subject:( Christian education)

1. Foster, Anthony. A Study of Post-Baccalaureate Leadership Curricula at Select Christian Institutions of Higher Education.

Degree: 2010, Southern Baptist Theological Seminary

URL: http://hdl.handle.net/10392/3803

► The purpose of this mixed method content analysis and descriptive study was to determine the core courses, course descriptors, and described competencies of Leadership Studies… (more)

▼ The purpose of this mixed method content analysis and descriptive study was to determine the core courses, course descriptors, and described competencies of Leadership Studies curricula at select Christian higher educational institutions. An extensive literature review revealed the complex nature of the issues affecting the current study. It set the theological foundations for a Christian view of the curriculum and leadership authority, biblical models, and their parallels in the leadership literature. The Christian leadership curriculum was approached from a standpoint of lifespan development, curriculum design, essential leadership competencies, and the integration of leadership literature. After a descriptive analysis of the study methodology, the results of the study revealed the distribution of programs and degree types by category and percentage, a census and categorization of courses offered in leadership programs at CCCU member schools, and definitions of competencies taught in those courses. It was discovered that several discrete categories of leadership programs exist. Program objectives were analyzed to yield a categorization of program objectives by rank. Conclusions were drawn based on the frequency of courses, the competencies that are being taught, and course objectives that emerged. The results of a comparative analysis revealed that precedent competencies from other select studies were present in the programs, but no evidence was found to affirm that the perceptions of importance associated with of the competencies correlates to the frequency at which they are being taught. Leadership development models for the programs were qualified in relation to Kiedis' Taxonomy of Leadership Development Models. Finally, the implications ofthe research were extensively examined in regard to the study methodology, the categories that emerged, and what was revealed as missing. Applications of the research were posited in regard to definitions of leadership development, content analysis, the design and delivery of the curriculum, exemplar programs, and recommendations for the integration of principles and pedagogical issues which surfaced in the course of the study. Extensive appendices report descriptive data that emerged from the study. Keywords: Leadership, content analysis, leadership curriculum, curriculum design, leadership competency, leadership development, distance learning, Council for Christian Colleges and Universities, CCCU, leadership degree Advisors/Committee Members: Dredfeldt, Gary (advisor).

Subjects/Keywords: Christian leadership.; Christian education.

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APA (6^th Edition):

Foster, A. (2010). A Study of Post-Baccalaureate Leadership Curricula at Select Christian Institutions of Higher Education. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/3803

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Foster, Anthony. “A Study of Post-Baccalaureate Leadership Curricula at Select Christian Institutions of Higher Education.” 2010. Thesis, Southern Baptist Theological Seminary. Accessed December 14, 2019. http://hdl.handle.net/10392/3803.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Foster, Anthony. “A Study of Post-Baccalaureate Leadership Curricula at Select Christian Institutions of Higher Education.” 2010. Web. 14 Dec 2019.

Vancouver:

Foster A. A Study of Post-Baccalaureate Leadership Curricula at Select Christian Institutions of Higher Education. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2010. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10392/3803.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Foster A. A Study of Post-Baccalaureate Leadership Curricula at Select Christian Institutions of Higher Education. [Thesis]. Southern Baptist Theological Seminary; 2010. Available from: http://hdl.handle.net/10392/3803

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

2. Zulu, Precious. Teachers' interpretation of accelerated christian education curriculum to teach reading, in private schools in Lusaka district, Zambia .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/5050

► Children are increasingly expected to progress in reading at a standard speed and through one methodology. The Accelerated Christian Education (ACE) curriculum developed in the… (more)

Subjects/Keywords: Christian education curriculum.

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APA (6^th Edition):

Zulu, P. (2016). Teachers' interpretation of accelerated christian education curriculum to teach reading, in private schools in Lusaka district, Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5050

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zulu, Precious. “Teachers' interpretation of accelerated christian education curriculum to teach reading, in private schools in Lusaka district, Zambia .” 2016. Thesis, University of Zambia. Accessed December 14, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/5050.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zulu, Precious. “Teachers' interpretation of accelerated christian education curriculum to teach reading, in private schools in Lusaka district, Zambia .” 2016. Web. 14 Dec 2019.

Vancouver:

Zulu P. Teachers' interpretation of accelerated christian education curriculum to teach reading, in private schools in Lusaka district, Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Dec 14]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5050.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zulu P. Teachers' interpretation of accelerated christian education curriculum to teach reading, in private schools in Lusaka district, Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5050

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Baylor University

3. [No author]. Defining the Christian college : the Council of Church Boards of Education and American religious higher education, 1911–1950.

Degree: 2018, Baylor University

URL: http://hdl.handle.net/2104/10324

► This thesis explores competing definitions of the “Christian” college in the early twentieth-century United States, particularly as articulated by mainline Protestants in two national organizations:… (more)

Subjects/Keywords: Christian higher education. Christian colleges. Educational associations.

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APA (6^th Edition):

author], [. (2018). Defining the Christian college : the Council of Church Boards of Education and American religious higher education, 1911–1950. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/10324

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “Defining the Christian college : the Council of Church Boards of Education and American religious higher education, 1911–1950. ” 2018. Thesis, Baylor University. Accessed December 14, 2019. http://hdl.handle.net/2104/10324.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “Defining the Christian college : the Council of Church Boards of Education and American religious higher education, 1911–1950. ” 2018. Web. 14 Dec 2019.

Vancouver:

author] [. Defining the Christian college : the Council of Church Boards of Education and American religious higher education, 1911–1950. [Internet] [Thesis]. Baylor University; 2018. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2104/10324.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Defining the Christian college : the Council of Church Boards of Education and American religious higher education, 1911–1950. [Thesis]. Baylor University; 2018. Available from: http://hdl.handle.net/2104/10324

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

4. Vaughan, Christy. Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools.

Degree: 2018, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/1670

► Christian education continues to play an important role in our society. The purpose of the present quantitative study is to compare mean scores on the… (more)

Subjects/Keywords: Christian education; Christian worldview; Classical Christian education; Essentialism; Greco-Roman Trivium; private education; Educational Leadership

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APA (6^th Edition):

Vaughan, C. (2018). Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1670

Chicago Manual of Style (16^th Edition):

Vaughan, Christy. “Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools.” 2018. Doctoral Dissertation, Liberty University. Accessed December 14, 2019. http://digitalcommons.liberty.edu/doctoral/1670.

MLA Handbook (7^th Edition):

Vaughan, Christy. “Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools.” 2018. Web. 14 Dec 2019.

Vancouver:

Vaughan C. Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Dec 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1670.

Council of Science Editors:

Vaughan C. Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1670

Liberty University

5. Barrows, Donald. Understanding the Times: A Causal/Comparative Study of the Effectiveness of a Christian Worldview Curriculum in Helping Students Develop a Christian Worldview.

Degree: 2014, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/971

► Christian educators are concerned about the development of a Christian worldview in their students. They also desire that their students maintain that worldview after graduation.… (more)

Subjects/Keywords: Christian; Worldview; Christianity; Education

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APA (6^th Edition):

Barrows, D. (2014). Understanding the Times: A Causal/Comparative Study of the Effectiveness of a Christian Worldview Curriculum in Helping Students Develop a Christian Worldview. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/971

Chicago Manual of Style (16^th Edition):

Barrows, Donald. “Understanding the Times: A Causal/Comparative Study of the Effectiveness of a Christian Worldview Curriculum in Helping Students Develop a Christian Worldview.” 2014. Doctoral Dissertation, Liberty University. Accessed December 14, 2019. http://digitalcommons.liberty.edu/doctoral/971.

MLA Handbook (7^th Edition):

Barrows, Donald. “Understanding the Times: A Causal/Comparative Study of the Effectiveness of a Christian Worldview Curriculum in Helping Students Develop a Christian Worldview.” 2014. Web. 14 Dec 2019.

Vancouver:

Barrows D. Understanding the Times: A Causal/Comparative Study of the Effectiveness of a Christian Worldview Curriculum in Helping Students Develop a Christian Worldview. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Dec 14]. Available from: http://digitalcommons.liberty.edu/doctoral/971.

Council of Science Editors:

Barrows D. Understanding the Times: A Causal/Comparative Study of the Effectiveness of a Christian Worldview Curriculum in Helping Students Develop a Christian Worldview. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/971

6. Kier, Scott Anthony. De La Salle Christian Brothers' Experiences of Catholic Identity in Higher Education in the United States.

