inspired the congregation with renewed hope
for the future of our church. It was obvious that each young per-
son worked hard to prepare and fulfil his/her responsibilities.
This was youth ministry at its best. Energies and talents were
challenged to excellence while proclaiming the gospel. Friday
evenings program made a special impact. Tears flowing over serious
faces revealed the power of the message in reaching hearts for
Christ.

I especially want to commend coach—and his wife- .
for their leadership, sincere dedication and love given to our
youth. I also want to commend the -and other sup-
porting staff members. Together they are making a difference in
the lives of our young people and the church.

May God help us to provide for our youth more opportunities for
service and the utilization of their energies. My special regard
and appreciation goes to all the _ for their standard of
excellence and their witness of love.

Sincerely,

W'

LETTERHEAD

.50.... —. mat—g ‘
«Rpm.» has WW “avert. wt W c-g
NHL». dim/ol— gea-«cu u m& M . 7&1.» $162.er ng

 

257

geqjgwglp

I want to thank the-Adventist many“;- '

allowing the —, to visitjour 'area'

this past weekend.

We have enjoyed them in the past.. But this year'in particular
their presence was a special blessing to our congregation.
They not only entertained us wtth their skills.-but also
touched our hearts anew with the glory othhe gospel of’
‘Jesus Christ. Many in our flock were moved to' tears as they
saw young people lifting Jesus Christ high in word. song.

and deed. I too was moved deeply to the Ipoint of tears on
numerous occasions over the weekend. . . . 0

I was so pleased to see that when the program was presented

on Saturday night. that Jesus Christ was not suddenly left out.
As Adventists we have at times entertained a ridiculous notion
that the religious should not be blended into a ”secular“ '
program. we who are filled with the Spirit of the Living Christ
cannot leave Him out completely. I was thrilled that all of the
entertaining and fun had a backdrop that we are followers and -
lovers of Jesus Christ. This made quite an impression on our

Baptist. Methodist. Catholic. Church- of Christ. and. Presbyterian

friends who were at the program.

i was impressed that many of the kids in-the group are well on
their way to making Jesus Christ first in their lives. Your
program this year is a tool to lead others to Christ and to' ‘
strengthen the faith of the young people who participate.

0

Thank you again. and please pass on my. thanks 150— ,

Bincerely yours,

zxd"\.,/’\———4r”.'

APPENDIX C

l. Consent Forms

2. Dissertation Research Time Line

 

 

258

TEACHER CONSENT FORM

I, the undersigned, have received information about the graduate study
dealing with caring behaviors of teachers. I understand that this is a

voluntary project and that I may choose whether or not I will participate.

By signing this form, I wish to indicate that I do volunteer to participate
in the study by Opening my classroom for observation and by furnishing
information through interviews. Because my participation is voluntary, I
may choose not to answer certain questions or to discontinue my
participation at any time by simply stating my desires. I further
understand that the reporting of the findings of this study will be done
confidentially and that no names or identifying descriptions of settings or

details will be used.

Signature

 

Date

 

 

259
TO: Parents (or guardians) of Hilltop Adventist Academy Students
FROM: Paul Essig, MSU Graduate Student

DATE: January 5, 1989

During the next few months, as a part of a graduate study project dealing
with the caring and nurturing activities of classroom teachers, I will be
observing and interviewing volunteer teachers at Hilltop Adventist Academy.
Because teacher's activities are closely related to the activities of
students, at times it will be helpful to my study to include observations
of student behaviors and to obtain student opinions.

As with any research, it is necessary that you, the parents, be fully
informed as to the nature of this project and that you choose whether or
not you will allow your child to be included in the study. Essentially,
the extent to which your child might be involved would be that his/her
interactions with a teacher might be recorded in the data for the study and
that his/her opinions might be sought through informal interviews. The ,
amount of classroom time that will actually be devoted to explaining the
study to the students will be only a matter of minutes as arranged with the
teacher. The data collected in this study will all be reported with strict
confidentiality. No names or identifying descriptions of settings or
details will be used.

Attached to this letter is a permission slip on which you may indicate
whether or not you will allow your child to be included in the study.
Please complete the slip, stating your preference, and return it to the
school in the self-addressed, stamped envelope so that it will be received
by January 15, 1989.

If you have any questions, please feel free to write to me or call me at
999-9999. You may also contact Dr. Tom Thomson at Hilltop Adventist
Academy or the office of education at Mid—West Union of Seventh-day
Adventists.

Thank you for your consideration of this project. Hopefully, what is
discovered about the caring and nurturing activities of teachers at Hilltop
Adventist Academy will produce insights that can be helpful to teachers in
other settings.

Sincerely yours,

Paul W. Essig
Doctoral Student

 

260

CONSENT FORM TO BE COMPLETED BY PARENT OR GUARDIAN

Permission (is granted) (is not granted) for
-please circle one- -student's name-

 

to be included in the graduate study on caring and nurturing
activities by classroom teachers. I understand that should he/she be
included in the study it will not interfere with his/her study time
nor infringe on the instructional time of his/her classroom teachers
and that the results of the study will be reported in a confidential
manner without names or identifying descriptions of settings or
details. I further understand that if I grant permission at this
time, I may, at a later time, withdraw my permission and have my
child's inclusion in the study discontinued by simply stating my

desires.

Parent's signature

 

Date

 

 

 

 

261

WRITTEN ASSENT FORM FOR STUDENTS OF VOLUNTEER TEACHERS

I, the undersigned, have been informed of the graduate study dealing
with caring and nurturing activities by teachers that will be
conducted in my school. I am aware that my parents have also been
informed and have given their consent for me to be included in this
research. My signature indicates that I agree to be included in this
research through observations and interviews. It is my understanding
that the research will not interfere with my study time or the
instructional time of my teachers and that the results of the study
will be reported in a confidential way with no names or identifying
descriptions of settings or details. I further understand that I may,

at any time, discontinue my participation in this study.

Student's Signature

 

Date

 

 

 

 

 

1988

 

June
July

August

September

October

November

December

1989

 

January

February

March

April

May

June
July-Sept
October
November

December

1990

 

January
February
March
April or

May

June

262

DISSERTATION RESEARCH TIME LINE

XXXXXXXXXXXXXXXXXX

><xa<x:x><x><x:xa=x><x><x

c>oc>oc>oc>oc>o<>o

OOOOOOOOOOOOOOOO

//////////////

>>>>>>>>>>>>>>

##############
#
#
fl
# <<<<<<<<<<<<

*ttfiiiiiii'kt

++++++++++++
@@@@@@@@@@@@@@@@@@
@
@

I]
II
II
II
II
II
II
[I
[I
[I
II
II
II
II
I]

%%%%‘%%%%%%%%$

&&&&&&&&&&&&

l
woPdePfifi

&
a
a
a
a

(

((( (((((((((((

))))))))))))))
)

(
(
(
(
(
(
)))))))))))))

Illlllllllll

)

)

)

)

)

)

) [((Itff(([i[
)
)
)

JJJJJJJJJJJJ

llllllllllll

 

Literature search and proposal preparation

Contact with Mid-west Union Education
Department to begin entry negotiations

PrOposal approval with suggestions for
improvements

Contact with HilltOp AdventiSt Academy

4Additional reading; proposal improvements

Final copy of proposal to advisor
Human subjects approval application made

Approval by human subjects committee

On-site preliminary interviews;
observations; audio taping; data analysis

Continued observations; interviewing;
audio taping; data analysis

Observations; interviews: audio taping:
data analysis ‘

Intensive data analysis; transcribing of

interviews

Preliminary writing plans; continued data
analysis

Dissertation writing.

Dissertation writing and revisions;
continued data analysis

Dissertation rough draft to committee
members

Final Revisions
Oral Defense
Printing and Binding

Graduation!!!

 

 

 

APPENDIX D

1. Summary of Doctrinal Beliefs

2. Let's Get Acquainted

 

 

 

 

 

 

263

. . . , ' . . I ' ' . .: ' ‘
Summary of Doctrmal Behefs.
The following is a brief summary of the. doctrinal beliefs of-Seventh-day Adventists,
' together with some. of the Scriptural references upon which they are based:

1. The true and living God, the first person. of the Godhead, is our heavenly Father, and
He, by His Son, Christ Jesus, created all things. (Matt. 28:18, 19;, 1 Cor. 8:5, 6: Eph.
' 3:9; Jer., 10:10-12; Heb. 1:1-3: (Acts 17:22-29; Col..1:l6-18.) . .

2. Jesus Christ: the second person of the Godhead, and the eternal Son of .God, is“ the only.
Saviour, from sin: and man‘s salvation is by grace through faith in Him. (Matt. 28:18,
19; John 3:16: Micah 5:2; Mott. 1:21; :5, 6,- Acts 4:12: 1 John 5:11, 12,- Eph. 1:9-
15: 2:4-8; Rom. 3:23-26.) - ‘ . ' ‘

3. The Holy Spirit, the third person of the Godhead, ls Christ‘s representative on earth,‘
and leads sinners to repentance and to obedience of all God's requirements. (Matt.
28:18, 19: John 14:26: 15:26; 16:7-15; Rom. 8:1-10; Eph. 4:30.) , .

4. Through Christ, believers receive lorgiveness of sins which are forsaken and confessed,
and for which, as far as lies in their power, restitution is made. .(Eph. 1:7; Col. 1:14, 15; ‘
1 John 1:7-9; lsa. 55:6, 7; in. 33:15; Matt. 5:23, 24; 6:14, 15.) ‘ l

5. The Bible is God‘s inspired word, and is the full, sufficient, and the only'ba'slc rule of
talthand practice. (2 Tim. 3:15-17: 2 Peter 1:19-21; Ps. 119:9, 11,.105, 130: 1 Thess.
-_2:l3,° lsa. 8:20;.Jer. 15:16; Heb. 4:12.) . -'

All who enter the kingdom of heaven must. haVe experienced conversion, or the Vnew.

- birth, threu h which man receives .a new heart and becomes a new- creature. Thus,
regardless o ethnic or social background, he becomes a member of ‘tthe whole family in

' heaven and earth“ (seeiMatt. 18:3; John 3:3; 2 Cor.- 5:17: Eze. 36:26, 27: Heb.
8:10-12; 1.Peter 1:23: 2:2: Eph. 3:15; Acts 17:26). - f .v - .

7. Christ dwells in the regenerate heart, writing upon I: the ‘rlnclples at God's law, leading
the believer to delight to obey its precept» and imaart no POW" "0' such obedience.
321-93} )6:16: Rs. 40:8: Heb. 8:10-12: John' 14:15: Col. 1:27: 3:16: Gal. 2:20: Eph.

8. Upon His ascension Christ began His ministry as high priest in the-holy place of the

7 heavenly sanctuary, which sanctuary is the antltype at the earthly tabernacle at the
former, dispensation. As in the type, a work of investigative )udgment began as Christ
entered the second phase of His ministry, in the most holy place, foreshadowed in the
earthly service by the -Day of Atonement. This work of the investigative )udgment~ in
the heavenly sanctuary began in 1844, at the close of the 2300 years, and will end
with the close of probation. (Heb.'4:14; 8:1, 2: Lev. 16:2, 29; Heb. 9:23, 24: Dan.
8:14: 9:24-27; Rev. 14:6, 7: 22:11.) . ‘ '

9. The second coming of Christ is the hepe of the church, the climax of the gospel, and
the goal of the ion of redemption, when Jesus wlll come literally, Personally, and
visibly, with all H s holy angels. Many signs at the times testify that H s coming is at '
hand. And the almost complete fulfillment of~ all the various lines of prOphecy indicate
that "He is near, even at the doors." (John 14:1-3; Titus 2:11-14; Heb. 9:28: Acts
1:9-11: Rev. 1:7: Matt. 25:31: Luke 9:26: 21:25-33: Matt. 24:14, 36-39, 33, margin.)

