Articles on this page are intended to provide perspectives on education and the Christian school community and may be adapted from ACSI publications or other sources of interest.
The hope of Christ-centered education is not in education as the solution, but rather in Christ as the solution and in education as a process to knowing Him and engaging in His world.
To meet the commitment of investing in your own growth and learning as a professional Christian teacher, there are a variety of resources you can explore.
Brooker outlines five stages of school development where each stage represents a different level of "authentic Christian education", directly influencing their effectiveness.
A caring teacher-student relationship is a transformed relationship, including the ability to offer criticisms and advice rooted in care and relationship.
What a school decides to measure is particular to each school and expresses what that school community values in the realms of academics, social, physical, and spiritual development.
There is nothing like a good crisis to throw the spotlight on leadership. Articles on “leading in challenging times” or variations on the theme are common.
How might biblical integration impact the curricular content in our classrooms and help us connect with what is really true about ourselves and our world?
The International Class consists of ten students from abroad and ten students currently enrolled at Driestar University. It is meant to be a multi-cultural group where we focus on Christian education. This is a 3 month programme on campus in Gouda, The Netherlands.
The task of the Christian is not to whine about the moment in which he or she lives, but to understand its problems and respond appropriately to them, and, as Christian educators, to train young followers of Jesus to do the same.
Thank you for your partnership in the ministry of ACSI Europe! We would like to give you an update on the highlights of our recent activities and also request your prayers for some important upcoming programs.
A caring teacher-student relationship is a transformed relationship, positioning the teacher to be a trusted influence and sounding board for the student. However, despite a commitment to care, teachers are not always as successful in communicating care as they intend to be. There is often a disconnect between teacher caring intentions and actions, and the perceptions and experiences of their students. Bridging this gap can be the key to the positive outcomes.