Degree: Doctor of Education (EdD), Leadership Studies, 2012, University of San Francisco

URL: https://repository.usfca.edu/diss/44

► Catholic identity is considered to be the single most important issue facing Catholic higher education in the United States. Scholars (Burtchaell, 1998; Gallin, 1999;… (more)

▼ Catholic identity is considered to be the single most important issue facing Catholic higher education in the United States. Scholars (Burtchaell, 1998; Gallin, 1999; Gleason, 1995; Heft, 2003; Marsden, 1994; O'Brien, 1994) have suggested that sustaining Catholic identity and preventing secularization depends on the integration of the Catholic intellectual tradition with the sponsoring religious congregation. The Catholic identity often has been discussed in terms of the decreasing presence of various signs and symbols of Catholicity. Additionally, the number of Catholics among the student body, the number of required theology courses, and the role of the curriculum and faculty, have been employed as measures of Catholic identity. This qualitative study utilized virtual research methodology to explore the De La Salle Christian Brothers' personal experiences of Catholic identity in higher education in the United States as the sponsoring congregation on their campuses. The researcher interviewed 20 Brothers from four institutions of higher education regarding their definitions of Catholic identity, their experiences of Catholic identity from an historical and current-day perspective, as well as their visions of Catholic identity in higher education in the future. The study's findings revealed that the Brothers experienced themselves as the animators of Catholic identity at the institutions of higher education where they were assigned; that there is a need and desire for education and formation programs in the Catholic and Lasallian traditions; that, where Catholic identity is strong, the rituals and practices of the Catholic faith are also a vital part of the religious life of the campus; that presidential leadership is critical to the Catholic identity of the institution; and, that aspects of the operations of the institution reflect a connection to Catholicism, including the Catholic composition of the student body and faculty in terms of religious affiliation, the integration of the curriculum within the Catholic intellectual tradition, and programs that support the Catholic faith tradition. This study provided research on Catholic identity from the personal voices of the sponsoring religious congregation of institutions of higher education in the United States. With decreasing vocations in religious life and, therefore, less religious present in colleges and universities, an important segment of higher education, the voices of the sponsoring religious congregation, may be lost forever. Advisors/Committee Members: Gini Shimabukuro, Dan McPherson, Steve Katsouros.

Subjects/Keywords: Catholic identity; Christian Brothers; Education

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APA (6^th Edition):

Kier, S. A. (2012). De La Salle Christian Brothers' Experiences of Catholic Identity in Higher Education in the United States. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/44

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kier, Scott Anthony. “De La Salle Christian Brothers' Experiences of Catholic Identity in Higher Education in the United States.” 2012. Thesis, University of San Francisco. Accessed December 14, 2019. https://repository.usfca.edu/diss/44.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kier, Scott Anthony. “De La Salle Christian Brothers' Experiences of Catholic Identity in Higher Education in the United States.” 2012. Web. 14 Dec 2019.

Vancouver:

Kier SA. De La Salle Christian Brothers' Experiences of Catholic Identity in Higher Education in the United States. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Dec 14]. Available from: https://repository.usfca.edu/diss/44.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kier SA. De La Salle Christian Brothers' Experiences of Catholic Identity in Higher Education in the United States. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/44

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Kashmir

7. Das, K.N. Thakur. A Study of the Ideals of Christian Pioneers in education in Kashmir;.

Degree: 2015, University of Kashmir

URL: http://shodhganga.inflibnet.ac.in/handle/10603/39949

►

This study of Kashmir mission education covers remarkable pioneering attempt to modernise education in this central Asian valley Against a background of backwardness a series… (more)

Subjects/Keywords: Education-Kashmiri-Mission-Pioneer-Christian

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APA (6^th Edition):

Das, K. N. T. (2015). A Study of the Ideals of Christian Pioneers in education in Kashmir;. (Thesis). University of Kashmir. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/39949

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Das, K N Thakur. “A Study of the Ideals of Christian Pioneers in education in Kashmir;.” 2015. Thesis, University of Kashmir. Accessed December 14, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/39949.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Das, K N Thakur. “A Study of the Ideals of Christian Pioneers in education in Kashmir;.” 2015. Web. 14 Dec 2019.

Vancouver:

Das KNT. A Study of the Ideals of Christian Pioneers in education in Kashmir;. [Internet] [Thesis]. University of Kashmir; 2015. [cited 2019 Dec 14]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/39949.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Das KNT. A Study of the Ideals of Christian Pioneers in education in Kashmir;. [Thesis]. University of Kashmir; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/39949

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

8. Brickhill, Cherie Elder. A Comparative Analysis of Factors Influencing the Development of a Biblical Worldview in Christian Middle-School Students.

Degree: 2010, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/370

► One of the important goals of Christian education is to train students to see the world through the lens of scripture. However, Christian schools are… (more)

Subjects/Keywords: Biblical worldview; Christian education; Christian middle school; Christian worldview; PEERS test; Education, Religious

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APA (6^th Edition):

Brickhill, C. E. (2010). A Comparative Analysis of Factors Influencing the Development of a Biblical Worldview in Christian Middle-School Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/370

Chicago Manual of Style (16^th Edition):

Brickhill, Cherie Elder. “A Comparative Analysis of Factors Influencing the Development of a Biblical Worldview in Christian Middle-School Students.” 2010. Doctoral Dissertation, Liberty University. Accessed December 14, 2019. http://digitalcommons.liberty.edu/doctoral/370.

MLA Handbook (7^th Edition):

Brickhill, Cherie Elder. “A Comparative Analysis of Factors Influencing the Development of a Biblical Worldview in Christian Middle-School Students.” 2010. Web. 14 Dec 2019.

Vancouver:

Brickhill CE. A Comparative Analysis of Factors Influencing the Development of a Biblical Worldview in Christian Middle-School Students. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Dec 14]. Available from: http://digitalcommons.liberty.edu/doctoral/370.

Council of Science Editors:

Brickhill CE. A Comparative Analysis of Factors Influencing the Development of a Biblical Worldview in Christian Middle-School Students. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/370

9. Jang, You Jung. AN ANALYSIS OF THE INTEGRATION OF FAITH AND LEARNING IMPLEMENTED BY CHRISTIAN ELEMENTARY SCHOOL TEACHERS.

Degree: 2011, Southern Baptist Theological Seminary

URL: http://hdl.handle.net/10392/3735

► The integration of faith and learning has been an important topic of discussion in regard to the identity of Christian schools and their reason to… (more)

▼ The integration of faith and learning has been an important topic of discussion in regard to the identity of Christian schools and their reason to exist. Christian educators and researchers, however, have provided minimal help to teachers with the task of its practical implementation. Christian school teachers, therefore, talk about the importance of the integration of faith and learning while they often fail to practice it in their daily classroom teaching. In this regard, this dissertation examined Christian elementary school teachers in order to evaluate their proficiency level to integrate faith and learning in their teaching. It also presented the factors that influence teachers when achieving biblical integration. For the purposes of this study, ACSI elementary school teachers in Southeast region and Mid-America region were included. The survey instrument, which was originally developed by Raquel Bouvet de Korniejczuk in her dissertation in 1994 were utilized with a minor revision. The data were analyzed to determine teachers' implementation level of the integration of faith and learning. A t-test was conducted in order to examine if there is any difference in teachers' implementation level according to their educational background or demographic factors. This study also identified the most difficult subject teachers considered when they tried to integrate a biblical worldview and considered the teachers management concerns related to the biblical integration. Finally, a multiple linear regression was run to find out the influential factors on teachers' implementation level of the integration of faith and learning. The study concluded that ACSI elementary school teachers ranked high in regard to the implementation of the integration of faith and learning. They, however, still need to work on changing their teaching techniques, involving students' opinion, and working together with colleagues. Teachers who took classes in theology, participated in training on the biblical integration, and spent more time to prepare for integrating their faith into their daily teaching tended to reach higher levels of implementation. Keywords: Christian elementary school teachers, Christian school education, integration of faith and learning Advisors/Committee Members: Williams, Dennis E (advisor).

Subjects/Keywords: Christian education – Philosophy.; Christian education of children.; Elementary school teaching.