10. The righteous dead will be raised to life at Christ's Second, Advent: Together with the
righteous living, they will be caught up to meet the Lord in the air, and will go with
Him to heaven, there to spend the one thousand years known as the millennium; (Rev.
1:7: John 5:25, 28, 29: Hosea 13:14: 1 Cor. 15:51-55; 1 Thess. 4:13-18; John 11:24,

- 25: 14:1-3; Rev! 20:6, 4, 5; lsa. 25:8, 9.) y ' ' ' ' ' i ‘

11. The wicked who are living at the time of Christ‘s Second Advent will be slain by the
brightness of His coming. These, with the wicked dead. of all ages, will await the second
resurrection. at the close of .the one thousand years. (2 Thess.‘ 1:7-10: 2:8: Jude 14, 15;
Rev. 20:5, 12, 15; John 5:28, 29: Acts 24:15: lsa. 24:21, 22.) 4

12. At the end of the one thousand years, the following events will take place: la) Christ
and .the righteous will descend from heaven, with the Holy City, the New Jerusalem
(Rev. 21:2, 10 : (b) the wicked dead will be resurrected for final ludgrnent (Bev. 20:11
12):.lc) the wcked will receive the tlnal wanes of sin when fire comes down from God
out‘of heaven to consume them (Rev. 20:7-10, 14, 15); and (d) thls fire, which ‘destroys
the works of sin, wlll‘purlty the earth (2 Peter 3:10-14: Mal. 4:1, 3; Rev. 20:8, 4).

13. The earth, cleansed by fire and renewed by the power of God, will become the eternal
home of the redeemed. (2 Peter 3:9-13: lsa. 65:17-25: 35:1-10,’ 45:18:. Matt. 5:5:
- Ma|.14:1-3,' Prov. 11:31.) ' 1 . .

'9‘

 

 

264

14. The seventh day of the week is .the eternal sign of Christ‘s power as Creator. and
.Redeemer, and is therefore the Lord's day, .or the Christian Sabbath, constituting the
seal of the living God. it should be observed from sunset Friday 'to ‘sunset Saturda .
(Gen. 2:1-3: Ex. 16:23-31: 20:8-11: John 1:1-3, '1'4:Eze. 20:12, 20: Mark 1121-3 :
2:27,“ 28: lsa. 58:13: Luke 4:16: 23:54-56: 24:1; Acts 17:2: Heb.‘4:9-_11: lsa. 66:22,
23: LCVe 23:32e) ' '

15. 'The tithe is holy unto the. Lord, and is God‘s provision for the support of His ministry.
Ffeewlll offerings are also part of God's plan for the support of His work throughout
the world. (Lev. 27:30-32: Mal. 3:8-12: Num. 18:20-28: Matt. 23:23:. Prov.‘3:9, 10:
1 Cor. 9:13, 14: 2 Cor. 9:6, 7: Ps. 96:8.) ‘ , .' ' " .

l6. immortality comes only through the gospel, and is bestowed as” a gift from Go'd at
Christ'ssocond coming. (1 Cor. 15:21, 22, 51-55: Ps. 146:3, 4: Eccl. 9:5,‘6, 10: 1 Tim.
6:15. 16: 2 Tim. 1:10: 1 John 5:11, 12.) ‘ ‘ t '

17. The condition of man in death is one of unconsciousness. All 'men, good and evil alike,
remain in the grave from death to the resurrection. (Eccl. 9:5, 6: Ps. 115117: -146:3,.4:
Job 14:10-12, 21, 22: 17:13: John 11:11-14;.1 Thess. 4:13: John 5:28, 29.

18. The Christian Is called unto sanctlflcation, and his life 'should be characterized by care-
fulness in department and modesty and simplicity in dress.- (1 Thess. 3:13:43, 7:
p 5:23: 1 Peter 2:21: 3:15, 3-5: lsa. 3:16-24: 1 Cor. 10:31: 1 Tim. 2:9, 10.) '

”.The Christian should recognize his body as the temple of the Holy Spirit. Therefore he
should honor God by caring for his body, abstaining from such things as alcoholic
beverages, tobacco in all its forms, and from all unclean foods. (1 Cor. 3:16, 17: 6:19,
20:12:35: 10:31; 2 Cor. 7:1: Gal. 5:17-21: 6:7, 8;. 1 Peter 2:9-12: 1 Cor. 10:1-11: Lev.

20. The church is to come behind in no gift, and the presence of the gift of the Spirit of
prophecy is to be one of the identifying marks of the remnant church. (1 Cor. 115-7:
12:1-28: Amos 3:7: Hosea 12:10, ‘13: Rev. 12:17; 19:10.)'$ovonth-day Adventists rec-
ognize that this gift was manifested in the lite and ministry of Ellen-G. White. .

21. The Bible teaches a definite church organization. The members of this organization are
under sacred obligation to be sublect thereunto, loyally to support It, and to share in
Its maintenance. They are admonished not to forsake the assembling of. themselves
together. (Matt. 16:16-18: Eph. 1:10-23; 2:19-22: 1 Cor. 14:33, 40: Tltus 1:5-9: Matt.
18:15-18; 1 Cor. 12:12-28: 16:1-3: Heb. 10:25: Acts 4:32-35: 6:1-7.) ‘ '

22. Baptism by immersion typifies the death, burial, and resurrection of Christ, and openly
expresses faith in His saving .grace, and the renunciation of sin and the world, and Is-
recognlzed as a condition of entrance into ,church membership. (Matt. 3:13-17: 28:19:.
Acts 2:38, 41-47: 8:35-39: 16:32; 33: 22:16; Rom. 6:1-11: Gal. 3:27; Col. 3:1-3.)

23. The ordinance of the Lord's supper commemorates 'the Saviour's death: and participa-
tion by members of the body is essential to Christian growth and fellowship. It is to;
be preceded by .the ordinance of foot washing as a preparation for this“ solemn service.
(Matt. 26:26-29: ,1 Co:.'11:23-26,' John 6:48-56: 13:1-17,‘ 1 Cor.-11:27-30.)'

24. In the Christian life there is complete separation from worldly practices, such as card
playing, theatergolng, dancing, etc., which tend to - deaden and destroy the spiritual
9'501‘02) Cor. 6:15-18: 1 John 2:15-17: James 4:4: 2,Tim. 2:19-22: Eph. 5:8-11: Col.

25. Through the study of the Word God speaks to us, imparting light and strength: and
through prayer the soul is united with God. These are Heaven‘s ordained means of
obtaining victory in the conflict with sin and for the development of Christian, character.
gigs.';9:'7, 8:501'1‘9):130: John 6:63: 17:17: 1 Peter 2:2:‘1 Thess. 5:17: Luke 1811.: Ps.

: : so. : . - - .

26. Every church member is under sacred command from Jesus to use his talents in p rsonal
soul-winning work in helping to give the gospel to. all the world. When this work is nlshed
Jesus will come. (Matt. 25:14-29; 28:18-20: Rev. 22:17: lsa. 43:10-12: 2,.Cor. 5:17-20:

‘ Rom. 10:13-15: Matt. 24:14.) .' . ' - - ‘ ' - '

27. in accordance with God's uniform dealing with mankind, warning them of coming events
that will vitally affect their destiny, He has sent forth a proclamation of the approaching
return of Christ. This preparatory message is symbolized by the three angels messages
of Revelation 14, and meets its fulfillment in the great Second Advent Movement today.
This has brought forth the remnant, or Seventh-day Adventist, church, keeping .the
commandments of God and the faith of Jesus. (Amos 3:7: Matt. 24:29-34: Rev. 1416-10: '
Zeph. 3:13; Micah 4:7, 8: Rev. 14:12: lsa. 26:2; Rev. 22:14.) . . '. .

 

 

 

 

 

 

 

 

8 menu—.33,
gflflswéficafifigafioé

8 momma»: 37583 33¢. 3835 .

a . l 3 656333
. nqvassm can. emsgbqafiofl.

‘ . «a refinance. A
4226 unmasfi 3.553 2a Em

w .53 sues»: 5.583333
.m greenghevaszmgm

v Keane... .553 £5655 9% 9;»

men—3:00

265

.eafiEos e228». 25% £5 2 8» 8%
.35 =5 «0:03 35 .283 >05 «an; use on may
.Eo>a< >g$>ow as; 3.383 .05 92 be»:

Sewage 55.6 «mung? me e 3o: . .
$8.8» «om 35 so so: .
3.2.8 35 8 “~55 .
«among? >$£$>om on 2.3 .

 

 

 

266

gbomemsgammmamvae 30.8.2520.—
whEo am 8e? or can wage .60 3g
0 8.03 gun daemon new :30 303E 362 e

. as... e5 .33 .35. 53:151....
3 03.033 53% .535. . 00.. 333884 c

- .95 £3033 .508; 23 use
uoluo Emma «03 b0man~ :00; 023 003550
20 a... «so «.55 635 not: use. a?
mango. 3 Eemaas 5.30:0 $0.50 .< .

do: 3 Bed van 0520: 8 and? you btofian .Bo
me 035 05 E080 ea? Egg Enema—gm e
. 0.50 382. see 05.5.9
Lane .0»: 05 am doom 97.062 bane.” mm van. “was,
«some fish 05 03am 3 a8 mm 005 £0.55 < e

6v van 05:3 03 :0 .«o .8300 05 E5 oxen:
8 03km man 0030 300w 0>o~ on?» mango e

dam—m8 26 330d
.«o 33350.“ 033233 9:3an 38%.” 4 e

1.0.8 0 3 «$3554 hnvfiaagow 0.8 25w

€00 £5 3 downed 5 532 noon EB
“$.30 030% 005 .«0moa .So 3 3&0." 33.93303.

. fian— 03: 0 03¢ «:30 032 #058308

.86 8.2. exam 20 e. €80 22 5330 E. x

$85» ea 3 can... as 3 50.." .3360.
m ”@348ko amp 0.54

 

 

.v
handboamnmnokmanofluofidm

. . . who? .
.34 gees: 535550 0.3. 25

lacunae maomono 05% 33003 0.00..”
38.5384 .50 0.53 when secede so .
am am .eafiaoazoflaou 3.95 a? Bass 2?

and £030: «a 32E 3 ooh 85 258» 0»? 00200.50 .

85% 3 SE v.03 .0550: ~05 «043 made 0.3 $0“
35304 hgsoew on?» debug? u0>0 03563.” . .

«page». we 08qu 3830 325. 55
av .33 mgfifim an mm .533 can 000 05 00A? 005

. we .35 8 BB .8 .520 e88 and 3. 68
. 60.5w lawn—50m do EA... 3 am 505 .33 when ..

60m @8038» 0359» up: £33264 had 855*
hznaonua 05: 0302" 0:508 .amdwe G09“

_ . unmade.“ .Soh 3 0.05580...“
«$303.4 5 0.6g d0>0 :9» 33.09 no 3563“. .
an mm 5883 390 .3 .5350? #3036 each an:
new duo? «0 oogqmnpwoe 3a. .nonammoa noovégu

4 deflaoovd mnwhuagom 0 805* ooh 03502

~05... hang M05 of»
@8095? and flowncuafivx h6g8” 00300305
:8 on? 0530 05 .«o 300a .060 pa 050m

Meeeaeeoc
sew mom:

 

267

00 0000030 008 00 0003.008 0.80 .nm 68.00. 00 00000
Ea 3.8% 08000 03 08003808 85 800 0m .80
.08... 808 .8 0.9.80.0 0.. 08003505 a 803 00.3
.08... a 0.30508 08.80 0000 a 8... 0.8.83 0%
808000” 0808 080 00080 0000890000 .00 0800000000800
050 00080 20 .5088 .0800 £88 a... .0000 8
0000000000 .00 .0000
083000 080 00 00008800 008 00003 080 00 0080080
080080 0.000 00.00.80 080 0080!.0080 00>0 0000080.,
-04 038 00:05:00 00 0800 000008000004 ,300m .300
8 80000 000 00088 0000.» 8080.60 8080 0008 00.0 .0:
-800 000080.008 080 .00 000008800 000000080 00008.00 080

80800 080 080000 00803 08? 8000000088000 080.

80000080 .008080 000000 0 008 3000 2.080808000000000
00000.. 080 .00 0800 080 00 00008000 0008 0 .0083

. 802m 88000 00A 08080>08 0.0052 0008..» .000.

