Starting with a brief history of the development
of the Encounter Bible curriculum and summary
of the evaluative research methodology,
this paper draws on teacher, student and
administrator interview data in its account
of teachers’ attempts to teach Encounter
Bible. The writers refer to selected points
of interest from their evaluation as they
discuss teacher perceptions of the Encounter
resource, assessment practice, the theory
behind planning, the teaching and learning
process, spirituality in schools and classrooms,
and professional development. They also
review student perceptions of teaching, and
administrator involvement in supporting
teachers. In surveying teacher achievements
and challenges, the paper addresses a limited
number of key issues that could ultimately be
of critical reflective importance for Christian
schools