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APA (6^th Edition):

Jang, Y. J. (2011). AN ANALYSIS OF THE INTEGRATION OF FAITH AND LEARNING IMPLEMENTED BY CHRISTIAN ELEMENTARY SCHOOL TEACHERS. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/3735

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jang, You Jung. “AN ANALYSIS OF THE INTEGRATION OF FAITH AND LEARNING IMPLEMENTED BY CHRISTIAN ELEMENTARY SCHOOL TEACHERS.” 2011. Thesis, Southern Baptist Theological Seminary. Accessed December 14, 2019. http://hdl.handle.net/10392/3735.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jang, You Jung. “AN ANALYSIS OF THE INTEGRATION OF FAITH AND LEARNING IMPLEMENTED BY CHRISTIAN ELEMENTARY SCHOOL TEACHERS.” 2011. Web. 14 Dec 2019.

Vancouver:

Jang YJ. AN ANALYSIS OF THE INTEGRATION OF FAITH AND LEARNING IMPLEMENTED BY CHRISTIAN ELEMENTARY SCHOOL TEACHERS. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2011. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10392/3735.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jang YJ. AN ANALYSIS OF THE INTEGRATION OF FAITH AND LEARNING IMPLEMENTED BY CHRISTIAN ELEMENTARY SCHOOL TEACHERS. [Thesis]. Southern Baptist Theological Seminary; 2011. Available from: http://hdl.handle.net/10392/3735

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Mulatu, Semeon. TRANSITIONING FROM A THEOLOGICAL COLLEGE TO A CHRISITIAN UNIVERSITY IN EAST AFRICAN CONTEXT: A MULTI-CASE STUDY.

Degree: 2012, Southern Baptist Theological Seminary

URL: http://hdl.handle.net/10392/3957

► ABSTRACT TRANSITIONING FROM A THEOLOGICAL COLLEGE TO A CHRISITIAN UNIVERSITY IN EAST AFRICAN CONTEXT: A MULTI-CASE STUDY Semeon Mulatu, Ph.D. The Southern Baptist Theological Seminary,… (more)

▼ ABSTRACT TRANSITIONING FROM A THEOLOGICAL COLLEGE TO A CHRISITIAN UNIVERSITY IN EAST AFRICAN CONTEXT: A MULTI-CASE STUDY Semeon Mulatu, Ph.D. The Southern Baptist Theological Seminary, 2012 Chair: Dr. Hal K. Pettegrew This dissertation analyzed and described transitions from a theological or Bible college to a Christian liberal arts college or university in East African context. The research was specially driven by the desire to find out the reasons for such transitions, the challenges of the transition process and how such transitions affect the mission of the institutions, the theological training programs, and the relationship of the institutions with their founding or sponsoring churches. The methodology employed in this study was qualitative, multi-case study research method. The institutes that were selected for this study were five Protestant evangelical higher educational institutions in Ethiopia, Kenya, Uganda, and Democratic Republic of Congo that have transitioned or are transitioning from a theological college to Christian university. The researcher traveled to each of the five institutions included in this study and did interviews with the leaders on-site in one-to-one interviews. The data for this research was collected from multiple sources. These resources include the interviews, documents, reports, printed materials, and field notes of the researcher. This helped the researcher to provide a thick description of each institution's transition. The findings of this researcher display the reasons the selected institutions transitioned to Christian universities, the challenges they faced, and how such transitions affected the mission of the institutions, their theology programs and their relationship to the sponsoring churches. The research then offered a summary and analysis of the data according to the research questions of this study. The implications of this research could help leaders of theological colleges or seminaries that are transitioning or considering to transition to universities to understand the potential challenges they may face due to the transition, the possible impacts of the transition on their overall mission, their relationship with churches, and their theology program. Key Words: Education, Christian Education, Higher Education, Theology, Transitions Advisors/Committee Members: Pettegrew, Hal K (advisor).

Subjects/Keywords: Christian Higher Education,; Christian University; East Africa; Education,; Theology; Transitions

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APA (6^th Edition):

Mulatu, S. (2012). TRANSITIONING FROM A THEOLOGICAL COLLEGE TO A CHRISITIAN UNIVERSITY IN EAST AFRICAN CONTEXT: A MULTI-CASE STUDY. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/3957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mulatu, Semeon. “TRANSITIONING FROM A THEOLOGICAL COLLEGE TO A CHRISITIAN UNIVERSITY IN EAST AFRICAN CONTEXT: A MULTI-CASE STUDY.” 2012. Thesis, Southern Baptist Theological Seminary. Accessed December 14, 2019. http://hdl.handle.net/10392/3957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mulatu, Semeon. “TRANSITIONING FROM A THEOLOGICAL COLLEGE TO A CHRISITIAN UNIVERSITY IN EAST AFRICAN CONTEXT: A MULTI-CASE STUDY.” 2012. Web. 14 Dec 2019.

Vancouver:

Mulatu S. TRANSITIONING FROM A THEOLOGICAL COLLEGE TO A CHRISITIAN UNIVERSITY IN EAST AFRICAN CONTEXT: A MULTI-CASE STUDY. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2012. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10392/3957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mulatu S. TRANSITIONING FROM A THEOLOGICAL COLLEGE TO A CHRISITIAN UNIVERSITY IN EAST AFRICAN CONTEXT: A MULTI-CASE STUDY. [Thesis]. Southern Baptist Theological Seminary; 2012. Available from: http://hdl.handle.net/10392/3957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Baylor University

11. Crenshaw, Christina Y. Teaching for transformation : engaging a Christian worldview in teacher education courses to address K-12 social issues.

Degree: Curriculum and Instruction., 2014, Baylor University

URL: http://hdl.handle.net/2104/8898

► How faculty at Christian universities encourage teacher candidates to draw on a Christian worldview ultimately influences the ways teacher candidates become effective agents of change… (more)

Subjects/Keywords: Christian worldview.; Christian education.; Faith and learning.; Teacher education.

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APA (6^th Edition):

Crenshaw, C. Y. (2014). Teaching for transformation : engaging a Christian worldview in teacher education courses to address K-12 social issues. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8898

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crenshaw, Christina Y. “Teaching for transformation : engaging a Christian worldview in teacher education courses to address K-12 social issues. ” 2014. Thesis, Baylor University. Accessed December 14, 2019. http://hdl.handle.net/2104/8898.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crenshaw, Christina Y. “Teaching for transformation : engaging a Christian worldview in teacher education courses to address K-12 social issues. ” 2014. Web. 14 Dec 2019.

Vancouver:

Crenshaw CY. Teaching for transformation : engaging a Christian worldview in teacher education courses to address K-12 social issues. [Internet] [Thesis]. Baylor University; 2014. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2104/8898.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crenshaw CY. Teaching for transformation : engaging a Christian worldview in teacher education courses to address K-12 social issues. [Thesis]. Baylor University; 2014. Available from: http://hdl.handle.net/2104/8898

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

12. Bryant, Michael Hugh. A Comparative Analysis of Factors Contributing to the Biblical Worldview among High School Students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina.

Degree: 2008, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/120

► This non-experimental quantitative study is a comparative analysis of factors contributing to the biblical worldview of students attending select Christian schools in the states of… (more)

Subjects/Keywords: worldview; biblical; Christian; education; youth; Education, Administration

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APA (6^th Edition):

Bryant, M. H. (2008). A Comparative Analysis of Factors Contributing to the Biblical Worldview among High School Students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/120

Chicago Manual of Style (16^th Edition):

Bryant, Michael Hugh. “A Comparative Analysis of Factors Contributing to the Biblical Worldview among High School Students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina.” 2008. Doctoral Dissertation, Liberty University. Accessed December 14, 2019. http://digitalcommons.liberty.edu/doctoral/120.

MLA Handbook (7^th Edition):

Bryant, Michael Hugh. “A Comparative Analysis of Factors Contributing to the Biblical Worldview among High School Students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina.” 2008. Web. 14 Dec 2019.

Vancouver:

Bryant MH. A Comparative Analysis of Factors Contributing to the Biblical Worldview among High School Students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2019 Dec 14]. Available from: http://digitalcommons.liberty.edu/doctoral/120.