-0084 .00 000000 08000800 302 080 8 b808|3000
00 80000 ..008080>0<: .00 0800088 2080 008.0.
. .0000m
880000u 00808 800000 000 0000000 0 080000805
8005 080 0080 011008800 0880.0 0 0003 0000000 00080
08080 080 08088.0. 80080.5 000080.000. 808080.05
080 080000. 00803 0083 .00 8000008800 080 0:80 083
0000000 0000.50 00000 ..0808080880000 0000.. 080
00000 88 030 00 0008.000 08.5 88000 00080 0E0 80000
$0000 00.0 00000890000 80-00.080.08
00 00 80.630: .8000 0800 00 08000. 000 0000000 :00
8089 000300000 003 00.0 89,008 8 800088 0000080
0 0080 0080 00 8000 00803 0m 0080 080 .0000 8 80000

00 808000 0080.5 08000 0080 008 0000.808 00008008 7

008m 080 0080 0008.800 080000 008.0. 0000 0080 00.0
080.6 0800.8 080 000000008 0000 00:02 0080 080 .0000
-000 8000 00008 008 0000 mm 0000000 080 0080 000800
-800 .0080 8000 0008080000 8000 008 .0080 033 08.0
00 005mm .8080 00 00000 0803 80.00.5000 .300 4 .0808

N. 505.200.3000. Ema mafia..—

-80008000000 8000 8 .00 0.000 2088000030 080>00 080000
00000.. .080 0080.0. 008 08? 008008080 080 .00 0002
8888830 0300 08.. 00:8 B 3 058 83
00080000800 0.0030500 0.00052 .8080 008 000 0800 0
8055 .0000 .00 0000000 80 80000 00 800000 00803
0:80. 88 03838. 0202 .30 088 .8 080.080
080 .00 .0030 00.0 80 0000m .0000? 800000.85 080 .00 0008
080808080 000080 8200080000 8083 2.0808030
080.00 080000 00000: 080 0080888'0000
.00 00 3 080 8 800800 .0800 00800.0 080 00800008
000000m 0:00:02 8050.3 .0000 080 0000 800300m
000080 0800 0 00'00003 080 00 808000
080|080>00 080000 080 088000800 0000088008 035
080 80 020000.800 0008000 0000008 0.8.0. 000.0080. 00.6
08030 035 080 8 0000008 .00 0>03 00000 0 .8000:
80800 308 000 0000 00000 3000 080 00 00000 00 0000.
00 00000 080 .0000 00088|I80000880800 0'800880
0. 00 0880000 300000.000 008 000 03 80808.0.

800m 00000803000 .000-8080>0m 300.0

000.80 08000 8
3000080 0800800 .3 08010808080800 80m.
080 0880000 00 .0880 80000 0800000 800000m
.3 00>00 000 03 0080 0.000000 008 00 0 3 .8000
0808 000003 .3 80000300 8 0.000000 00: 00 0 3 0

80800 035 0080000 0080 088000
800880 .0080 080 000 0B 0080 00l00>00 00 :05 0000

-080>0< 800.8080>0m .0080 0080 0.000000 00: 00 0 3 o

0008 00 800080.000 03 8033 080 65:00
03 00000 0.0000 .008 80.» 0080 00880 .00 008800 0 8000
-808 008080 03 00.008 8080000 .80 00 0B 000.00m

529304 EMU mpumq o

268

-8008 88088881080080 0003800. 00.80888 000> 080
.«0 08080800008 080080.80 0.000 08 80>008 8H
.80>008 00:00 0008 4 .8030 8 .808 00088 0 0801000

.0808 .0808 080 0.088 0 8080 008. 3 8008 08 00800

088mm 088. .80 08 68880.8 08 .85 08 00.5 08080 8083
.088. 0 08808 3 8.8 88 0.8.80 800.8 0800 808 8

80m0m m88f£0>m Bow

 

0-8 08.8. 8.0008 .38 0.000 .002

w 00 .32 08 .000 .88. 8 S .000 .802
:00 .88. E08 .80 0 000 .008 .80
000 08.8. 8 S .003 SE. 00 .088

 

 

 

. .038 08 0808
880880 0008 08 0808 08.8 80.83 88>» 808080 080
85 88808.5 080 .808 #80308 8800888 08 000
0008006 080 .80 808808 80800 8:88 0 8 0m .0088
0880 0'80308 0.000 38880 008 08 8.88m .803
088. 0888808 08 0>08 080 888.8000 80.8 80800w
-0» 000080 0>08 00.880 :0I888m 880m 080 80 80m 080
000080 008 80 808008 088. 0.80800 08» 8080 0880 0008
08 808808 080 0 Z .009 8:8 080 0.808808 08 .80 00880
=< .8888? 080 8 00080 0080 380800 000.808
0800.808 00.880 8 000 080 0.80 8808000 8088.
.080 00 800.8 080 .000 .8880 8080 .0800808 00080800
00880 0.8 8.88m 30m 080 .80w 808008 080 8M808B
80800 8000 00 8080 0H0 00890080. 80> .8088. .0080
.080 800,08 8088. 80088008 0.80 088880 080 .0888
.880 028. .888. 20 E 300.... .803 08.808
.8800 80 800808 8000 .80 080888 00080 080 08 8 00803
083 000 80800808 0 8 03 8080080 “00> 0.8080 083
00080880 858000800 0m 8888» 084 80308 080
.088 .0068 :0 .80 00.800 080 08 0m .0080 00 08083880080

0 5888843004 emu magma

08 3 030 080 68808808088 $830880 _.~880308
-80. 80080888 08 006 00.80888 080 8 0m808 80800

.80. 80.8 0.8080 8080 000 00880 0080800008080 8088

800.800 0.880 0008006 080 .80 0800.808 008» 088.
.0808» 088800 888080
0.» 0800808 00.80 .80 00080800 00008 006 0080 000.8
20 .280 20 8 8.. 8 .000 588.88.. 8.0 388
-00 3 8: 0.30880 .083 0.3.28 0.83 20 80:20
-2 .0880 8.08 20 0.3 £0 20 02008 20 038
.000 080. 88 0808 0800.808 008080 00.88. 00.80888
08» .80 M88 080 8800.80 080. 08 000 0080 05808 0 3

888.88 088

.080 8000 .80 00808 88.08 080 80.50
:05 30:08 0080 008808880 08... 088 300380 8000
.80 8030800088 :8 0 080 00 0808 00080 0>08 0.800
0 >8 0.80808 .80 080800000 .80 8 000808 09880000
.8808 08» 0800080088 0.5 308 08808880 :83 03
808000 0880 88 .8088 0885 8008 .80 0880800080088
0808.80 .80 80.8.8 0000 8883 08080.8 80080800888
.80 08080005 0 0080800800 0>08 000380.804 0? 08m _
. .805 .20.. 0c 000000
80088 80.80080 0 80.8 80|8088 308 80.8 038m .80 w8
80.8000 880 080 ..0800.8 08 8 808.5 0000.8: 00 080.5
008 00 0..» 0080008 2.00080: 80880.8 0 0>08 008 00 0 >9

0>080m 0008800804 800-8080>0m 0083

.800 0 804 8080 0808 0830.80
080 8088 m m88008 880808808 0 8.83 0080.880
m830.&.0000008 0.08.83 080 .80 080 080008 0>08 0B
.0003 08... 8008880 03 00 8008 080. 80888 mg .8086

, 88.788000 80 0.88 0

269

8m 3 .888 8.8 $8p8>w< .8380 .8888 8:» 8
m: .80 88% 8m .3 bid 8o8 88.888886 .38 8m
8 .835 83 .8 882$ 8.888 85.88% 8 88m 85
no 33888.88 8.588 SE. .888 85888 88 58»
888 88 8.82“. «H 8.8 8 So: 88 98:3 8 883
.8.“ Emcgm 88 3888.... 88 8 8838 83mm 25.,
8825
850 .888» 8 8o 39:» 88» .88. 883 £88888
8.... 388.: m8 83 £083 838 .8 .8 v.88
2: @283 8.8m bow ...: 2.8 9.83 £5 .88
Dow onuluofigw 88 88 m8: 8 .838 .888 can
28m 85 84.85. .53 8m .8 83828.8 £88.88
88» .80 .«o 825 83:? 23 8888.3on 382
88 20835 883 85 88... 8.883 m858>w<
.882. me 805 85 8 sflwm|8m
80.8 88838 .8 .83 88 888 888 8 88888
8 88.8 88 83 .880 88% mo 888.88 88 on:
85 8 88888 8 80 mo 33 88. m: 8.68 8 8883
:8 968... 28m 83 888, 83 .888 .88 888888
.80 883 max 28m one “8.4. .8888 88m #8888
mo :83 88.88 a m8 888 $888>v< hawhuagmm
.835 how on» 8 .388 .8 .825 85.
88333.“ 085 M80 .8 :w 83 8>£ 88 38888
:8 8088 .3 8588 Moon 8 8.8.0 .838 .988 89¢
888mg 88.8.8 £8888 8889 888.888 8m
80 8885 3 888 88» 88.888 .3 88 8888 one
3 882888888 .8 on: m an 888 mm cm 888
8: 8m .8883 on... 898.8”— 895 8 38888 888
83% mm 88» 89% cm .83 m: .8.“ 828 M80 8m
.8888 88 mm 88888 on» 88 .8880

.88... 80933 888.888 82% a 888.5 8m 88.89

8 883 8888 88? 8:88:80 88 8.8% 88»
Am. 8.888 on 288 80 88m 88>8 88 88:5

838 2:.
2 88.8480... .80 mp8

 

a.mnmm dmm 5-3; .30 wmmmlfia .890

NA 8on . MA; 83. m4. Jada." 58m
HHHON 6on fin: dam VHuNHuth de
, .88 .88 . 8-3 as. 8.2me £on

 

 

 

88m 8888 3 888 268 can 88m 88 880
8838: .8? 89% SE. .383 888.8 8an 8o
88on 308 88 2828: 8:08am 88 £883 .8w

.83 850 88:» no 8888 88. 80 885.8
-88 BE .88 .838 83 .8... 8338 83.... 80m
88 8383.8 88» .8 880m 38 88 88.8w ~88:
-3 gm .8: .888 8... mm? 88888.8 M80 85 .88
ES 8mbva 8 .nfimm 8:8 268 #80885 8888
m8 8 8838 ”88:3 898683 a 8.883 .88 8.5 no
poem 23 3 8888 8.8683 82m £88308 $8. 8:0
8% 283 .88... .86 .88. .8 .8.“
I888 9.: mo 2388 85 8 8.5 88.80 a mo 88 .
85 .88 8 8: 885 88.83 85 8me 8:3 8808
888» 8.8888 m 888. pom 888.8 mm 8.6 0.83
..E 8.. 38.8883 9.88 $8 8 8.. 58.. as
8888 88 80 .936 8.8»: 88% 8 6383882
.8888 808 8883 838838 mm? .88
-8 @8888 .8 ~88. a 88.3 M88 .8085 A8288
8 80 33.5 8.8.0.83 8888. .mE: 8.88m 88mm.“
-8 8883 8.88488 8.88 Edooluon .888 280.3
85 85 8E 3 .888 8 888 888m 88... 80 ~88?
“:omSME «8.80 88% 883 .528de 8828 38
-388 88 888» .8 8888 M888. 8 a: 968
3 888.83% mm 888:8 88 888.88me 88 mo
86.8 39898.88 8808; 3 gamma 8.885 .9an 85
Am 85 .88 58588 mo m8?» 8: 8 .888 888 u<
...28 b888m marl 8.884 8:3 8 =8 88:... .8>o
8W8 88:88 8:. 88088 83 .8 02: 88. how. on» 8
88988388 88 80 883 $83 838m .88: ..

