a journal of analysis and comment
advancing public understanding of religion and education
Winter 2006, Vol. 33 No. 1
A. Bishop is Assistant Professor and
Director of Middle Level Teacher Education at the University of Vermont,
Burlington. Her teaching and research interests focus on the developmental
nature of early adolescence and developmentally responsive schooling for young
adolescents. She earned a doctorate
in Educational Leadership and Policy Studies from the University of Vermont, and
her dissertation on middle grades partner teams received the 1998 Distinguished
Dissertation Award from the National Association of Secondary School Principals.
Before joining the field of teacher education, Penny was a middle school teacher
in Vermont public schools and an assessment consultant for the Vermont
Department of Education. She currently consults with teachers and administrators
in the areas of school organization, interdisciplinary and partner teaming, and
school change. She is the co-author
of Reaching and Teaching Middle School Learners: Asking Students to Show Us
What Works, published by Corwin Press; co-author of The Power of Two:
Partner Teams in Action and co-editor of Living and Learning in the
Middle Grades: The Dance Continues, both published by the National Middle
School Association. Her articles have appeared in Middle School Journal,
Research in Middle Level Education Online, Current Issues in Middle Level
Education, and Journal of Adolescent and Adult Literacy.
N. Bryant is an educational researcher
at RTI International in Research Triangle Park, North Carolina and also serves
as an Adjunct Assistant Professor of Higher Education at North Carolina State
University in Raleigh. She received her Ph.D. in Higher Education and
Organizational Change from the University of California, Los Angeles where she
worked for five years at the Higher Education Research Institute (HERI). She
currently collaborates as a research associate with her colleagues at HERI on a
study entitled, Spirituality in Higher Education: A National Study of College
Students’ Search for Meaning a Purpose, funded by the John Templeton
Foundation. Her primary research interests include religious diversity on
college campuses, the intersection of gender issues and spirituality in faith
development, and the role of spiritual struggles in college students’
spiritual growth. Please direct all correspondence regarding the article in this
issue to: Dr. Alyssa N. Bryant, Research Education Scientist, RTI International,
Education Studies Division, 3040
Cornwallis Road, P.O. Box 12194, Research Triangle Park, NC 27709.
Villiers received her M.Ed. degree in
Higher Education from Loyola University Chicago and her B.S. degree in
Journalism from the University
of Missouri-Columbia. She is currently teaching English as a Second Language in Japan.
Haworth, Ph.D., is Associate Vice
President for Mission and an Associate Professor in the Higher Education/Student
Administration graduate program at Loyola University Chicago. She was the internal evaluator for Loyola’s Lilly Endowment-funded Evoke project
between 2000 and 2005. She recently completed collecting data for a three year longitudinal study focused on understanding how students make meaning
of and respond to the theme of vocation or call in their lives.
J. Nash has been a professor in the College of Education and Social Services,
University of Vermont, Burlington, for 36 years. He specializes in philosophy of
education, ethics, higher education, and religion, spirituality, and education.
He holds graduate degrees in English, Theology/Religious Studies, Applied Ethics
and Liberal Studies, and Educational Philosophy. He holds faculty appointments
in teacher education, higher education administration, and interdisciplinary
studies in education. He administers the Interdisciplinary Master’s Program,
and he teaches ethics, religion, higher education, and philosophy of education
courses, as well as scholarly personal narrative writing seminars, across four
programs in the college, including the doctoral program in Educational
Leadership and Policy Studies. He
has published more than 100 articles, book chapters, monographs, and essay book
reviews in many of the leading journals in education at all levels. He is a
member of the editorial board for the journal of Religion & Education,
and one of its frequent contributors. Since 1996, he has published seven books,
several of them national award winners: “Real World” Ethics: Frameworks
for Educators and Human Service Professionals (1st and 2nd
editions); Answering the “Virtuecrats”:
A Moral Conversation on Character Education; Faith, Hype, and Clarity: Teaching
About Religion in American Schools and Colleges; Religious Pluralism in
the Academy: Opening the Dialogue; Spirituality, Ethics, Religion, and Teaching:
A Professor’s Journey; and Liberating Scholarly Writing: The Power of
Personal Narrative. He is presently writing a book with Professor Penny
Bishop, Middle-Level educator, whose working title is Teaching Adolescents
Religious Literacy in a Post-9/11 World.
He has done a variety of consultancies throughout the country for a
number of human service organizations and colleges and universities. He has also
made a series of major presentations at national conferences and at universities
on the topics of ethics, character education, religious pluralism, personal
narrative scholarship, and moral conversation.
In 2003, he was named University Scholar in the Social Sciences and the
Humanities at The University of Vermont.
E. Stone is an Assistant Professor of
Research and Measurement in the Department of Foundations of Education.
A. Zam is an Assistant Professor of
Secondary Social Studies in the Department of Curriculum and Instruction at The
University of Toledo. Dr. Zam holds
a Ph.D. in both Social Foundations and Secondary Social Studies Education from
The Ohio State University. He also
sits on the Executive Board of the Ohio Council for the Social Studies and
contributes regularly to its journal and annual conferences.