Council of Science Editors:

Bryant MH. A Comparative Analysis of Factors Contributing to the Biblical Worldview among High School Students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/120

Liberty University

13. Hollis, Deborah. How Christian School Leadership Practices Impact the Creation of a School Environment Where Spiritual Nurture Can Occur in Students: A Phenomenological Investigation.

Degree: 2019, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/2025

► The purpose of this phenomenological study was to understand how Christian school leader practices impact the creation of a school environment where spiritual nurture can… (more)

Subjects/Keywords: Christian School Leadership Practices; Spiritual Nurture; Christian Faith; Christian Nurture; Christian Spirituality; Spirituality; Education; Educational Administration and Supervision; Educational Leadership

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APA (6^th Edition):

Hollis, D. (2019). How Christian School Leadership Practices Impact the Creation of a School Environment Where Spiritual Nurture Can Occur in Students: A Phenomenological Investigation. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2025

Chicago Manual of Style (16^th Edition):

Hollis, Deborah. “How Christian School Leadership Practices Impact the Creation of a School Environment Where Spiritual Nurture Can Occur in Students: A Phenomenological Investigation.” 2019. Doctoral Dissertation, Liberty University. Accessed December 14, 2019. https://digitalcommons.liberty.edu/doctoral/2025.

MLA Handbook (7^th Edition):

Hollis, Deborah. “How Christian School Leadership Practices Impact the Creation of a School Environment Where Spiritual Nurture Can Occur in Students: A Phenomenological Investigation.” 2019. Web. 14 Dec 2019.

Vancouver:

Hollis D. How Christian School Leadership Practices Impact the Creation of a School Environment Where Spiritual Nurture Can Occur in Students: A Phenomenological Investigation. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Dec 14]. Available from: https://digitalcommons.liberty.edu/doctoral/2025.

Council of Science Editors:

Hollis D. How Christian School Leadership Practices Impact the Creation of a School Environment Where Spiritual Nurture Can Occur in Students: A Phenomenological Investigation. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2025

University of Nairobi

14. Gatumu, Jane. Teachers' & Students' Attitudes Towards Christian Religious Education .

Degree: 2014, University of Nairobi

URL: http://hdl.handle.net/11295/74450

► The investigations were ex post facto in design. They explored teachers and students' attitudes to Kenya secondary Christian Religious Education in order to draw conclusions… (more)

▼ The investigations were ex post facto in design. They explored teachers and students' attitudes to Kenya secondary Christian Religious Education in order to draw conclusions which could be used in improving the subject's status. It was undertaken in 37 Kenya secondary schools among 49 teachers and 909 students. They were selected using a random stratified procedure to allow a national representation. The study employed a combination of methods: an open and closed questionnaire, interview and observation of CRE documents. This was effected through: preparation of the questionnaire; validation of the questionnaire; administering the revised questionnaire, interviews, analysing the documents and in-depth analysis of one school. The attitude scores were analysed using factor analysis, descriptive statistics, chi-square tests and analyses of variance. The open responses were subjected to content analysis and some Chi-square tests. The qualitative and quantitative procedures complemented and illuminated each other. The scale had a high alpha of 0.94. The attitude scores were standardised to a convenient measure of scores ranging from 0 to 100. 0 represented the weakest attitude, while 100 indicated strong favourable attitude. The scale's mean was 72, while teachers' mean was 73 and the students' was 72. There were no significant differences among different sample categories. However, the respondents' conception of the nature ofCRE resulted in two groups. The positive-oriented group contended that CRE is useful in personal development, vocational training and improving the final grade. The other group viewed CRE as not functional. Both groups seemed 'misinformed' of CRE's objectives in Kenya secondary curriculum. These findings imply that any recommendation for improving the subject has to be directed towards clarifying CRE's objectives. Thus, the key recommendation pointed to a need to have CRE as part of an integrated Religious Education programme whose main aim would be to lead students towards being religiously educated. s reserved.

Subjects/Keywords: Teachers' & Students'; attitude towards christian; Christian Religious Education

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APA (6^th Edition):

Gatumu, J. (2014). Teachers' & Students' Attitudes Towards Christian Religious Education . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/74450

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gatumu, Jane. “Teachers' & Students' Attitudes Towards Christian Religious Education .” 2014. Thesis, University of Nairobi. Accessed December 14, 2019. http://hdl.handle.net/11295/74450.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gatumu, Jane. “Teachers' & Students' Attitudes Towards Christian Religious Education .” 2014. Web. 14 Dec 2019.

Vancouver:

Gatumu J. Teachers' & Students' Attitudes Towards Christian Religious Education . [Internet] [Thesis]. University of Nairobi; 2014. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/11295/74450.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gatumu J. Teachers' & Students' Attitudes Towards Christian Religious Education . [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/74450

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Thomas, Steven Matthew. THE DEVELOPMENT OF CHRISTIAN HIGHER EDUCATION FACULTY THROUGH MENTORING.

Degree: 2016, Southern Baptist Theological Seminary

URL: http://hdl.handle.net/10392/5255

► A debate surrounds the topic of best practices for faculty development. There are those that hold the position that faculty are more likely to develop… (more)

Subjects/Keywords: Mentoring in Christian education.; Christian universities and colleges – Faculty.

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APA (6^th Edition):

Thomas, S. M. (2016). THE DEVELOPMENT OF CHRISTIAN HIGHER EDUCATION FACULTY THROUGH MENTORING. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/5255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thomas, Steven Matthew. “THE DEVELOPMENT OF CHRISTIAN HIGHER EDUCATION FACULTY THROUGH MENTORING.” 2016. Thesis, Southern Baptist Theological Seminary. Accessed December 14, 2019. http://hdl.handle.net/10392/5255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thomas, Steven Matthew. “THE DEVELOPMENT OF CHRISTIAN HIGHER EDUCATION FACULTY THROUGH MENTORING.” 2016. Web. 14 Dec 2019.

Vancouver:

Thomas SM. THE DEVELOPMENT OF CHRISTIAN HIGHER EDUCATION FACULTY THROUGH MENTORING. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2016. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10392/5255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thomas SM. THE DEVELOPMENT OF CHRISTIAN HIGHER EDUCATION FACULTY THROUGH MENTORING. [Thesis]. Southern Baptist Theological Seminary; 2016. Available from: http://hdl.handle.net/10392/5255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

16. Njobvu, Maligelita J. Testing Ronald Goldman's theory of children's religious thinking and learning at three primary chools in Lusaka district .

Degree: 2015, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4295

► The study sought to test Ronald Goldman's theory of children's’ religious thinking in Zambian context with particular attention to the methods of teaching, materials used… (more)

▼ The study sought to test Ronald Goldman's theory of children's’ religious thinking in Zambian context with particular attention to the methods of teaching, materials used and content for Primary school Religious Education. Goldmans’ theory is a “no Bible teaching” to children under the age of 13 because concrete operational stage children struggle to comprehend Biblical concepts. Therefore, the objectives of the study were: to test Ronald Goldman’s theory on children’s religious thinking in Zambia, to explore the methods used in teaching and learning of primary school Religious Education, to examine the relevance of content for primary school Religious Education children, to assess the appropriateness of materials used to teach primary school Religious Education The study was underpinned by Piagets’ (1979) cognitive development and Fowlers’(1981) faith development theories which state that children between the age of 7and13 are in the concrete operational stage, hence abstract teaching cannot be used to solve concrete events or objects. The study used the case study design which employed the qualitative strategy. The methods of data collection included semi-structured interviews, lesson observations, focus group discussion guide, and document analysis checklist, respectively. The target population included all teachers and pupils of RE in the selected primary schools and the RE Curriculum Specialist from CDC. Typical purposive sampling procedure was used to select 1 Religious Education curriculum specialist, 3 headteachers, 6 teachers and 30 pupils as respondents. Data was analysed according to emerging themes which generally answered the research objectives. Major findings indicate that Primary school children struggle to comprehend biblical issues. The teacher-centered methods of teaching the subject are inappropriate. The content is advanced with abstract Biblical quotations. The study also revealed that the materials used to teach the subject are abstract and are inappropriate for children. Such findings have not support Goldman’s theory of children’s religious thinking which advocated for learner-centered methods of teaching, purely life-themed approach to the content and of course concrete materials for teaching young children. Therefore, the study recommends that MESVTEE should further revise the curriculum so that it should meet the needs of young children as recommended by Goldman’s’ theory of children’s religious thinking. If that is done, then holistic learning of the subject will be achieved.