5097:.«3004 EMU mpwmq OH

270

mag dovm E. Eadmdgfl 3 waw #00 mmEmdomuflwu
3E3 Ea 358 mo am 2a. 5% 5% as co 8m
98 83.4 wafiaeb Head Denim b58980 madman?»
”mum was 60:“:in wow H55? 253 fifi «we 9E.
#83 c0352“. mo «:8 05
3 8m.» 9255 m5 3 95% mm gm unwoamdmwfi o?»
5. 86mg a? wad .555m 05 Co gummy 9:“ 993
3.80% am 5 3.83 05 £59 MEG 35'on mm H855
-98 mo E83 2am as» was» 9.630: mamflaoza

 

35m 2: can ESQ—mm
2 .mdm .EE N3 ion 3 .83
om .mdm .fic a “mum Em m3 .aom
922m 53 32 .80 H m3 .aom
8:0, .Em Sum Eon $3 .80

 

.fim Ho>o beau? min
89% E £38m .52? main, 8 ”Em 32? find 950%
30A 23 c» 33382» $6:me 38w 5? >25.
.wmnmao ”32w wEa mo mg: #23 fl ounmwgm mi»
53 mcmfimwfio Emmaénon $5 o8 96:3 25
.55.?me and $2998 339:8 Mo 88353
:3 m5 5 meme?“ 53 .gofirmw mm mdmmw magma
.3 56m E on? oqobgm 9mm wma macaw mm U: ”new.
.953 58 .8 923mm. 8 mnfiuoa 36 58 $5 .83
-335 96:3an mm mach E 58.“ nmsohfi 83m
$86 ~37 bus fl ~55ng umfi 96:3 flmfiao>v<
.353 mm mm 2:: «Ed wok»: mm ma 3: 8 .533
ms 83m 38 29:; Son 23 Gama 26: ms 8me ow?
mm .wmnEm .85: was 95 mm mm m: 3983 65w ~58 mi
mdovfimn 03 “mg 9808 soEBlms wowfiwsn mm 683
.30 5 £236 38 om: mhwwfio 380m 03 am;
.3. you 53w mo .833 95

.2 Nogbag .56 was:

maidos $5.8m .Emma mmou 963. .983 9.5 E ummu
fiwafiaw a no»? aim $8me 39% may “gum ha, mum:
mo 50¢ a 0» 99,5 amuse? wan nofi hfi accuse
-.Sm “mmouu ofiEofi m coulzm ad How 3w 3w mummw
60¢ng bfimfimio was 600 £1.85
Low 9»: 8 mousse umfioqm 92m: n93 2595 $583
and 52 .953 9qu fl mfihw >2 Em mo «3mg 93
958 3595 mm .ougfimndm Managua magma 98
£30 mfifi 3 3:8 3503 new wfi mswow Sommmaofio
an #85 53. you wwnama 338? am: $00 95m
dot/«3° HmEoumlfimov 8 wwmfl mme
Aw Em vi .333 .30 no voammo Em mo woumwwoom
as... mam .mhvow n93 umflg mm? :30 £3: 39% him“
.53 3‘5. .33 was mmocfimm ‘0..on Snow 3 53mm
ha @335me mpmalwomv firs E53023 3:032”
ERA» wnEon Am50£|m>m and Sagan $338.85
dosogummvfimw mo wwwom 93 n: 55.5,
mESSS A: 223% mm Em 93w .Em mo woqmmmm Em.»
23 mm mmofimgwm .6338?on mo @835 @3850
..nmm 08.83 fiawonaxwfi .5525 :2?» 3.825 93
@235 Em adgwm vaw ”EEO :83qu $53550
amwgm 93.. mm n38: E own man: ~8an figmm £033
53 wcmsfiucoo 23 3 8mm“ 235m: mumscggw

meanimm

 

mfim .323. H mofim: .mm .3”: snow
25H «8% mm: .uom H mmum H53.

w .98 50.5 3A dam N 5-2.5 .Eg m
Nam“ 5mm 3 dum: .mm am .3; .ummm

 

.83
gas; 23 .8.“ 5qu m2 mm xoom mmflootm ofimo
has? Hanompom @593... com firs vmucwmswom $33

“QWBZQDGOQ 9mm mafia Nfi

271

.oom 95 3809 umdm ouaoawmxw BE. 3wfiflo>w< 6230
WE cowlmomfioa 055 .8 #84363 Elfin:
opofiwfi ad a? .QOfimEO 25a 85a b8 52% .8303
m« $33.30 wow no: ow Bmfifiofia mm 3» H3595?
ASE“;
Adm ma .38 umfio ”.52”? 252“ team 95 fits 3.83
2% 3 ado waged?" now an“ £53505 3m me @335de
was aaofivwwgoocm 3358 can .Sm 600 mo Q3983
macaw Mom 3395 8 mg. 5.5% 93 mo mwomha BE.
.38— mE £5 3%
-.soSom mfifiomfi 233 £830 as... we 3..on 93 33m
9982». 3 396mg uoa 3E3 mm ..fi .530 no amigo
mo $3 ofilfioflfio EN «0 flag a 858m 8 as“?
fifihfimfi 33d 53 amino 5 fish 355 9.15 393
gm ...EEO 3375.35 23 mo 98$ 05 5 ME
.395 gases» .0688 sosmzmm dofiwfisawuo 30.3%
mam mcmcmow fiwdobfl $58 was meow noEmimm
.mdofianmnwmé 32$ :w mcofin @203QO dado.“
ma hmfilmwony mmmlwkmzrozom «a» wbmiao $93 9.6:
-3 muwfisoiflm £me mdofiwdmfiodow baa swoon?
.EoA wad gogmm bun» mm Em ”Egon 0&3 2m we
as 358 $53 Amgmfimm a ma .3on £0.35 mummEO
$on mam mm @3283 mm £033 .385?
”258388 252 23 wmsuasfl amino 59:3: 3
£38 3 £98m £2 mm 388 95 .383 93 S E
20338 Blanogao: ma on 8 33$ we docks 0:...
$93 690 .334 ...Qousgo: mum tomomfiou msuumiuma
3.30.8.“ mo 358$ 93 5832 “85.8.0. mhimw 5
.55 Bozom 98 3.8?
23 mo ”:6 088 8 325a @on 8 wovcawou 0:3
omofi age @333 m>w£ Sufi .38 5253 23 mo h:
:8me map wouwzam scam 5.86 8 93$: Bob v3.8a
.Nm awuwm €33 v00 umcmwmm noamnwu mg swdofifl.

€56 2:.
mu NQ§DGO< EMU mswm:

 

mm .Nmum gm 2% 33A 03 3m

$5.0. .woxm om .mdom .mfim w .5: .mm
E 5.33 .§ mama .80 m1: snow

.3 4-de 304 mm .bmum MAME >7muom .woxm

 

 

 

.wd Mom “+83
wagmm 6330.8 £56 E am?” 3 9195 #955 59a
.826 m: mafia fiwnnmw on» £83 £08 nmfislmxpok
.3 nofimiwm .«o 159:? mlowumzmmfl mm mcwavox
fiwafimw 8m 3333 Show unau— wwm 30m doom mama:
hnlmxuok 559 So ‘3 :ofimzwm Eda 3 m5?» Scum
@3953 0.8. 03 .m: .8.“ vie? 3:me whmmEO E
mnfiwmm .ma 89a Ev mummw ma mick .30 Scam amen 8
:03895 E3950 1. mm Auwanmm 95 is 963m. usm

.Em no SBOQ ma»
8on w: kgzmv B Hogan £80 mo qoBmSoEo a omen
mm fimnnmm BE. ..Hopmwb-mm~ .50 mm .833 mi mo 02w
psalkouwouo mm 833 £50 mo EEoEwE m mm 53
Law 2: fig sea a 8&2; Sam e5 2.68 m: 2.
.fiwpnmm 2: mo $50: 853 9.3 .85 gamma mm
EFF :mwmsmwnm mm 3.. 6988389 om :02:me .33
.tm fig umfi $0.8 MEZmO :0 .3 98m 8 was m>£
@on m: 26% 8 flaw 8 made ”EEO ..Hmufl :Em
.wnom mdwoxm :50: a meow“ 8 Saw fining
m5 penfiofimh: 8 9833—0.“ m5 3me now $58
-wnmfifioo 59 £35 2: mo 5.38 mfi E ..Sumd
:58“: mnmofi Sagan v.83 b9» 2? Saw be:
Rmuomm a mm .36 £83m 2: Ema “mm 5% wow
£83 m5 wwsmmnc 93 mm 3583 ”:5 .35 was» mm
8583 8: £088 «56 #83 858.8% 5% £338
2: 8 E: as $35 2:. 5% E3 b? 2: $8
.53 353.8 .50 o» yaw “swam 989me mi 95% wow
.325.“ 38 $98: ionic v.84 ofi on 8 85
33:: 28: of» $2: 3 $33.53 32m Emacs

5233. .56 9:: E

272

 

.93 uon 93 mgw awash mo wan—ow .8383 ddfimmaflo
. #98 flaw 333% emf? momoono 3.3mm 30m 2E.

dozw mag om mfiw Had

.fiufim 05 wfimmouwxo £963» doflufia 250me a flu

A8 0me 53 has, 333% mmm mo .8855 £98 :83

.33 09.00% w mama 369, 9255 a mo £89 :28 md

pmdm and: mcaoafl vow .nwfiwfio 9.5 A98 3 Rafi Rn
.fiam 38% 82% 30 33.5 3.5 2: $839

$5 335%

 

omfimnfi ..80 H wmnw 30¢ om .mHan .352
omémuwm .fiwg hmnm AGO mefim .332
“Luna 53—. NHHN A00 3 “NHHNH ..80 H
mmémuw 33w ma .93: M32 “v 65 .593

 

 

gram mdmww mEEofiwE 36QO mmmfi
mo 85:0on 23 E Sufi Eon 3 69:2: 2m 4:8
has .«o mnafimEO page mfinwmfi adomqsfifioo ammo:
an 60:8 mm «“65 8335 Ewficggw ..Smnsm @204
as... 39338 8 umfiomo» goon" £93 £8.“ .mumfio scam
3mm? 8 bmumuwmom “92: $.80? 65 fiwE .2308
$3» bo>mlb$fid=v 83» 38938 3:35: 3mm
Anggw .vmtomno on 35ko outflow MQEmNBuooM 23
.8 Sufism @6qu mg node 3o: ham eon Ev £53.
.28 um: mm mm 06 3 mum
-.Sozom mam 3me «Eu 336mm. mmmmo «com 23 wanna?
”EEO .mnmmfiwomo EBEQm EB .voEow “353::
no 038.88 nu m4 $5828 333% 54.6%.. @83
-32: 230 magnum mica “am 22: 3 8E as.
$588 3893 mmm mun: 653m 23 E #33808 RE
-omm m3”. 3.830 8 Sea» ~5de wm Ezra. .35 zoom
2:03 mm $83 on“ we 155% m mm 83m 95% van
Imago 0:» no vwomiomm on 3 doomlubuoa mam mo BA

.2 55.345004 .50 mg

-534... ma H.395 633233: 82$ 4:? v39? 03 in
map you gummy mmm mo Eflofiofi 36QO w 6353qu van
825.33% E oumngofiom Econ .88"? GM 5 mewowmc
mam fits uafi amigo domxmmogo ma whomwn away «89
dam £qu «5 mm $m3flm>w< havfingmm .3 603mm
.30 .hfiofimpoo .8 .ooawfiwho Hauaiwmm vacuum <
.353 onflmmn “on ow o3 ..Sogmm ma mama
.3085 ow £3.94on Hanowuma a mmmmnwmw Emmummn 85m
EH4 .mfiflnflam .8 93.309 .3 macaw vwnflnmn chm
mamflmEO 5:3 48% 03 .oonmommnmmm mum mmmoH new»
-oogme EB 4353 53% mo scam a ma Emmumwm
#393 mg £8an 330388 @9333 M503 .3 .mm
umfiluowmmeSN .3 Emmummn Ifimflmmn Eve Mumwflo
mo 03898 on» 30:8 Bwfifigwafl mwvhunokywm m3
.Emflnmn .3 393:0 may 3E0
mo 3:5 on» we En a @883 95 63mm 05 8 mqmvuoo
-o< amigo do moaovnmmmv me am: 3o: 20:3 a 8 :3»
62.58.” 58 and mwoflfiwgmm was Em mo mm: Bo .Bo
mo FEB 98 5mg m5 mmNmoAEm magnum .oMGNAo
.85: wgomoum a me 158.? whfiiso H8 mm Emfimmm

nommsm nuns 25 and Emu—mam

 

3an Sum 2-va dam . 3-2”me .334
Tag 5mm bN-NfiNH ..80 H mméfig dam
2-9an .>wm m €an .Eom om .mfim dam
Sum.“ 5% om .mfiwm .332 mmub 30¢

 

 

