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Published: 4 June 2021
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1

Ravid, Chagit. "Bible studies in a secular school : a case study." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343939.

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This study describesB ible studies in one autonomousju nior high school (pupils aged 13 to 15) through an examination of the teaching/learning process, pupil achievement and the implementation of the Bible curriculum. Though Bible teaching in Israel has been the object of intensive discussion, the influence of teaching methods on pupils' attitudes and achievements has not, to date, been examined. The study reviews the changes in curriculum development in Israel, including the trend to autonomous schools and the way Bible studies have been taught, from before the establishment of the State of Israel and in the first three formative decades of statehood. The evolution of the various curricula are described, and the objectives of Bible teaching as they adapted to a changing student population and the different types of schools are discussed. The research questions which drove this study deal with the environment of Bible instruction, the statuso f instruction, pupils' achievementsin Bible studies and the relations betweent he conditions of instruction, the characteristicso f the teaching process and the learning products. The starting point of the study was the desire for change that stemmed from the unhappiness of pupils, teachers and external bodies (the educational authorities, parents, supervisors) with the level of Bible studies in one school. The study records events which took place when introducing change in modes of Bible instruction in ninth grade classes and teaching some classes frontally, some through CRA (Change, Reinforcement, Advancement) and some through the inquiry mode. The study was conducted using naturalistic research methods (observations and interviews) combined with quantitative instruments (tests and attitude questionnaires) that were statistically analysed. A nation-wide achievement test was given to all twelve classes studied, and the scores of pupils in the inquiry mode were found to be consistently higher than those of pupils in the other modes of instruction. The attitude of CRA pupils was more positive perhaps becausele arning was made easier for them by providing gradedt asks on three levels. In general, pupils expressed'a very negative attitude toward learning skills needed for Bible studies, and they felt that they were more beneficial than enjoyable. The teachers were generally optimistic in their assessment of the benefit of the learning strategies in the pupils' eyes, and in their beliefs on how much pupils enjoyed the strategies. The large gap that was found between pupils' reports and teachers' estimates shows that the teachers do not really know how their pupils feel about Bible studies. The major conclusion of the research is that the three modes of instruction should be combined in Bible teaching, not only for the sake of diversity but also because together they address the full range of skills needed by pupils studying the Bible. No single mode of instruction was shown to be the best. Teachers suggested that some topics are better taught in the inquiry or CRA modes and others are more suited to the frontal mode. It is hoped that the combination of modes will provide diversity for teachers and pupils alike, and make Bible studies more creative and motivating.
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2

Brown, Joe C. "A preliminary report of self-evaluation of God's Bible School." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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3

Phelps, James Denzil. "The development of an organizational structure for the Bible School /." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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4

Schlundt, Walter W. "A computer workbook for beginning Greek students at Practical Bible Training School." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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5

Guenther, Bruce L. "Training for service : the Bible school movement in western Canada, 1909-1960." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37896.

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This dissertation explores the origins of, and the developments among, the approximately one hundred Bible schools that existed in western Canada prior to 1960. Although these schools influenced thousands of people, they have been almost entirely ignored by scholars, thereby leaving a significant lacuna within Canadian religious historiography. This study demonstrates the vital role played by the Bible schools in the development of evangelical Protestantism in western Canada.
The numerous Bible schools in the region are divided into six clusters based on denominational or theological similarities. A representative school (or schools) is selected from each cluster to serve as the focus of an institutional biography. These biographies explore the circumstances surrounding the origin, and subsequent developments (up to 1960) within, each school. The multiple institutional biographies create a collage that is both comprehensive enough to provide an understanding of the movement as a composite whole, and sufficiently varied to illustrate the movement's dynamic diversity.
This dissertation, therefore, presents a more multi-faceted explanation of the movement than previous characterizations that have generally depicted it as a part of an American fundamentalist reaction to Protestant liberalism. Although fundamentalism was a significant influence within some, particularly the transdenominational, Bible schools, at least as important in understanding the movement in western Canada were the particular ethnic, theological and denominational concerns that were prominent within the denominational clusters. The Bible schools typically offered a Bible-centred, intensely practical, lay-oriented program of post-secondary theological training. They were an innovative and practical response to the many challenges, created by massive immigration, rugged frontier conditions, geographical isolation, economic hardship, ethnicity and cultural assimilation, facing evangelical Protestants during the first half of the twentieth century. The Bible schools represent an institutional embodiment of the ethos and emphases of their respective constituencies. They served the multiple denominational and transdenominational constituencies, which made up the larger evangelical Protestant network, as centres of influence by preparing future generations for church leadership and participation in Canadian society. The Bible school movement offers a unique window into the diversity, complexity, dynamism and flexibility that characterized the development of evangelical Protestantism in western Canada.
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6

Merrifield, William L. "The vacation Bible school as an integral part of the military chapel ministry." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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7

Baker, Thomas A. "A vacation Bible school curriculum with special emphasis on mission work in Kazakhstan." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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8

Miller, Deborah Uchill. "What is the impact of a new Bible curriculum on four teachers who use it? /." Ann Arbor, MI : University Microfilms, 2005. http://wwwlib.umi.com/dissertations/preview/3177130.