Subjects/Keywords: Christian education – Psychology; Cognition in children

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APA (6^th Edition):

Njobvu, M. J. (2015). Testing Ronald Goldman's theory of children's religious thinking and learning at three primary chools in Lusaka district . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4295

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Njobvu, Maligelita J. “Testing Ronald Goldman's theory of children's religious thinking and learning at three primary chools in Lusaka district .” 2015. Thesis, University of Zambia. Accessed December 14, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4295.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Njobvu, Maligelita J. “Testing Ronald Goldman's theory of children's religious thinking and learning at three primary chools in Lusaka district .” 2015. Web. 14 Dec 2019.

Vancouver:

Njobvu MJ. Testing Ronald Goldman's theory of children's religious thinking and learning at three primary chools in Lusaka district . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Dec 14]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4295.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Njobvu MJ. Testing Ronald Goldman's theory of children's religious thinking and learning at three primary chools in Lusaka district . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4295

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Souter, Zachary Aaron. An Analysis of the Transition of Sunday School from Society-Based to Church-Based in the Nineteenth Century.

Degree: 2018, Southern Baptist Theological Seminary

URL: http://hdl.handle.net/10392/5480

► This thesis is an examination of Sunday School and the transition of the institution from a society-based program to a church-based program. Primary emphasis is… (more)

Subjects/Keywords: Christian education – History.; Sunday schools – History.

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APA (6^th Edition):

Souter, Z. A. (2018). An Analysis of the Transition of Sunday School from Society-Based to Church-Based in the Nineteenth Century. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/5480

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Souter, Zachary Aaron. “An Analysis of the Transition of Sunday School from Society-Based to Church-Based in the Nineteenth Century.” 2018. Thesis, Southern Baptist Theological Seminary. Accessed December 14, 2019. http://hdl.handle.net/10392/5480.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Souter, Zachary Aaron. “An Analysis of the Transition of Sunday School from Society-Based to Church-Based in the Nineteenth Century.” 2018. Web. 14 Dec 2019.

Vancouver:

Souter ZA. An Analysis of the Transition of Sunday School from Society-Based to Church-Based in the Nineteenth Century. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2018. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10392/5480.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Souter ZA. An Analysis of the Transition of Sunday School from Society-Based to Church-Based in the Nineteenth Century. [Thesis]. Southern Baptist Theological Seminary; 2018. Available from: http://hdl.handle.net/10392/5480

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Jennings, Meryl Ann. Nurture, outreach and beyond: Reconceptualising Lutheran education for the contemporary Australian context.

Degree: Doctor of Education (EdD), 2009, Australian Catholic University

URL: https://researchbank.acu.edu.au/theses/281

► The origins and development of the Lutheran school system in Australia since the1830s were strongly influenced by the two powerful metaphors, nurture and outreach. This… (more)

▼ The origins and development of the Lutheran school system in Australia since the1830s were strongly influenced by the two powerful metaphors, nurture and outreach. This study investigated the ways in which these foundational metaphors have been reshaped over time in response to the changing social and educational environments as well as through the adaptations brought about by practitioner dialogue and innovation in practice. The study thus sought to develop a reconceptualisation of Lutheran education in the contemporary Australian educational context. While the two historical constructs underpinning Lutheran schooling have remained significant for the Lutheran church and its schools, the study shows how the metaphoric constructs have gradually been transformed into the additional ideas of ministry and mission, care and service. In tracing this development, the study has examined the place of Lutheran education within the Australian independent school context. On the one hand, Lutheran schools are faith-based schools which operate and teach from an underpinning Christian world view. But in addition to this commitment to the sponsoring Lutheran Church, the schools have an accountability to the wider community and public education authorities because they are in receipt of government funding. This consideration led to a review of the rationale for Lutheran schools as a valid alternative within Australian education. The study was principally documentary and philosophical in its mode of inquiry; additionally, it made use of some qualitative data provided by Lutheran school practitioners. It analysed the historical documents relating to the establishment and growth of Lutheran schools in Australia and ongoing policy on Lutheran education developed over more recent years by the Lutheran Church of Australia and its Board for Lutheran Education.;In addition, the role of Lutheran education was reinterpreted in the light of contemporary literature on public and private education, faith-based schooling, spirituality, and religious and values education. Attention was also given to the significant role of the teacher in the Lutheran school in the light of research into teacher recruitment and training. It was concluded that the traditional dominant metaphoric constructs of nurture and outreach have remained efficacious in defining Lutheran education, while at the same time a special new emphasis has been given to caring for individuals and serving the wider community/society. In arguing a legitimate place for Lutheran schooling within Australian education, the resultant reconceptualisation of Lutheran education also affirms the contribution of Lutheran and similar independent schools to a liberal democratic society. The study concludes with recommendations for future policy development, showing how normative statements about Lutheran education can be confirmed and/or adapted to address the contemporary education context in Australia.

Subjects/Keywords: Christian Denominations and Sects; Other Education

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APA (6^th Edition):

Jennings, M. A. (2009). Nurture, outreach and beyond: Reconceptualising Lutheran education for the contemporary Australian context. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/281

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jennings, Meryl Ann. “Nurture, outreach and beyond: Reconceptualising Lutheran education for the contemporary Australian context.” 2009. Thesis, Australian Catholic University. Accessed December 14, 2019. https://researchbank.acu.edu.au/theses/281.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jennings, Meryl Ann. “Nurture, outreach and beyond: Reconceptualising Lutheran education for the contemporary Australian context.” 2009. Web. 14 Dec 2019.

Vancouver:

Jennings MA. Nurture, outreach and beyond: Reconceptualising Lutheran education for the contemporary Australian context. [Internet] [Thesis]. Australian Catholic University; 2009. [cited 2019 Dec 14]. Available from: https://researchbank.acu.edu.au/theses/281.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jennings MA. Nurture, outreach and beyond: Reconceptualising Lutheran education for the contemporary Australian context. [Thesis]. Australian Catholic University; 2009. Available from: https://researchbank.acu.edu.au/theses/281

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Aberdeen

19. McBey, David. Co-opting community : an ethnographic study of Alpha's attempts to foster urban religious belonging.

Degree: PhD, 2017, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231901 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715477

► Sociologists have been interested in how individuals in modern society are bound to each other since the inception of the discipline. The 'community question' has… (more)

Subjects/Keywords: 268; Alpha courses (Christian education); Communities; Conversion

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APA (6^th Edition):

McBey, D. (2017). Co-opting community : an ethnographic study of Alpha's attempts to foster urban religious belonging. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231901 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715477

Chicago Manual of Style (16^th Edition):

McBey, David. “Co-opting community : an ethnographic study of Alpha's attempts to foster urban religious belonging.” 2017. Doctoral Dissertation, University of Aberdeen. Accessed December 14, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231901 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715477.

MLA Handbook (7^th Edition):

McBey, David. “Co-opting community : an ethnographic study of Alpha's attempts to foster urban religious belonging.” 2017. Web. 14 Dec 2019.

Vancouver:

McBey D. Co-opting community : an ethnographic study of Alpha's attempts to foster urban religious belonging. [Internet] [Doctoral dissertation]. University of Aberdeen; 2017. [cited 2019 Dec 14]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231901 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715477.

Council of Science Editors:

McBey D. Co-opting community : an ethnographic study of Alpha's attempts to foster urban religious belonging. [Doctoral Dissertation]. University of Aberdeen; 2017. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231901 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715477

University of New South Wales

20. Dickens, Kenneth Barry. The impact of religious perspective on patterns of schooling : a comparison of two theologically similar school systems in terms of integration of faith and learning.