.888 mm :33 ”RED
“was 8 £0.85 2% mo “5:82 Eta.“ m conga
EB €33 .mnfiumwio 55o 8 can 3.8.3 2: 8
mmmmmofi 362% m SENSE 3 ma Rims man wow 95:
@323 a? go Emmy. “mo” 53 was 95: ”BE mfisb
flfim nfifioo 28%: £3 3 EEO mo mango Es

mnmgbcg Em ES 2

273

.umEO 3 9330338 5.5 $5535: 3503 $5

.ufiofifiguvadm mo was“ omofi 302m" 0.3 $85 mBmHmH

Sc 5 ca 38 33> 03 89H? 5 H3980 v.8 Bmfing
64 03 .mmZH humifioxo 03H 3 Hi“ mufimnofi hag
Edam 3 mgwawmfio 23580 03mm 35 mmsmoom
.moadnammmm 0584:»? a How .fiHaon
62% Ga .53 6.30585 35 EoBmfl fio non warn
.3 .3986 was 3.6898 mammmwac E 2623 m3 @qu
.395. .8253 #23 mamawuooov no ~85 233.8%
has» waéfidwwn no v.88 Bmwanaoaoo 353m 933
-mEU 29$ wages» Bflm ofi .35 333$ 81“ 25
.mHoosow mam
-xooo 35858 .30 E 9:... .mEmeoum $2-333»
was mfixofimfiouw .So 5 .momcfio HEM mgmfimmon
mama .50 E :93 mg cm? .38 5:3: 3 €88
-uafioo umfidgma 2F 1%:me E05038 on 9:26
.95 $2: mm 3% 513%?» a 3325 9:3 mamas?
HE mnaE down 3 .5225 mm mamfiaofl $35 on»
£02? ENE?“ mo 48¢ 23 mamm: Eo>m 02¢ a? .mcma
28.55 wwadamofiao Him .mwdé 13038.88 .mfipom
m: :m E 8233 A383 mo .830 .8on a? was?
.888.
£93 ummadwam .8 5&8? 2525 $5 wdfifiam 20>“
3 BE... @5535. 52% how 83 .8 @388 a: 2
has 53:5 23 £3» 8408... 03mm 2% 358$. .95
mgfimEO 05.5 30: mnBEommv 5 3m 8 #2:: ma:
$35 23 ans» H558 25: mumfluggw havfiamgm
6.5 .«o 8.3 bag 8 £33
.5 omnmno mEm. got/anon v5... 636% .wfimsofi
.50 5 «$530 18:22 a mocmfimmxm m3 .mmom
AB 3.83 93 ”RAB hows .SMGB on $5 .85 E >6:
uoficmsHm 9:83 m3 .953 2an mi» £5on Bozo.“
8 3.83 on“ 38 :8 do flown. .90 53 95 no;

2383 nan—mine
3 mnmgbqg emu mafia

 

m .mHuv 50% H OHan $me HH 6an Jam H
muww ..SH. FHJNH 53H waNH Adam
omnom £8.30 N mm .bmnm Hmoh HH-HHNH ..80 H
rum 854 NHHEH ..80 H oHLvuv dam

 

 

.3330 0.85
magma “33.85 «5 com 8 mcammdofi Hz: 953 wme.‘
kc mhwmg SHE Haw uwfco o“ 36% ma :26 goon SE
.383 mam ma ficfiufiamfi 9.8 monmvmsm 36QO £50
@983.” mflm 29$ goat/Goo 0.8 03 .fi 8 23 no 03
.5 9% mo 82m m5 31$ .33 has 5 mwnmfihs @333
.muE 223 26:3 “on ow mumfico>v< "352:.

.5550 mfikoum HEM
madam .50 3 mwmmmmmfi MHBU 3.22% mzdmfimfl 3g
cmzm .wfixwomm 335m “@535 mm :03 mm £33»
:3 05$me Him mxoon. «o 3.8% £98.38 .833 .0
52m .qulmgmmaoE mEHEDom 3C0 98.? x83 33
ow: m5 5 ucwuym mm? mmmnza mum :w E @2395
we gm we. “93 96:8 mumfinggw hmwhuagmm

.383 $3 0... wow Sod

mmwawmmfi 1:“.QO yak/2% 8 ES 3:96 333 «0%
-95 3 323m 2: $32: .38 om? fl ”Em .mwugatom
9.3 @5598 bozasm 8 35am 138% m movie
-E Ego ”Em wErH. .muonmoa. mo ”Em mfi mm mngoo
280mm mbmwfio 0.8me ami. :3an 23 E «583
on :3» 936 Bfim of €33 flaw 33 mo 30

.mnioumwm HEN $5.333 .Emzomcgm
$8.303 .83th .958: fififl .Eoumg £32:
2me m5 5 35558 warm REEEm Show .msouomr,
HEN magnum on 53 A935 23 dawn 8a .8 m3 mam?
L28 b3 “mnSmE some MH .3233 m5 Ea ”EEO 8
£230 EB 8 use MGEQNB .Sm £5.53 wocmmwmu 0.8
£230 £223 33 5 >381. 323 8 matflflfifi
5 .mm “£7530 mo 32 2: a: Maw? E E

amgbao< 9mm mama mH

 

 

274

.5388 ”.4 .258 Ed mBImHSOm 28¢ ac: on mwfion
58:: 03 6.8? $30 3 quEBoHH anew—mead $05
3 £95QO .829 mu moim £35 23 .boamgfiom .
won.
2» mm. :08 mm :3 3 .8 528A 3 om 95 on «Emma
95 .83 03 09%;. m? :04? m: 3 magma: ”:33

OR— 03 no; 2:59am an;

 

wmémumm Sod bmémum dam menm .noHH

wm-Han SQH ‘ anm dam mHHuw don
NH ..HHHNN 53H OH .95. dam mm .wme .60me

 

N. .muvH 50m mH-m6H .nom wumm .Huoxm

 

 

£33330 Haw x83 mumwfio mo 9503 voHofi

498%:— mowgoa 403.3 55.5 alga» 38w m3» mo
033w on» £33 >18 :3 m3 £23283 93.5 ME»
5 ..Hoonmoa wHfim mo .HmeHgmfiwnlmvam ummfiwm
obduou meow fl ”:5 .oHfimmoQEH 9:85 o: .3 mm .08
.385 3:33: 05 mo 98%»: one MEHEwn—mumwab
.mHHH “:5 £me
68m #33 mo own—«cog pom 3.6m on 8 0.8 .35 umfi
Iwooz ma .3 @838 98 £0333.“ mHHH mo mfim on...
and» «so «Eon 3 oz“ mm mm .305 AMHHH .So HES 8c
-Eomm So flog m< .82: gum 3 3mm." mHHH as; 6332
-Hom ma .38 no: H533 umsfilomumfias 2.53 2.3

muomonluamflao 696m mp ragsonm SHE $5:de ”Boga ,

memos mo @8333“ mbmwfio 838m aflwm anamoom
.9595 use
.08 mHHH 98me £9.85 Ea: 26350 a? HE“ Boa
no mfiom mm #83 mg .3 .8.“ bind: 2305284.. mo
.89. 1.40QO m 0.8:”. Swamp was agmog E 35383
Hum.” 23 mo 82m 32H umofi ofi 3.83m “$.30 wwwH
8o» 2: 5 «ma» 98:3 wummunoia mwwhfiugmm

Hm mngébdo< EMU mafia

 

.m HEN w Hanan :H 363993 055 .Ho $me 2.3 no
.338.” 5 cc 3483
mama “H33 9H,... 635838 min. .36 mo sown—QB”:
.386 an: .«o Efiogm 9.3 609830 333338.?“ on
£05? at? ”How a mo @003 0:» Maggi boa
p.88 ofilbmsfiamm 93 mo Soon H583 2H» 60.8»
.5 ”Emma amE on» 658834 mo .39 23 no .30»
a mono 3m 63% be: on“ EHHwTfiooH 3.5 9H...
E .36 Aoaohflfia m.How.~mH no #83 has”. szEom do?

..So E383 «dogma. 30 05 me $323 25.
..Sogwm .30 mm Mac?
@650 3 63:39 u: .moqum Haw .moomfloam .83
-0833“ m: E 5% mo 538a 2: fit» flag. 28 ms
mo>mm H50 Boa vflmhmsalfi 603083 H33 away

0353 05 vaulmhmgoaam Human—3mm“. SO mHArH.

. .3 28.83 mHHH 0.8:? £9»me E 5383 on» “Bum

wofiofiwm ..x .8.“ £83 2.3 823 96w mm ..ngoawm
3.8»: a 233 £333 BIHmmumH mo Enema ofiluwmmq
-633, 23 5 £0.85 “dogumom. 30 mHHH voxmw H50
$9»: wow 82.?» 8me m5 3 :25m 08.3 05 mm .03
-3823 05 $305339 3oz Haw 30 05 :83 :H

 

rmgonam 23.
mm 59553 3..§m S .S.m.goo H
NEW...” .32 , 9w .aom Sum .80 m

0H .m& .83. H 31H”: 50A a-mHum 5.3% H
v .mum Jam H , om .mHum ..80 H wHéHum ..50 m

 

 

.233 an... E #83
£50 oo§>ww 3 mwfiummo mdouonow 933w am Haw
IEmHEE £56 mo fiomnsm 93 .8.“ 0883 .30 mg
.45 E 9653 a? .maommwmmmom ..So 3 :26 3:33
commuQEoo mg awn» 96:3 flwfinm>w< 33¢ch

52:84 .58 mpg om

 

 

275

0:9 80.80: 80.0 8500 0800 :05 .8080580 302
50 .08 20 Ba .80.. 000 3 808 83 085:8
.8 8... 0030 .0009» 08.0 20 0o 80 20 8 .200
A8 03 0:0 830m .3 8008 00880088 08 088
-000 00: £0.80 05 08$ 030 gm ..AEESSzWE 0%
00:00 008508000 0.80.» 084 .8.“ 0.8328.“ 0mm £03
880: 3 888.“ a? 850 8A... 0.80 03mm 038
, .8008m 0000080 .805 .8 .830 0083
.8 0:0 .3 008.5000 0a :05 888.0 83 000 00 038
0.8 on? 00803 0:» 08¢ .0088 0:000 .885 80 820
a? £800 8 0020 805 00w0 =0 .8 00805 0A9
, 83m 506 0n 00 08H0
80% 000 008 0080 000008000 05 £05 a: 50.000
0A :05 .8880 00m 855 03—0 08 on? 0.8.5020.“ 0mm
80% .0800 8 @0200 8:0.“ 080 00? 0880:00 0mm
800 a: 3 =8 a... 8 .0008 08 =0 83 .080
80.8 0 80 0.8% 3.0qu 8 03.80 :05 00m $8800
0mm .80: 080 000 :05 00.80 80 08.808 800 80
58.800 8.8000 008 53 00030 800 080 035 0:9
.0083
08:3 000 308000 808 0308 0000 0%....80000
05 .8 0.88008 05 00B .8000 00:08.“ 983 .200
-80 .0800 .830 0A... .8 080 .80: 0830.00 00>» 880
-0.~ 0mm 000.3 08808 0303 8:0 0:80 .80 88.80
82.6.0 03 .8 .3800 .88 .00.. B 8 8328
0mm 080 08 0.8m0 8880 3 0.00808 0m 80300.8:
-000 00m 80.8 waofi 88 £80 030 0.8" 0:000 8055
0800:“ 809 080 .MEM

, .8080m .80 .8 888.0 05 00 0838.0 83 b.8w

-00 03 008808 0808 880888080 .80 .8 .20:
00.320000‘ 05 0< .580 0.80 3 000.80 8 888.0 800
:05 00080 0:000 800 00 035 0:0 :0 .8 00088.8
000088 0008 08 00830000 000.800. 00... .8 000

8.50 0o 28%... 0.880 08.
mm amBZZDGOAN 9H0 mafia

 

 

00-38 ..80 H :0: .00 3-8: 58.
8 .000 .08. H . 00 .00 088 .000
88 03. v .0008 .00 _ 08 080.