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9

Robinson, Dennis E. "An analysis of knowledge of the Bible, private school law, and business and finance between Christian school principals with and without graduate degrees." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5018.

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The data showed that it did not seem to make a difference whether the respondents had attained a graduate degree in any of the tested fields; there was little or no significant difference in their score. This evidence suggests that no current study program adequately prepares an individual with the knowledge base needed to effectively lead a Christian school, especially in the areas of private school law and business and finance. Given that the review of literature showed that Christian schools most often fail due to financial reasons, this finding is particularly significant. It was suggested that universities look at the principal preparation programs to determine if they can add material which would help to better prepare the Christian school principal. This study indicates a knowledge deficit in the areas of business and finance and private school law, materials added in those areas might prove helpful to this group. Follow-on study was suggested in a larger population of Christian schools, perhaps in the Association of Christian Schools International, to more definitively determine if specially designed graduate programs need to be developed for this population of administrators.; This study analyzed the performance of a sample of K-12 Assemblies of God Christian school principals on the Christian School Principal Preparation Assessment Questionnaire (CSPPAQ). The CSPPAQ, developed especially for this study, assesses knowledge in three areas: knowledge of the Bible, knowledge of private school law, and knowledge of business and finance. A sample size of 102 was determined using the sample size formula, based on a population of 611 and a bound of 4 (??2). Numerous school closures over the course of this study caused the population size to drop to 490. This fact, coupled with a 45% survey return rate called for an adjustment of the bound to 6.4 (??3.2) for a sample size of 42. The scores in each of the three sub-areas as well as the composite score were then analyzed to determine if there was a statistically significant relationship between principals without a graduate degree and those with a graduate degree in Bible/theology, educational leadership and other (any other graduate degree). A single factor ANOVA procedure was used and determined that no statistically significant relationship exists for mean score in knowledge of the Bible (F=1.05, pgreater than].05). Mean score for knowledge of private school law showed a marginally significant difference (F=2.8, p=.054). Mean score in knowledge of business and finance also showed no significant relationship (F=1.7, pgreater than].05) with the same result for the composite score (F=2.18, pgreater than].05). Mean scores in the areas of private school law and business and finance were low (18.7 and 16.2 respectively). Calculating a percentage score for these areas would compute to 53% (18.7/35) and 54% (16.2/30) respectively, indicating a low knowledge base for these areas. Percentage composite score was also low at 63% (55.2/88).
ID: 030423409; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 139-141).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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10

Jaatun, Tore. "Nurturing a growing church a study on the ministry of the Bible school in mission fields : with special reference to Kobe Lutheran Bible institute, Japan /." Online full text .pdf document, available to Fuller patrons only, 1997. http://www.tren.com.

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11

McCall, Gary W. "Using an adult Sunday school quarter to develop a mind for world missions." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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12

Chapman, Phillip Douglas. "The whole gospel for the whole world a history of the Bible school movement within American pentecostalism, 1880-1920 /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Higher, Adult and Lifelong Education, 2008.
Title from PDF t.p. (viewed Sept. 10, 2009). Includes bibliographical references (p. 295-333). Also issued in print.
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13

Eckart, Mark S. F. "A study of the explanation of the doctrine of entire sanctification as proclaimed by twenty years of literature in the God's revivalist 1906-1910, 1930-1934, 1956-1960, 1980-1984 /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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14

Judd, Robyn Michelle. "A curriculum for teaching the fruit of the Spirit to a Christian high school Bible class." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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15

Morrow, Michael G. "Teaching Bible interpretation methods to the Sunday School teachers of East Baptist Church of Paducah, Kentucky." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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16

Ware, Michael Todd. "Conducting a community-wide vacation Bible school and summer sports clinic a paradigm for racial reconciliation /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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17

Waterman, Steve. "An inductive Bible study handbook on the Gospel according to John relevant for the Christian school setting." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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18

Ellwanger, C. William. "A curriculum for a Bible training school for urban ministry an extension of Olivet Nazarene University in Chicago /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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19

McCrary, G. Dwayne. "Equipping a selected group of Sunday school teachers at First Baptist Church, Nederland, Texas, in Bible study teaching skills." New Orleans, LA : New Orleans Baptist Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.053-0343.