Degree: Social Sciences, 2013, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/53299 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11994/SOURCE02?view=true

► This grounded theory research examined the impact of religious perspective on the Sydney Anglican Schools’ Corporation (SASC) and Christian Education National (CEN). These two systems… (more)

▼ This grounded theory research examined the impact of religious perspective on the Sydney Anglican Schools’ Corporation (SASC) and Christian Education National (CEN). These two systems are part of the Independent School sector in NSW and both have a strong Christian basis. Indeed a premise of the research was an assumption that both systems share common theological foundations and influences. They are also subject to some common cultural factors, but at the same time there are differences that will be discussed. These factors are historical, political, economic, social, and educational.The project comprised two phases–interviews with system leaders and school visits. The school visits included school leader surveys, classroom observation, and student group interviews. At the conclusion of Phase 1 a preliminary grounded theory was posited. This proposition was then revisited at the conclusion of Phase 2 with a final grounded theory suggested.The focus of the research was an understanding of the integration of Christian faith with the educational process. From the assumed theological commonality one could expect a similarity in the way a Christian perspective impacts the vision and practice of these systems. Although some convergence of impact has been observed and may indeed increase, there remains, however, a strong discernible divergence of vision and practice between the two systems.The reasons for such divergence are both theological and cultural and the impact of the one on the other. The research has demonstrated the deeply contextualised nature of theology; identified nuanced differences in theology and appropriation of worldview; and highlighted the significance of cultural forces in shaping the different visions and practices of Christian schools despite basic theological commonality.The Grounded Theory posited from the data collected and analysed is:The patterns of Christian schooling are shaped by a symbiotic relationship between the theology and worldview of key stakeholders and the interaction with the cultural context. General implications for education and, in particular Christian education and schooling, have been discussed and specific recommendations to both systems have been suggested. The research findings add to the growing knowledge about the nature and efficacy of Christian schooling. Advisors/Committee Members: Cairney, Trevor, Faculty of Arts & Social Sciences, UNSW, Evers, Colin, Faculty of Arts & Social Sciences, UNSW.

Subjects/Keywords: Worldview; Christian education; Theology; Culture; Vision; Practice

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APA (6^th Edition):

Dickens, K. B. (2013). The impact of religious perspective on patterns of schooling : a comparison of two theologically similar school systems in terms of integration of faith and learning. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53299 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11994/SOURCE02?view=true

Chicago Manual of Style (16^th Edition):

Dickens, Kenneth Barry. “The impact of religious perspective on patterns of schooling : a comparison of two theologically similar school systems in terms of integration of faith and learning.” 2013. Doctoral Dissertation, University of New South Wales. Accessed December 14, 2019. http://handle.unsw.edu.au/1959.4/53299 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11994/SOURCE02?view=true.

MLA Handbook (7^th Edition):

Dickens, Kenneth Barry. “The impact of religious perspective on patterns of schooling : a comparison of two theologically similar school systems in terms of integration of faith and learning.” 2013. Web. 14 Dec 2019.

Vancouver:

Dickens KB. The impact of religious perspective on patterns of schooling : a comparison of two theologically similar school systems in terms of integration of faith and learning. [Internet] [Doctoral dissertation]. University of New South Wales; 2013. [cited 2019 Dec 14]. Available from: http://handle.unsw.edu.au/1959.4/53299 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11994/SOURCE02?view=true.

Council of Science Editors:

Dickens KB. The impact of religious perspective on patterns of schooling : a comparison of two theologically similar school systems in terms of integration of faith and learning. [Doctoral Dissertation]. University of New South Wales; 2013. Available from: http://handle.unsw.edu.au/1959.4/53299 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11994/SOURCE02?view=true

University of Sydney

21. Montgomery, John David. Censorship and the Drama Curriculum: A study of the censoring of HSC Drama texts for study and performance in the experience of nine educators working in secondary Christian schools in New South Wales .

Degree: 2014, University of Sydney

URL: http://hdl.handle.net/2123/14614

► This research investigates the contributing factors that influence policy and practice relevant to the censoring of the senior secondary school drama curriculum. Specifically, it examines… (more)

▼ This research investigates the contributing factors that influence policy and practice relevant to the censoring of the senior secondary school drama curriculum. Specifically, it examines the practice of and the philosophical basis for censorship in the study and performance of HSC Drama in secondary non-government schools in New South Wales. This study employs an interpretative paradigm of educational research based on a constructivist methodology using narrative analysis. As such the research methodology is a qualitative study employing the tools of interview and questionnaire to three case studies. The three case studies investigated are the three main Christian school systems in New South Wales: Catholic, Protestant and non-denominational Christian schools. In each case study, there is an HSC Drama teacher, a drama faculty head and a director of curriculum. The aim of this study is to produce high-quality, in-depth understandings of why and how censorship operates in these case studies. This study will be of interest and practical use to teachers and principals. These findings demonstrate a chilling effect is widespread in these critical cases. This fear is influencing school management, teachers and students to censor and self-censor texts. This censorship is significantly diminishing the breadth and richness of the curriculum, narrowing student engagement with diverse ideas and significant theatre practitioners. The motivation for these decisions of censorship is often influenced by fear of potential reprisal for the teacher and the school’s reputation. Censorship responses are not often deeply considered and reasoned but rather frequently motivated by appeasement. Issues of the chilling effect, hegemony, determining values and standards, and decision-making processes emerge as themes of this study. The division, diversity and passion in the stories of the respondents, demonstrate a need to develop a conceptual framework and review process to support censorship discourse in schools that is balanced and free of fear. The conceptual framework and review process that this study posits will assist teachers, principals and school communities to make well informed and rationally considered decisions in developing an appropriately broad and balanced arts curriculum.

Subjects/Keywords: censorship; education; drama; Christian school; arts curriculum

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APA (6^th Edition):

Montgomery, J. D. (2014). Censorship and the Drama Curriculum: A study of the censoring of HSC Drama texts for study and performance in the experience of nine educators working in secondary Christian schools in New South Wales . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/14614

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Montgomery, John David. “Censorship and the Drama Curriculum: A study of the censoring of HSC Drama texts for study and performance in the experience of nine educators working in secondary Christian schools in New South Wales .” 2014. Thesis, University of Sydney. Accessed December 14, 2019. http://hdl.handle.net/2123/14614.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Montgomery, John David. “Censorship and the Drama Curriculum: A study of the censoring of HSC Drama texts for study and performance in the experience of nine educators working in secondary Christian schools in New South Wales .” 2014. Web. 14 Dec 2019.

Vancouver:

Montgomery JD. Censorship and the Drama Curriculum: A study of the censoring of HSC Drama texts for study and performance in the experience of nine educators working in secondary Christian schools in New South Wales . [Internet] [Thesis]. University of Sydney; 2014. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2123/14614.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Montgomery JD. Censorship and the Drama Curriculum: A study of the censoring of HSC Drama texts for study and performance in the experience of nine educators working in secondary Christian schools in New South Wales . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/14614

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Merklin, Lynn M. An Evaluation of Health Behavior Change During a General Education Health Course.

Degree: PhD, Curriculum and Instruction PhD, 2010, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/574

► Problem. There have been no studies as to the effectiveness of the one-credit general education health course at Andrews University, Fit for Life, in… (more)

▼ Problem. There have been no studies as to the effectiveness of the one-credit general education health course at Andrews University, Fit for Life, in promoting the adoption of healthy lifestyle behaviors. Because behavior change is a process that occurs over time, any measurement of student health behaviors must be sensitive enough to detect the early stages of behavior change as well as the behaviors themselves. Method. The purpose of this study was to determine the degree to which students enrolled in Fit for Life adopted the health behaviors promoted in the course, evidenced by progress through the stages of change, as described by the transtheoretical model. This was a descriptive evaluation study utilizing a mixed-methods approach with simultaneous quantitative and qualitative methodology. The Health Risk Intervention survey, modified to meet the needs of undergraduate students, was used in a pretest/posttest design to measure the stages of change for Fit for Life students and controls for nine health behaviors. Face-to-face interviews were conducted at the beginning and end of the course with five Fit for Life students to validate and corroborate the results of the survey. Results. Participation in the Fit for Life course was significantly correlated with higher stages of change for getting optimal sleep (R = .200) and for fruit and vegetable consumption (R = .145) at posttest. Students also reported significantly higher rates of stress management than controls 2(1) = 4.205). Overall, Fit for Life students progressed through the stages of change for significantly more health behaviors (t(167) = 4.420, p < .001), and reported practicing significantly more health behaviors at the end of the course than did controls (t(167) = 2.582, p = .011). Besides the statistically significant changes, half of all students stated that they were exercising more and half said they were eating better as a direct result of the course. Significant differences were seen between males and females, with females less likely to exercise regularly than males (R = -.276). Significant differences were also observed between ethnic groups, with Hispanic students being less likely to exercise regularly (R = -.150), and Asian students being less likely to be practicing depression prevention (R = -.199), less likely to be managing their stress (R = -.214), and more likely to have used or be using alcohol (R = -.209). Conclusion. The Fit for Life course was effective at promoting behavior change among its students. Most students made progress through the stages of behavior change for one or more health behaviors. This progress was corroborated by student comments about changes they had made in their health behaviors, such as getting more exercise, eating better, being more aware of what they ate, getting better sleep, and practicing stress management. Advisors/Committee Members: Larry D. Burton, Alice Williams, Tevni Grajales.