S .00 03. 0 .8 080 8 .80

 

 

 

$000800 800.0 80830 :05 0B .3580
.m 08 0080.80 800A 00: A800 85 .0832 8080
08.80 0.3050 .8.“ 0820.. .88 00 .8 080m .08 .8 :0 8m
0800 .8 .8300 0:... 8008.5 00: 0m .0000 0A... 80d 000k
03 8:3 82 0388000800 .80 00 8080 8 00030
-8 :0 0.83 03 0880800 0.000 8 .0080 0:4 d8w0
a: 08083 00:98 38:0: 0005 @008 003 A800 pom
8.80 00.08.88 0mm £0.80 8 0.8: 003 0500.0 8055
0.83030.“

25 08 :0 8 058.088 0o 00.. 20 200 83 mm

.0085 .8 08800 08000 000 8 800 .80 0000 8 8m
80.888 8 006 D8 85 08 00808 0.8 0080A
8850 85 00800 3.80? 0H 0003850 0040000 035
05 8m .888.“ 0.5 20080.. .80 .000 .88 0800: .80
0.8.830 85'33088 0.8 0080: 88:: 8A» 008:
-03 803 0830020 .808 0:0 008? 0:» .8 0002
.0085 .3 .88_ 000000-8000 :80 80800 3
08588.8 05 3 85 .20: 00 8 880A 3 £80.80
00 8: 00 03 A800 8 800 .800. n: 0088 008 05
Am 0:9 .805 0850.8 0003 9:80 0m 8:3 .8 0.830
-8.. 3803 0.8 0000 05 8fil8m>=no 080008008
0.. 2:0 0 0 .080 80 0.80 2.00 .8. .0 05.80 05
-0008: 0_ 833.8 0830 >200 ...?00: 05300800 0 88
0 £30 0... E0 3 083.... 80 .8 .6 £0. .8 0.0
. .8000 0008 008-0 000
0053 80.0 0080 0:0 3 8300 0800: .80 08 ...: 08m
on? 006 3 08880 0.0: .8 £8 05 £800 84 800.80
8 .800 ME: 0 08000: 8000- 08 .8804 8m 0088.“
02 mm .33 .20 38.. a: 0.. 80 20 02085 090

“QEDGOAN .35 mg mm

 

276

888388 8 So: 88 88.88 888964 832
, 6.83 2: .8
M88888 88 .883 m388880 88 88.88 8888
88m .888 8.08 8 88 3 .8888 8 88.8w .8 88°
8E. .883 .88 88.83 85 :88 co”: 8.88 fin
.0858 888.8»
600 .8 88.83 88 .Aowouaso 885m 38m 88.8w
8 ommwno. $828.88 828m Auwnnmw 88058888
.8 $80 .8 £88m .388 2: 3 3:88 339m
888m. 5:5 .88 omd 8 8088 388.889 :8:
88m 893 883 8288888 umozllmmfiwmck
$83.58 ea
888 8888 8818.88 .288 88» .3858 85.
8838.80 8338 .8888 Swan 88 mu888>c<

80.840 8388>v< havfiqokwom
2: 8 88388 .885 28.

.888 2.83 88 8 888.8 85
88888 8898.5 88 838 .88 3 88me 8.888.
.88 m8» 8m 88288 “88888.8 8.88 .8 8%: 88
88 8888a .288m 888800 8.8890 8 8 88%
26 888 83888 .88 @388 8 on? #8888 8
8 8880 88 .8 88888 .880 BE. .Od 88.88883
8 @388 88088880 8880 37:89:80 .8
.8834 86.8833 88 .8 885888 28? 9E.
8388.800 3888.6 88 8:8
8888828 8.88 .8 ~33 88.5383 88» a: 888
2888:. 885 .88889 $888.88 888: 8828
.8 88888 88'38883 :3 38 8888 8 3.83
8.58 95. .8883 88 885 8889 one .888 .88
-888 .88 £888.88 88: 88 Z 888828 8.25
a 8.88 .8888» 8088.88 868 ..8 .8888 <
888m 8 888 8 80388888 88...
88883 88m 888 on» 8888 83888 08 :8

mm “QEDGOAV EMU mafia.“

 

888388388888 88.868 m8 .8 $8888 85
.3 88888 88— 88 8 88m 853 88 88m 889
:8 8.8 @8888 83888 88388888 88.8
-88 8m 83m8m8 3838 8888.88, 88 889
A88888 888m 8 8.8 888D 88m 88 5.873
888. 85 8898 888 8888.88 8 .888 M888
don 88 8 883 88888.88 .88 88 83888 8%
888.889 888.888 28 88» 8.88 38 «868% .
8Q 88 mflfim 98885 £38m 888a 88 5 .88
-888 88 8 a: 388 888.8 .8 38m 8 8 88.
88.8 #888888 83% 8 8 8888888 on;
.aoudmwxm:8 808 on» 8 88888de0 m8
.8 88¢ .88 23. .8888.8>ow .8 88m 338888.88."
8 888 m888mon m8 808 8A 8880 888885.
86-8838 23 $88088 $88.88 85 852

 

"888880 mu

80.880 858964 mmwfiunmzrmm 85 39mm
9-38 m3? 3.3an .80 H muom .mm
31qu8.” 882 3-38 .8889 H 38m .382
mummlfiam 58m 56H .382 an“: 8cm.
Samoa 58 RH Sam Edna m8<

 

 

 

.8888 88.8 :8, 8889 881888 8 :83 88>
-888 88a 89 .3888 :8 .88 8888.8 @8880
«o 88°: 8388 .8988. 88. 8883 53 5.88
388 88 88 .388 5.88 85 88.8 :5 wow 889

835 93 .8 ~88 885
on» m8 m8? .8m .8 88.5 88.8 .8 £88 88 .88888
88 8.8 a .3 898.586 3 :83 88 883 888 ‘3
8 88a 3 8888.88 Bo Z 83 8.88 8 888 8.8 .88
-5 88 8 Ba :38 .3 3 .888 2:. .832
8.80 88 3 838.888." 3 =8, 88 :8 .8 8883

53223004 6&0 mafia «a

277

38 33 8 80m0n .880338808 8 8880385
.0 8800 83 .3833 .883 m“ a: 80.
.8882 338.8 8850.. .3398. $88.

.8.“ 58% .8 8088303030 03» 8 30 “003 8A .83 ,

608000050 033 .0303883 8Q .8888803008
,3 :83 .... 88:3 83 .02: E 88
00.8.“ 808308... 80 88380.5 88830." 60808090
385588.88 82.. 08 .889 83 88..
.3.
.8388 .0 .2 .m .5... m3 .3 3.3 8338 888
mm 33380900." 836 80888308090 M8883 0.3
8 8388 .0 .2 .m .83 0.88 8 80.8 8088..
0888 88038.5 .8 88>: 039 8083038 38 088
£2 3 820 232. 8o 888 as was 3 3.8 2:
8888 083 mumfla0>v<l>~0~ru<o~>~b3s<00
.80an 05 3 .383
-83 8338883 8 8388008. 9830285 30
-83 38 3030a 05 38 .803 05 8 .083 .008m
80: 000.5 0300m|m0083 8:30:38 083 03»
008.88 30.88 0:”. 808.5. 838D 08. 3 .033383
.838 8938 8 300 38 8030333 08 088.5 3880
.8 0380503... 38 .0809 .8 80.8803 88083.89
.8 00.800 .80.» 88m .089 @338 030. 388.3... 3.83
03» £3 0308 80m 0.3006 @3830 8 30038800 3:3
-8 08 0858304 8338038 .383 05 380.8
882 05888 cm 86 83l02808mbm
800:
8 808 000:» .8.“ 3000.3 8080 .8 3888 338: 8
.38 $53.03 88388 300.8 8 @003 0.8800 0003... .8
8003 4005358800 .83..— 8 00030803 38 30008 05
88.8 033 0.838303 30.830 £3 60.308 8.8800
003.8m 5858800 0888 0030.830 8388/0. 8c
-8880 82 as $70.83 80 8:88:00
.383 0A» 8 80.8 833.50-288.30
3 .8308 088m .8 8080.8 808580 0 8 0080

um EMBEDGO< HMO wpwmq

 

3% .8338 5 803880 80:88 308 8:388
.3000.“ 333 3.83 03» 8 0.83338 0.88008 3 33038
3880." 3 038 3 30.88 .80 .9393 308030.
8:33 38 8088~0>0Q 838304 03» .8 3830 05
smsofielmmfimm 8288 8.5.. 8888
880808 38 £803 8 8383
.088 38 308000.” .8 80.8.88.“ 03» 8 08 83.8380
8.83800 8 338033D .0383 883 8 .8800 30800
.08 38 .8380: .8080 80808 .80 .0388 88
.88 0:» 8 08.808 88300800050 38 .0888»...
883000 88883 .8088 83.3803 38 883080
-88 0.8.3.8 30830 8380064 038 .088 08 3808
8083.000 0.8 00320 38 338003 8383304 0mm
.830 .3380: 8 089880 808 0088 03'80330
-8 .303'8089 08:3 03» 8 30080898 08 83
-8035. 03 00800mlkH<D~Qm§~ Q: 353%
8088088 833% 03.“ 03038 83» 838300
8 :33 0803.8 038.8 08 83> mm 3 8:» 03033
03 .8888: 83000 .8 8800033 05. M83838
0: 8 08000 8380300 0:38 .8 3038 00 8033 0mm
88 5 8038.838; 38 008:8 cm 830 38833
.383 30080 8308000 38 8808030 ooo.m .830
08.88 0 3 80380300 805030 .8 08.38388 8030
05 8 38.8.“ 030303 mumfia0>w<l>~0~rm<0b QM
. .835 8003. 8 880%.. 03» 0.88
8 0383 38 0838.88 .80 3 30 3088 03 .0088.
-08 .838 38 88380.5 8083038 38 332 .805

. 83.308 0.8883 £083.... 035 888.88 .0038

-88 0388 £88.39 80880330. 383.3830m .8
E8 3... 08% $388 286 08 a 85 a: 88
83.30 800% 3 0.838 wfidfiglgmmmcixwm

‘ .83
008.80, 388800 30 0» 333 033 0023 80m 38
803330 .8.“ .3303. 8% 83808 .838 303 888
38 .8808 88003003 80 8033 88.808 8.8.8

882880... .80 0.84 8

278 .

Adana" Mac: 00% Sou what—HO

38630533505303-§
«35.3 3 22. 03 .0358 888 ca 8.. 80..
. a «8380 ”2:80 gnu 051158 35.64
5.6500 05 .3358 80333 3.2 535
agsufio he 0308. aim: 8:333
383630330003 Enlarge... E3820
uaofiwuuoaflv§3£5>n<33~ aoaofluou

2: 8s .5§>§ {was 5:03 55:. d
Engagevzasuséfiuei

. 85.00.? .3953 a £9.30 3.6:»:va 05 0.56m. .0

.556 «a .3 8:3 _

3388 .053 «m .303: «a 3 562. 06.3.
..8 ac ban—.803 0.5 .3338 ~33» 05 8 Q0523
3.. 3:35 8» “2. 23 63% 05 0085 £3
a gfipv< no 0300 mag 5803 30.“ < .<
...floufi 558. 0.3 names: on .a

.5330». Magma? 803 of.
0035.8 005.. 89a 0005 3 @0055 2:8 35 «05
8 00809 @0302 ~05: can .35 00mg»; M003 8
5530 303038 a 003%.va 05 02....» «335m «a
.833... £0 05 3... 20:3 03 .553» .303
.508 due 00: 05 «manna 33000 03 03308 05..»
.5005 aqua 53335888 05 no mm £02380 .803
0.2 .3 2355.80 a E .5.» 030 30030:. 30A :04.»
005 05:3 03 £9,030: 409903 .«o .63 05 mamas—u
.3 0.5% 05 .3 3mm 05 a 95:3 >133”. ~38

03 .9530: 03 004.» no 003000 05 fl v03: n< .4

wgou 5 4609. 80.5333. 0Q .G

. 30038 «:3. 30»
.3 «£30» 5 0909.3 .8 00.3w .«o 8.8.. may 3303

$30 25 at. 0308383 3 to? 03 .38..

a. bag. 05 a €8.50 2&3 on E. 035 20
3&— 53.5 003.581 .50 :0 003 303533. 03

.330 £32.. £2.

05 have 3.1 £8 .23: 3.20%: “we ... 322

.3 23 Manama ea "3:8 3 0.5083: a no?»

