CASE STUDY

Kelsey High School Virtual Organization and Mrs. Ash Case Study

Kelsey High School Virtual Organization and Mrs. Ash Case Study

Introduction to the Case

The issue exist in the in the Kelsey High School, where a ninth-grade teacher, Mrs. Ash, has recently converted to a Christian denomination. She is an excellent teacher, and has been well respected by students, parents, and staff. Lately, it was noticed that she has changed her behavior in school. Her new religion does not allow her to say the Pledge of Allegiance. She has begun wearing a necklace with a gold cross. She keeps a copy of the Bible conspicuously placed on her desk. She reads it silently during student silent reading time. She also reads the book in the staff room. She has become the club advisor for the Bible club, which meets after school. Some parents and staff have complained that they feel uncomfortable by Mrs. Ash's behavior (Rhodes, 2005).

The case study analyzes in depth the relationship between parents and teachers, in accordance with the society where they live and interact, thus knowing what is the importance of it and how successful relationship influences the society.

This will highlight the importance on the role played by the society around us and the factors that shape, parents and teachers, both of great importance for the development of new generations of a society. So, this paper would highlight in detail about how the denomination of Mrs. Ash has affected his relationship with parents, student, and with her overall environment (Long, 2011).

History of Christian High Schools

In the 1970s, when Christian schools were multiplying at a rate of one per day, leaders focused on seemingly routine problems such as how to get started, adequate facilities, and methods of discipline. More critical matters, such as articulating a positive philosophy of Christian school education and combating legal and legislative efforts to impose state accreditation and teacher licensing requirements on these schools, which also consumed an immense amount of time, energy, and resources.

As the Christian school movement matured, many of those issues were at least partially resolved. Weaker schools closed, whereas others developed better administrative processes and educational programs. Christian schools know the reason of their existence and are able to articulate clearly their philosophy of education. Furthermore, conflicts with government authorities regarding accreditation and teacher certification requirements based on free exercise of religion and parental rights claims have been largely resolved in favor of the schools in most states. Legal and legislative concerns have shifted to issues such as employment policies, state and federal involvement in child care, and, most recently, the acceptability of courses informed by Christian perspectives by state universities (Illinois, 2003 ).

In the early years of the movement, advocates were confident that Christian schools would contribute to a robust revival of Christian life in the United States, as an army of young people benefited from the combined nurturing of home, church, and Christian school. Indeed, some went as far as to claim that Christian schools were the hope of ...