Subjects/Keywords: Christian Denominations and Sects; Higher Education

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APA (6^th Edition):

Merklin, L. M. (2010). An Evaluation of Health Behavior Change During a General Education Health Course. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/574

Chicago Manual of Style (16^th Edition):

Merklin, Lynn M. “An Evaluation of Health Behavior Change During a General Education Health Course.” 2010. Doctoral Dissertation, Andrews University. Accessed December 14, 2019. https://digitalcommons.andrews.edu/dissertations/574.

MLA Handbook (7^th Edition):

Merklin, Lynn M. “An Evaluation of Health Behavior Change During a General Education Health Course.” 2010. Web. 14 Dec 2019.

Vancouver:

Merklin LM. An Evaluation of Health Behavior Change During a General Education Health Course. [Internet] [Doctoral dissertation]. Andrews University; 2010. [cited 2019 Dec 14]. Available from: https://digitalcommons.andrews.edu/dissertations/574.

Council of Science Editors:

Merklin LM. An Evaluation of Health Behavior Change During a General Education Health Course. [Doctoral Dissertation]. Andrews University; 2010. Available from: https://digitalcommons.andrews.edu/dissertations/574

University College London (University of London)

23. Sandsmark, Signe. Is world view neutral education possible and desirable? : a Christian response to liberal arguments.

Degree: PhD, 1998, University College London (University of London)

URL: https://discovery.ucl.ac.uk/id/10020304/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287392

► The main object of this thesis is to find out why it so often is assumed that education can and should be neutral between world… (more)

Subjects/Keywords: 370; Christian education

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APA (6^th Edition):

Sandsmark, S. (1998). Is world view neutral education possible and desirable? : a Christian response to liberal arguments. (Doctoral Dissertation). University College London (University of London). Retrieved from https://discovery.ucl.ac.uk/id/10020304/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287392

Chicago Manual of Style (16^th Edition):

Sandsmark, Signe. “Is world view neutral education possible and desirable? : a Christian response to liberal arguments.” 1998. Doctoral Dissertation, University College London (University of London). Accessed December 14, 2019. https://discovery.ucl.ac.uk/id/10020304/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287392.

MLA Handbook (7^th Edition):

Sandsmark, Signe. “Is world view neutral education possible and desirable? : a Christian response to liberal arguments.” 1998. Web. 14 Dec 2019.

Vancouver:

Sandsmark S. Is world view neutral education possible and desirable? : a Christian response to liberal arguments. [Internet] [Doctoral dissertation]. University College London (University of London); 1998. [cited 2019 Dec 14]. Available from: https://discovery.ucl.ac.uk/id/10020304/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287392.

Council of Science Editors:

Sandsmark S. Is world view neutral education possible and desirable? : a Christian response to liberal arguments. [Doctoral Dissertation]. University College London (University of London); 1998. Available from: https://discovery.ucl.ac.uk/id/10020304/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287392

Liberty University

24. McMillan, Julia Curruth. Christian School Administration: Exercising Biblical Competence: A Consecrated Heart and an Educated Mind.

Degree: 2007, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/33

► There is minimal research conducted to assist Professional Educators with effective ministering and administration in Christian Schools. While secular academic training and experience provide the… (more)

Subjects/Keywords: Christian Education; Christian School Administration; School Administration; Education, Administration; Educational Administration and Supervision

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APA (6^th Edition):

McMillan, J. C. (2007). Christian School Administration: Exercising Biblical Competence: A Consecrated Heart and an Educated Mind. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/33

Chicago Manual of Style (16^th Edition):

McMillan, Julia Curruth. “Christian School Administration: Exercising Biblical Competence: A Consecrated Heart and an Educated Mind.” 2007. Doctoral Dissertation, Liberty University. Accessed December 14, 2019. http://digitalcommons.liberty.edu/doctoral/33.

MLA Handbook (7^th Edition):

McMillan, Julia Curruth. “Christian School Administration: Exercising Biblical Competence: A Consecrated Heart and an Educated Mind.” 2007. Web. 14 Dec 2019.

Vancouver:

McMillan JC. Christian School Administration: Exercising Biblical Competence: A Consecrated Heart and an Educated Mind. [Internet] [Doctoral dissertation]. Liberty University; 2007. [cited 2019 Dec 14]. Available from: http://digitalcommons.liberty.edu/doctoral/33.

Council of Science Editors:

McMillan JC. Christian School Administration: Exercising Biblical Competence: A Consecrated Heart and an Educated Mind. [Doctoral Dissertation]. Liberty University; 2007. Available from: http://digitalcommons.liberty.edu/doctoral/33

University of Kansas

25. Miller, Kelly Burnley. Student Engagement and Character at Council of Christian College and University (CCCU) Institutions.

Degree: EdD, Educational Leadership and Policy Studies, 2012, University of Kansas

URL: http://hdl.handle.net/1808/10012

► The focus of this research is in the area of student engagement and character at schools affiliated with the Coalition of Christian Colleges and Universities.… (more)

Subjects/Keywords: Higher education; Religious education; Character; Christian; Coalition of Christian Colleges and Universities; College; Student engagement

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APA (6^th Edition):

Miller, K. B. (2012). Student Engagement and Character at Council of Christian College and University (CCCU) Institutions. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10012

Chicago Manual of Style (16^th Edition):

Miller, Kelly Burnley. “Student Engagement and Character at Council of Christian College and University (CCCU) Institutions.” 2012. Doctoral Dissertation, University of Kansas. Accessed December 14, 2019. http://hdl.handle.net/1808/10012.

MLA Handbook (7^th Edition):

Miller, Kelly Burnley. “Student Engagement and Character at Council of Christian College and University (CCCU) Institutions.” 2012. Web. 14 Dec 2019.

Vancouver:

Miller KB. Student Engagement and Character at Council of Christian College and University (CCCU) Institutions. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/1808/10012.

Council of Science Editors:

Miller KB. Student Engagement and Character at Council of Christian College and University (CCCU) Institutions. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10012

Liberty University

26. Worley, Michele Sutton. A Transcendental Phenomenology of the Lived Experiences of Non-Custodial Grandparents who Contribute Resources toward the Grandchild's Christian School Education.

Degree: 2019, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/2181

► The purpose of this transcendental phenomenology was to discover the lived experiences of non-custodial grandparents who contribute resources toward their grandchild’s Christian school education. The… (more)

Subjects/Keywords: Grandparent; Non-custodial Grandparent; Grandparent Resources; Role of Grandparent; Christian School Education; Christian School; Education

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APA (6^th Edition):

Worley, M. S. (2019). A Transcendental Phenomenology of the Lived Experiences of Non-Custodial Grandparents who Contribute Resources toward the Grandchild's Christian School Education. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2181

Chicago Manual of Style (16^th Edition):

Worley, Michele Sutton. “A Transcendental Phenomenology of the Lived Experiences of Non-Custodial Grandparents who Contribute Resources toward the Grandchild's Christian School Education.” 2019. Doctoral Dissertation, Liberty University. Accessed December 14, 2019. https://digitalcommons.liberty.edu/doctoral/2181.

MLA Handbook (7^th Edition):

Worley, Michele Sutton. “A Transcendental Phenomenology of the Lived Experiences of Non-Custodial Grandparents who Contribute Resources toward the Grandchild's Christian School Education.” 2019. Web. 14 Dec 2019.

Vancouver:

Worley MS. A Transcendental Phenomenology of the Lived Experiences of Non-Custodial Grandparents who Contribute Resources toward the Grandchild's Christian School Education. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Dec 14]. Available from: https://digitalcommons.liberty.edu/doctoral/2181.