.3 133340th .«o 00: :05 hp an :03 mm 3.3.503.
330:8 .55 .3 35.52 3 a8 23 2.: d
. muauagwéw mavgmmrfifio

. £0550 <8 05 an 0.50 3033.51
égiafimaaafiflfifififlsa
$0.2. «8qu 25 35 2. has 830:8 23a
058 0399.. < .55 £3 :8 5 0885008..
@8338 35am hawks“... ..a £58 83». 0..
£0.56 05 am? 9 Magoo 0: Ag do» “an .439
0.. as» «a a 8693.. “Base a 2:2 a. «3 .4
~55 5 333°. 3 u 83 33:5 .0

$0305;

0%.,23. 2: a? m: 0509.8 3 Ra 3» .oz 4
33325

3¢£§3.8§§u§§=%2<d

.3 x00 00.300600 03009 £33
00%. 05 «a 0.38 30.. 0 0030.3 3 0M: v.03 Roz
.Afiflfimé mute? coon .So A9605
com—«>30 am 05:09 03 ~05 can @028 3 53 one?
03 05:0.- 3035023 005 ”uncufioaoommfl A050
95 dog—Va 02 .0028; «Eu 5 0023"...” .3830an
0.8 005 a: «:30 mung .804 505 .5 .398» «sown
£05 0050 5%» m: 00.5.38 0300A find—“£0080

flmfln0>w<
mafiaun0>0m 059:4 mnoumoaa

.0308me .0.an wagon? am 03:00 0302 003:9,
64 0430 0:988 05 0.8% 308M033 035% =<

:03 .«o £30m:

£03608; Exams—0a 1:830: .30 mm 31084
£32 0.. 85:33 082 20 3 .8 05680

.mv00a 55

A3 and 003$ 538350 3 305.8 035 00mg“

50.23.9004 .50 PE: 8

 

 

 

 

 

BIBLIOGRAPHY

 

 

 

 

BIBLIOGRAPHY

Anderson, David W., "On the Importance of Touching,"
Contemporary Education, Vol. 58 (September, 1987), pp.
201—205.

 

Augenstein, John J., "Touching the Lives of Many," Momentum,
Vol. 19 (February, 1988), pp. 44-45.

Barrow, Robin, Happiness and Schooling. New York: St.
Martin's Press, 1980.

 

Bartocci, Barbara, "The Little School that Would Not Quit,"
Reader's Digest, Vol. 133 (September, 1988), pp. 71-75.

Becker, Howard s. and Blanche Geer, “Participant Observation
and Interviewing: A Comparison," In George J. McCall
and J. L. Simmons (Eds.), Issues in Participant
Observation: A Text and Reader, Reading, Massachusetts:
Addison—Wesley Publishing Company, 1969, pp. 322-331.

 

 

Beane, James A., "A Human School in the Middle," The
Clearing House, Vol. 60 (September, 1986), pp. 14-17.

Berliner, David C., "The Half—full Glass: A Review of
Research on Teaching," In Philip L. Hosford (Ed.),
Using What We Know About Teaching, Alexandria,
Virginia: Association for Supervision and Curriculum
Development, 1984, pp. 51-81.

 

Blair, Timothy R., "Teacher Effectiveness: The Know—how to
Improve Student Learning," The Reading Teacher, Vol. 38
(November, 1984), pp. 138-142.

 

Blase, Joseph J., "Socialization as Humanization: One Side
of Becoming a Teacher," Sociology of Education, Vol. 59
(April, 1986), pp. 100-113.

 

Blustein, Jane, "The Beauty of Losing Control," Instructor,
Vol. 94 (February, 1985), pp. 56—60.

Bogdan, Robert C. and Sari Knopp Biklen, Qualitative
Research for Education: An Introduction to Theory and
Methods, Boston: Allyn and Bacon, Inc., 1982.

 

Booth, Richard, "Would You Know a Lonely Student if You Saw
One?" Community, Technical, and Junior College Journal,
Vol. 56 (October/November, 1985), pp. 22-25.

 

279

 

 

 

280

Brandt, Ron, "Classroom Control," Educational Leadership,
Vol. 45 (March, 1988), p. 3.

 

 

Bullock, Anne, "Extending His Loving Care," North Pacific
Union Conference Gleaner, Vol. 80 (May 20, 1985), p. 8.

 

 

Buscaglia, Leo, Living, Loving and Learning, New York:
Ballantine Books, 1982.

 

 

Buscaglia, Leo, Love, New York: Fawcett Crest, 1972.

 

Cadwallader, E. M., Principles of Education in the Writings
of Ellen G. White, Lincoln, Nebraska: Union College,
1959.

 

 

CAPE Association, Council for American Private Education
(CAPE) Schools: 1985-86 Edition, Shelton, Connecticut:
Market Data Retrieval, Inc., 1985.

 

 

Carter, Robert H., "Teach Them Diligently," Lake Union
Herald, Vol. 73 (January, 1981), p. 2.

 

Civikly, Jean M., "Humor and the Enjoyment of College
Teaching," New Directions for Teaching and Learning,
Vol. 26 (June, 1986), pp. 61—69.

Clark, David L., "High School Seniors React to Their
Teachers and Their Schools," Phi Delta Kappan, Vol. 68
(March, 1987), pp. 503-509.

 

Coffee, Renee, ”Happy Birthday!" Insight, Vol. 20 (November,
1989), p. 28.

 

Coker, Homer, Donald M. Medley, and Robert S. Soar, "How
Valid Are Expert Opinions About Effective Teaching?"
Phi Delta Kappan, Vol. 62 (October, 1980), pp l3l-134+.

 

Colwell, Rosemary, "Don't Forget the Human Touch," Learning
89, Vol. 15 (September, 1986), p. 130.

Conlee, Kevin M., "Emotional Abuse: The Hidden Crime in the
Classroom," Contemporary Education, Vol. 57 (Winter,
1986). pp. 66-71.

 

C00per, Emma, The Great Advent Movement, Washington, D.C.:
Review and Herald Publishing Association, 1935.

 

Cory, Christopher T., Editor, "What Skills Make a Good
Teacher? Think Again," Psychology Today, Vol. 15
(February, 1981), p. 15.

 

 

 

 

 

281

Cotton, Delores 5., "Human Relations in the Classroom,"
Business Education Forum, Vol. 40 (April/May 1986), pp.
58-59.

 

Csikszentmihalyi, Mihaly and Jane McCormack, "The Influence
of Teachers," Phi Delta Kappan, Vol. 67 (February,
1986), PP. 415-419. '

 

Daly, John A., "Communication Apprehension in the College
Classroom," New Directions for Teaching and Learning,
Vol. 26 (June, 1986), pp. 21-32.

DeBruyn, Robert L., "Caring is not coddling," The Master
Teacher, Vol. 11, No. 2 (1980), pp. 1-6.

Disheroon, Suzanne, "Southwestern Adventist College Fosters
Student-Faculty Rapport," Southwestern Union Record,
Vol. 84 (May 23, 1985), p. 12.

 

Drinkard, Barbara Parr, "The Best of Times, The Worst of
Times," The Clearing House, Vol. 60 (September, 1986),
pp. 11-13.

 

Eager, Hedley J., "The Effective Teacher is a Caring
Teacher," Adventist Education, Vol. 52 (December
1989—January 1990), pp. 7-9.

 

Erickson, Frederick, "Qualitative Methods in Research on
Teaching," In Merlin C- Wittrock (Ed.), Handbook of
Research on Teaching (3rd Edition), New York: Macmillan
Publishing Company, 1986, pp. 119-161.

 

Evertson, Carolyn M., "Do Teachers Make a Difference? Issues
for the Eighties," Education and Urban Society, Vol. 18
(February, 1986), pp. 195-210.

Faber, Adele and Elaine Mazlish, "How to Talk So Students
Will Listen and Listen So Students Will Talk," American
Educator, Vol. 11 (Summer, 1987), pp. 37-42.

Ferree, George, "The Epistemology of Knowing How Students
Feel," American Journal of Education, Vol. 93
(February, 1985), pp. 240-251.

Finch, Sandy, ”From the Teacher's Side," North Pacific Union
Gleaner, Vol. 80 (November 4, 1985), p. 2.

Flynn, Daniel, "A Word Fitly Spoken," Adventist Education,
Vol. 49 (October/November, 1986), pp. 10-11.

 

 

 

 

 

 

282

Ford, Denyce 5., "Improving Urban Students' Perception of
School," Clearing House, Vol. 60 (October, 1986), p.
52.

 

Fox, Sharon, "TLC: A Key to Learning," Balance Sheet, Vol.
66 (November/December, 1984), pp. 8-9.

 

Gardner, Susan, "Mrs. Gardner, Will You Sign My Yearbook?"
North Pacific Union Gleaner, Vol. 80 (November 4,
1985)] p0 90

 

Gaynor, Charlene, Editor, ”Family Problems: How They're
Affecting Classrooms Today," Learning 86, Vol. 14
(January, 1986), pp. 34-39; Part 2, Vol. 14 (February,
1986), PP. 60—62.

 

Geertz, C., The Interpretation of Cultures, New York: Basic
Books, 1973.

 

Ginott, Haim G., Teacher and Child, New York: The MacMillan
Company, 1972.

 

Glaser, B. 6., Theoretical Sensitivity: Advances in the
Methodology of Grounded Theory, Mill Valley,
California: Sociology Press, 1978.

 

 

Glaser, B. G. and A. L. Strauss, The Discovery of Grounded
Theory: Strategies for Qualitative Research, Chicago:
Aldine, 1967.

 

 

Goetz, Judith Preissle and Margaret Diane LeCompte,
Ethnography and Qualitative Design in Educational
Research, Orlando, Florida: Academic Press, Inc., 1984.

 

Goffman, Erving, Asylums, Chicago: Aldine Publishing
Company, 1961.

 

Good, Carter V., Essentials of Educational Research:
Methodology and Design, New York:
Appleton—Century-Crofts, 1966.

 

 

Good, Thomas L. and Jere E. Brophy, "School Effects,"
Handbook of Research on Teaching, New York: Macmillan
Publishing Company, 1986, pp. 570-602.

 

Goodlad, John I., A Place Called School, New York:
McGraw—Hill Book Company, 1984.

 

Gorden, Raymond L., Interviewing Strategy, Techniques, and
Tactics, Homewood, Illinois: The Dorsey Press, 1980.

 

 

 

283

Heath, Douglas H., Humanizing Schools: New Directions, New
Decisions, New York: Hayden Book Company, 1971.

Holmes, Judy Harmon, "We Can Teach Students to Be
Responsible,“ Phi Delta Kappan, Vol. 66 (September,
1984), PP- 50-52.

 

Horowitz, Jeff, "The Golden Rule of Teaching," The Clearing
House, Vol. 60 (May, 1987), pp. 411—412.

Howe, Diane, “A Teacher Is. . .,“ Momentum, Vol. 51
(February, 1987), p. 51.

Hostetler, John A., "Education in Communitarian Societies ~—
The Old Order Amish and the Hutterian Brethren, " in
George Spindler (Ed.), Education and Cultural Process:
Anthropgligigal Approaches (Second Edition), Prospect

Heights, Illinois: Waveland Press, Inc., 1987, pp.

210—229.

 

 

 

 

Hunsaker, Johanna 8., "It's No Joke: Using Humor in the
Classroom," The Clearing House, Vol. 61 (February,
1988), Pp. 285—286.

 

Jantzen, Esther, "An Approach for Overcoming Student
Passivity,“ Education Digest, Vol. 53 (January, 1988),
p. 33.

Johnson, Christopher, "Seen But Not Heard: The Dilemma of
the Shy Child," Momentum, Vol. 18 (November, 1987), pp.
44-46.

Johnson, Steve, “Does it Need to be This Way?“ Insight, Vol.
17 (August 16, 1986), pp. 10*12.

Jones, Joel M., “The Art of Teaching: An Act of Love," New
Directions for Teaching and Learning, Vol. 26 (June,
1986). PP. 83—91.

 

Jordan, Cathie, “Translating Culture: From Ethnographic
Information to Educational Program,“ Anthropology and
Education Quarterly, Vol. 16 (Summer, 1985), pp.
105—123.

 

Jorgensen, Candace Wilson, “A Tribute to Students," Lake
Union Herald, Vol. 78 (November 18, 1986), pp. 12—13.

Kaywell, Joan F., “Control in Classrooms: A Disturbing
Situation,“ The High Schgol Journal, Vol. 70
(April/May, 1987), pp. 203—207.

 

 

 

284
Keating, James, "The Religion Teacher as Mentor-Friend,"
Momentum, Vol. 15 (December, 1984), pp.

31-32.
Keefe, James W., "Advisement Programs -— Improving
Teacher—Student Relationships,
Bulletin, Vol.

School Climate," NASSP
70 (April, 1986), pp. 85-90.

Kinsey, Sheila,
Victims,"
26—27.

"The Essential Teacher: Nurturing Young
Momentum, Vol. 18 (September, 1987), pp.
Lee,

Helen C. and Marjorie E. Souers, "What Kinds of Mirrors
Are We?" Educational Horizons,

Vol. 62 (Summer, 1984),
pp. 132-133.

Lockavitch, Joseph F.,

"Motivating the Unmotivated
Students,"

Techniques: A Journal for Remedial Education
and Counseling, Vol. 2 (October, 1986), pp. 317-321.