Council of Science Editors:

Worley MS. A Transcendental Phenomenology of the Lived Experiences of Non-Custodial Grandparents who Contribute Resources toward the Grandchild's Christian School Education. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2181

Liberty University

27. Patton, Daniel Nelson. The Effect of School Size on the Utilization of Educational Technologies.

Degree: 2008, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/127

► The purpose of this study was to investigate the effect of school size, as defined by student enrollment and by total school budget, on the… (more)

Subjects/Keywords: Christian; education; school; size; technologies; utilization; Education, General; Education, Technology

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APA (6^th Edition):

Patton, D. N. (2008). The Effect of School Size on the Utilization of Educational Technologies. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/127

Chicago Manual of Style (16^th Edition):

Patton, Daniel Nelson. “The Effect of School Size on the Utilization of Educational Technologies.” 2008. Doctoral Dissertation, Liberty University. Accessed December 14, 2019. http://digitalcommons.liberty.edu/doctoral/127.

MLA Handbook (7^th Edition):

Patton, Daniel Nelson. “The Effect of School Size on the Utilization of Educational Technologies.” 2008. Web. 14 Dec 2019.

Vancouver:

Patton DN. The Effect of School Size on the Utilization of Educational Technologies. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2019 Dec 14]. Available from: http://digitalcommons.liberty.edu/doctoral/127.

Council of Science Editors:

Patton DN. The Effect of School Size on the Utilization of Educational Technologies. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/127

University of Aberdeen

28. Nixon, Graeme. The emergence of philosophy within Scottish secondary school Religious Education.

Degree: 2012, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558642

► The central research question this thesis seeks to address is ‘what factors have led to the emergence of philosophy within Religious Education in Scottish secondary… (more)

Subjects/Keywords: 200.71; Philosophy; Religious education; Education; Secondary; Christian education

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APA (6^th Edition):

Nixon, G. (2012). The emergence of philosophy within Scottish secondary school Religious Education. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558642

Chicago Manual of Style (16^th Edition):

Nixon, Graeme. “The emergence of philosophy within Scottish secondary school Religious Education.” 2012. Doctoral Dissertation, University of Aberdeen. Accessed December 14, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558642.

MLA Handbook (7^th Edition):

Nixon, Graeme. “The emergence of philosophy within Scottish secondary school Religious Education.” 2012. Web. 14 Dec 2019.

Vancouver:

Nixon G. The emergence of philosophy within Scottish secondary school Religious Education. [Internet] [Doctoral dissertation]. University of Aberdeen; 2012. [cited 2019 Dec 14]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558642.

Council of Science Editors:

Nixon G. The emergence of philosophy within Scottish secondary school Religious Education. [Doctoral Dissertation]. University of Aberdeen; 2012. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186764 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558642

University of Kansas

29. Armstrong, Clark Gilbert. CHOOSING A PATH: A STUDY OF THE THEORIES OF CHRISTIAN CONVERSION AND CHRISTIAN NURTURE IN THE CONFESSIONS OF ST. AUGUSTINE AND IN CHRISTIAN NURTURE BY HORACE BUSHNELL.

Degree: EdD, Educational Leadership and Policy Studies, 2010, University of Kansas

URL: http://hdl.handle.net/1808/6749

► Abstract (Summary), 321 pages. This dissertation is a comparative study of the phenomenon of Christian conversion with the praxis of Christian nurture in the thought… (more)

▼ Abstract (Summary), 321 pages. This dissertation is a comparative study of the phenomenon of Christian conversion with the praxis of Christian nurture in the thought of St. Augustine and Horace Bushnell. The primary sources of the investigation are St. Augustine's Confessions and Bushnell's Christian Nurture. Brief reviews of studies of the primary documents provide interpretations and set the historical context in which each person lived and worked. Augustine was a theologian in the early centuries of the post-New Testament church during the generation after the rule of Emperor Constantine and the legalization of Christianity. Bushnell was a congregational minister in New England during the 19th century of revivalism in America. There is a basic difference between Augustine's and Bushnell's guiding theories of human nature. Bushnell wrote that a person who is born in a Christian family should never grow up knowing himself or herself as anything other than a Christian. But Augustine felt that each person needed to have an individual moment of conversion when that person finds their rest in God. Another difference is that the philosophy of nurture for Augustine is primarily tied in the Confessions to God, who seeks lost humankind and, in his other writings, to the church as an instructional agency for religious education on earth. Meanwhile, in Bushnell's theory of nurture, his main repository for all education including anything religious is the home; everything else is seen as assisting the parents. More intricate aspects of Augustine's and Bushnell's perspectives on human nature are explored and, in specific, a deeper analysis of their beliefs on conversion and nurture is investigated in this paper. The principles from this study should be applicable in most faiths or settings; although Christian educators in schools (parochial or private), home school families, parents, caretakers of children, and workers in churches and other Christian education settings may find it especially helpful and pertinent. Advisors/Committee Members: Rury, John L. (advisor), Saatcioglu, Argun (cmtemember), Ng, Jennifer (cmtemember), McKnight, Phil (cmtemember), Sparkman, G. Temp (cmtemember).

Subjects/Keywords: Religious education; History of education; Philosophy of education; Christian conversion; Christian nurture; Bushnell, Horace; Moral education; Process of growth; St. Augustine

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APA (6^th Edition):

Armstrong, C. G. (2010). CHOOSING A PATH: A STUDY OF THE THEORIES OF CHRISTIAN CONVERSION AND CHRISTIAN NURTURE IN THE CONFESSIONS OF ST. AUGUSTINE AND IN CHRISTIAN NURTURE BY HORACE BUSHNELL. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6749

Chicago Manual of Style (16^th Edition):

Armstrong, Clark Gilbert. “CHOOSING A PATH: A STUDY OF THE THEORIES OF CHRISTIAN CONVERSION AND CHRISTIAN NURTURE IN THE CONFESSIONS OF ST. AUGUSTINE AND IN CHRISTIAN NURTURE BY HORACE BUSHNELL.” 2010. Doctoral Dissertation, University of Kansas. Accessed December 14, 2019. http://hdl.handle.net/1808/6749.

MLA Handbook (7^th Edition):

Armstrong, Clark Gilbert. “CHOOSING A PATH: A STUDY OF THE THEORIES OF CHRISTIAN CONVERSION AND CHRISTIAN NURTURE IN THE CONFESSIONS OF ST. AUGUSTINE AND IN CHRISTIAN NURTURE BY HORACE BUSHNELL.” 2010. Web. 14 Dec 2019.

Vancouver:

Armstrong CG. CHOOSING A PATH: A STUDY OF THE THEORIES OF CHRISTIAN CONVERSION AND CHRISTIAN NURTURE IN THE CONFESSIONS OF ST. AUGUSTINE AND IN CHRISTIAN NURTURE BY HORACE BUSHNELL. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/1808/6749.

Council of Science Editors:

Armstrong CG. CHOOSING A PATH: A STUDY OF THE THEORIES OF CHRISTIAN CONVERSION AND CHRISTIAN NURTURE IN THE CONFESSIONS OF ST. AUGUSTINE AND IN CHRISTIAN NURTURE BY HORACE BUSHNELL. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6749

Boston University

30. Ozment, Robert V. Conversion in Christian education and revivalism.

Degree: PhD, Philosophy, 1956, Boston University

URL: http://hdl.handle.net/2144/23630

► PROBLEM: The problem of this dissertation is to determine the development of the views of conversion in the Christian church. This study is concerned with… (more)

Subjects/Keywords: Christian education; Religious conversion; Christian revival

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APA (6^th Edition):

Ozment, R. V. (1956). Conversion in Christian education and revivalism. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/23630

Chicago Manual of Style (16^th Edition):

Ozment, Robert V. “Conversion in Christian education and revivalism.” 1956. Doctoral Dissertation, Boston University. Accessed December 14, 2019. http://hdl.handle.net/2144/23630.

MLA Handbook (7^th Edition):

Ozment, Robert V. “Conversion in Christian education and revivalism.” 1956. Web. 14 Dec 2019.

Vancouver:

Ozment RV. Conversion in Christian education and revivalism. [Internet] [Doctoral dissertation]. Boston University; 1956. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2144/23630.

Council of Science Editors:

Ozment RV. Conversion in Christian education and revivalism. [Doctoral Dissertation]. Boston University; 1956. Available from: http://hdl.handle.net/2144/23630

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Open Access Theses and Dissertations