 

Loughborough,

 

 

John N., The Great Second Advent Movement: Its
Rise and Progress, Washington, D.C.: Review and Herald
Publishing Association, 1909.

Maifair, Linda, "How to Handle Those Sensitive Questions,"
Learning 87, Vol. 15 (March, 1987), p. 57.
Manspeaker, Barbara L.,

"Did I Do All I Could?"
Education, Vol. 48

Adventist
(October/November,

1985), pp. 5—7.
Manullang, Wellington 0., "A Rain Check in Heaven,“ North
Pacific Union Gleaner, Vol. 81 (January 6, 1986), p. 2.
Mayeroff, Milton, On Caring, New York: Harper and Row, 1971.
Martin, William R.,

“Teacher Behaviors-~Do They Make a
Difference?

A Review of the Research," Kappa Delta Pi
Record, (December, 1979), pp. 48-50.
McCall, George C. and J. L. Simons, Issues on Participant
Observation, Reading, Massachusetts:

 

Addison-Wesley
Publishing Co., 1969.

Mead, Margaret, “Our Educational Emphasis in Primitive
Perspective,“ in George Spindler (Ed.),
Culture——Anthropological Approaches,

w
Rinehart and Winston, 1963, pp.

New York: Holt,
309—320.

 

285

Menges, Robert J., Lawrence T. McGill, and James M.
Shaeffer, "Practical Ways to Build Student-Faculty
Rapport," Liberal Education, Vol. 72 (Summer, 1986),
pp. 145-155.

 

Michener, James A., "Who is Virgil T. Fry?" Education
Digest, Vol. 51 (November, 1985), pp. 26-28.

 

Morgan, Kirby, "Calm Discipline," Phi Delta Kappan, Vol. 66
(September, 1984), pp. 53-54.

 

 

Neufeld, Don F. (Ed.), Seventh-day Adventist Encyclopedia,
Washington, D.C.: Review and Herald Publishing
Association, 1976.

 

Nix, James R., "William Warren Prescott: Educator
Extraordinaire," Heritage Room: Adventist Monthly
Review , Vol. 15 (May, 1985),

p. 9.

 

Noddings, Nel, Caring: A Feminine Approach to Ethics and
Moral Education, Berkeley: University of California
Press, 1984.

 

 

Noddings, Nel, "An Ethic of Caring and Its Implications for
Instructional Arrangements," American Journal of
Education, Vol. 96 (February, 1988), pp. 215-230.

 

 

Norris, Peter, "Every Child, Every Moment," The High School

 

Journal, Vol 69 (October/November, 1985), pp. 39-45.

 

Ohanian, Susan, "Teaching is Art and Intuition -- Not
Science," Education Digest, Vol 51 (April, 1986), pp.
5"?-

Ornstein, Allen C., "Questioning: The Essence of Good
Teaching," NASSP Bulletin, Vol. 71 (May, 1987), pp.
71-78; Part II, Vol. 72 (February, 1988), pp. 72—80.

 

Palardy, J. Michael and Thomas J. Palardy, "Classroom
Discipline: Prevention and Intervention Strategies,"
Education, Vol. 108 (Fall, 1987), pp. 87—92.

 

Plubell, Gil and Dick Duerksen, Education Day Program,
Silver Springs, MD: Department of Education, General
Conference of Seventh—day Adventist, 1990.

 

 

 

286

Pratt, Donald L., "Responsibility for Student
Success/Failure and Observed Verbal Behavior Among
Secondary Science and Mathematics Teachers," Journal of
Research in Science Teaching, Vol. 22 (December, 1985),
pp. 807-816.

 

 

Rathbun, Carolyn, "Moaning Cavern," Insight, Vol. 17 (June
1, 1986), pp. 10—12.

 

Rebbeck, Barbara J., "20 Tips for Teachers -- From
Students," Learning 86, Vol. 14 (February, 1986), p.
65.

Ricciotti, Joseph A., "Good Teaching: The Goose Bump
Response," Principal, Vol. 67 (March, 1988), pp. 41-42.

 

Rist, Ray, "Ethnographic Techniques and the Study of the
Urban School," Urban Education, Vol. 10 (April, 1975),
pp. 86-108.

 

Robison, Anne Q., "An Open Letter to Lynn's Teacher,"
Exceptional Parent, Vol. 17 (May 16, 1987), pp. 12-16.

 

Robinson, Thomas E., "The Making of a Teacher," Phi Delta
Kappan, Vol. 66 (October, 1984), pp. 136-138.

 

Rogers, Vincent R., "Qualitative Research--Another Way of
Knowing," In Philip L. Hosford (Ed.), Using What We
Know About Teaching, Alexandria, Virginia: Association
for Supervision and Curriculum Development, 1984, pp.
85-111.

 

 

Rothstein, Stanley William, "The Ethics of Coercion: Social
Control Practices in an Urban Junior High School,"
Urban Education, Vol. 22 (April, 1987), pp. 53—72.

 

Rutter, M. and others, Fifteen—Thousand Hours, Cambridge:
Harvard University Press, 1979 as cited by Vincent R.
Rogers in Philip L. Hosford (Ed.), Using What We Know
About Teaching, Alexandria, Virginia: Association for
Supervision and Curriculum DeveIOpment, 1984, pp.
85~1ll.

 

 

 

Sadker, David and Myra Sadker, "Is the O.K. Classroom O.K.?"
Phi Delta Kappan, Vol. 66 (January, 1985), pp. 358-361.

 

Sava, Samuel G., "Trying," Principal, Vol. 67 (September,
1987), p. 64.

 

Scalo, Carol J., "Students Describe the 'Ideal Teacher',"
Momentum, Vol. 17 (December, 1986), pp. 40-41.

 

 

287

 

Leonard and Anselm L. Strauss, Field Research,
New Jersey: Prentice—Hall, Inc.,

Schatzman,
Englewood Cliffs,

1973.

Schuh, John H. and George D. Kuh, "Faculty Interaction with
Students in Residence Halls," Journal of College
Student Personnel, Vol. 25 (November, 1984), pp.

519-528.

Senier, Marilyn, "Learning With Love," Adventist Education,

Vol. 49 (October/November, 1986), pp. 20-21.

Shadiow, Linda, "My Students as My Teachers," The Clearing
House, Vol. 58 (April, 1985), pp. 332-333.

 

"Teacher Authority in the Classroom: A

Shrigley, Robert L.,
1986),

Plan for Action,” NASSP Bulletin, Vol. 70 (May,
pp. 65-71.

"Seventh~day Adventist Education is Alive

Siepman, Milton,
(January, 1981),

and Well," Lake Union Herald, Vol. 73
pp. 4-90

Simms, Clark McK., "First Person Plural," Independent
School, Vol. 44 (October, 1984), pp. 60-61.

"But Teacher You Went Right On,"

Simms, Rochelle B.,
1986), pp.

Childhood Education, Vol. 62 (March/April,
269—271.

"Nurturing Kindness Through

Smith, Charles A.,
(September,

Storytelling," Young Children, Vol. 41
1986), pp. 46-51.

and Peg Dansbury Howe, "Projecting a
Illinois Teacher of

188-189.

Smith, Frances M.
Caring Image for Home Economics,"

Home Economics, Vol. 28 (May/June, 1985), pp.

Origin and History of Seventh-day

Spalding, Arthur W.,
D.C.: Review and Herald, 1962.

Adventists, Washington,

”Instructional Techniques for Increasing

Spencer, Marvin G.,
Vol. 72 (April,

Student Achievement," NASSP Journal,
1988), pp. 108-111.

in George Spindler (Ed.), Doing

Spindler, George, "Preface,"
New York: Holt, Rinehart

the Ethnography of Schooling,
and Winston, 1982, pp. iii-iv.

 

 

288

Spindler, George, "Personality, Sociocultural System, and
Education Among the Menomini,” in George Spindler
(Ed.), Education and Culture: Anthropological
Approaches, New York: Holt, Rinehard and Winston, 1963,
pp. 351-399.

 

 

Spindler, George , "Roots Revisited: Three Decades of
PerSpective," (pp. 70-77) and "The Transmission of
Culture," (pp. 303-334) in George Spindler (Ed.),
Education and Cultural Process: Anthr0poligical
Approaches (Second Edition), Prospect Heights,
Illinois: Waveland Press, Inc., 1987.

 

 

Spindler, George and Louise Spindler, "Ethnography: An
Anthropological View," in George Spindler (Ed.),
Education and Cultural Process: Anthropoligical
Approaches (Second Edition), Prospect Heights,
Illinois: Waveland Press, Inc., 1987, pp. 151-156.

 

 

Spradley, James P., Participant Observation, New York: Holt,
Rinehart and Winston, 1980.

 

Van Dolson, Bobbie Jane, "Adventist Education -- You Made
the Right Choice," Adventist Review, Vol. 162 (January
24, 1985). pp. 14-15.

 

Vertiz, Virginia C., Jim C. Fortune and Barbara A. Hutson,
"Teacher Leadership Styles as They Relate to Academic
Gain For Unsuccessful Students," Journal of Research
and Development in Education, Vol. 18 (Spring, 1985),
pp. 63-67.

 

 

Vincent, Sandra, "Companionship and Communication -- The Key
to Successful Teaching," Adventist Education, Vol. 49
(October/November, 1986), pp. 12-13.

 

Wagner, Lilya, Caring is Not a Spectator Sport, Boise,
Idaho: Pacific Press Publishing Association, 1986.

 

 

Warren, Michael, Youth and the Future of the Church, New
York: Seabury, 1982, p. 90.

 

Wassermann, Selma, "Teaching for Thinking: Louis E. Raths
Revisited," Phi Delta Kappan, Vol. 68 (February, 1987),
pp. 460-466.

 

Weiss, Steven M., "I Remember Max," The Chronicle of Higher
Education, (February 10, 1982), p. 2.

 

 

 

 

 

 

 

 

289

Welch, Leona Nicholas, "What Do We Really Teach?" Learning
88, Vol. 16 (January, 1988), p. 79.

White, Ellen G., Counsels to Parents, Teachers, and
Students, Mountain View, California: Pacific Press
Publishing Association, 1913.

 

 

White, Ellen G., Education, Boise, Idaho: Pacific Press
Publishing Association, 1903.

 

White, Ellen G., Fundamentals of Christian Education,
Nashville, Tennessee: Southern Publishing Association,
1923.

 

White, Ellen G., Patriarchs and Prophets, Boise, Idaho:
Pacific Press Publishing Association, 1890.

 

White, Ellen G., Testimonies for the Church, Boise, Idaho:
Pacific Press Publishing Association. Volume 5, 1859:
Volume 6, 1861; Volume 7, 1862.

 

Whittaker, Leon, "Students' Expectations of Teachers," The
Clearing House, Vol. 59 (October, 1985), pp. 55-56.

 

 

Widdowson, H. G., "The Roles of Teacher and Learner,"
English Language Teachers (ELT) Journal, Vol. 41

 

Widmer, Myron, "Teachers: Our most Undervalued Asset?"
Adventist Review, Vol. 165 (March 10, 1988). PP. 4-5.

 

Wilcox, Kathleen, "Ethnography as a Methodology and Its
Application to the Study of Schooling: A Review," in
George Spindler (Ed.), Doing the Ethnography of
Schooling, New York: Holt, Rinehart, and Winston, 1982.

 

 

Willison, Clark M., "SDA Schools--The HOpe of the Church,"
Northern Union Outlook, Vol. 27 (July 20, 1971), p. 4.

 

Wolfe, John, "Troubled Kids Don't Need Our Pity,"
Instructor, Vol. 95 (February, 1986), p. 16.

 

Wolfle, Jane A., "Students in Trouble: Care About Those
Adolescents!" American Secondary Education, Vol. 16,
No. 3 (1988), pp. 11-13.

 

 

 

 

290

Wong, Harry K., "Dear Class, I Love You," Learning, Vol. 1
(December, 1972), p. 20—22.

Yehl, Suzy, "The Hurting Child," Momentum, Vol. 17
(December, 1986), pp. 20-21.

Yost, F. Donald, 126th Annual Statistical Report - 1988,
Washington, D.C.: General Conference of Seventh—day

Adventists, 1988.

Zoellner, Eleanor, "Sphere of Influence," Ministry Magazine,
Vol. 58 (December, 1985), Pp. 24, 28.