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20

Coburn, Rolland G. "A mentoring model for training teachers of Sunday School children at First Fundamental Bible Church of Monterey Park, California." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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21

Paulling, William R. "Training Sunday school teachers and potential Sunday school teachers of the First Southern Baptist Church of Overland Park, Kansas to use the inductive Bible study approach." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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22

Baker, Larry J. "The development and implementation of a Bible backgrounds course for the Adult/Community Education Program of the Ft. Osage R-1 School District's Area Vocational-Technical School." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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23

LaSorella, Kathleen S. "Women in the New Testament lesson plan for high school students /." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0858.

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24

Worthen, Lyndell Phillip. "Helping high school youths to use the Bible through a study of its origin and the application of basic hermeneutical principles." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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25

Steed, Robert, of Western Sydney Hawkesbury University, of Health Humanities and Social Ecology Faculty, and School of Social Ecology. "A consulting approach to assisting Seventh-day Adventist Church Parishes." THESIS_FHHSE_SEL_Steed_R.xml, 1997. http://handle.uws.edu.au:8081/1959.7/73.

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This thesis is an inquiry into how a 'consulting approach' can be used by a church helping organisation in the Seventh-day Adventist Church system to assist local church congregations. This inquiry will focus specially on the service providers known as Conference Departments and how a consulting approach can improve the service they provide. The exploration of the methodology and relationship between department personnel and churches will inform this inquiry. Consultancy within the Australian Seventh-day Adventist church is in its infancy. For the majority of churches the concept of using an external consultant to assist them on an ongoing basis would be a radical thought. The Seventh-day Adventist church system has traditionally provided resources and training to church parishes via their Conference departments youths, Bible school, outreach, health, welfare etc. However, few of these departments have offered a true constructive service where diagnostic assessment and long term problem-solving occurs. This thesis aims to develop a methodology by which consultants can gain entrance into churches and offer ongoing assistance to them. The study attempts to establish a model and identifies the issues that relate to using such an approach.
Master of Science (Hon) (Social Ecology)
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26

Humphries, James P. "A bible school model for equipping pastors, lay leaders, and teachers for the work of Christian service in the country of Jamaica." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0016/NQ46680.pdf.

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27

Damsell, Wilfred Ernest. "The hermeneutical nexus of an undenominational Bible school : an application of philosophical hermeneutics and the literary analysis of Paul Ricoeur to the Carroll model for congregational studies." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50153.

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Thesis (DTh)--Stellenbosch Univesity, 2004
ENGLISH ABSTRACT: The hermeneutical nexus and an undenominational Bible School. This dissertation arose out of reflections on the Carroll Handbook Jor Congregational Studies and inter alia seeks to give a philosophical base to that work. Noting the frequent references to hermeneutical principles, the researcher found that one of them were dealt with adequately in considering congregations as carriers of faith. There being no difference in principle between a congregation and a Bible School, the dissertation deals with both. It was apparent that there is a nexus (a binding together) of hermeneutical principles and processes in such an institution that forms the thick discourse in these carriers of faith. Having been associated with a Bible School for a quarter of a century, the researcher was aware that such institutions, like congregations were badly in need of a metacritical approach in order to meet changing conditions and new challenges. This dissertation attempts as a starting point to have a better understanding of the identity of the institution. The Bible School, as an historical reality, has had and still has a vast influence particularly in the Third World. This was exemplified by the growth and flowering of so-called Bible School Movement which is described and which revealed hermeneutical principles and processes which were essentially describing its identity in broad terms. Some of these processes are critiqued. In an attempt to find a central focus for a Bible School, the researcher found that subject to the main purpose of the church (the increase among men of the love of god and one's neighbour according to H Richard Niebuhr) there are in fact so many foci among Bible Schools that he could only conclude that God uses the gifts He gives to His Church in different ways and different circumstances as He wills. It was then found necessary to examine the application of hermeneutics to an institution seeing that metacriticism is a hermeneutical exercise and Carroll used many terms implying hermeneutics. For this purpose foundations were sought in Schleiermacher, Dilthey, Gadamer and especially Paul Ricoeur. Hermeneutics changed fundamentally over the period covered by these scholars, from a psychological to a literary base. The researcher found it necessary to draw from both the psychological and the literary approaches. He seeks to make a synthesis between Carroll (and Hopewell who initiated Carroll's work) and Ricoeur because the most fundamental methodology of both require a narrative form, a text. Regrettably Carroll was unable to give any philosophical base to his main point of "sum it up in story' which meant that the life of the congregation over a selected period of time was to be reduced to a narrative. This has been called the thick discourse of the congregation. The philosophical hermeneutics of Ricoeur, however, gives an advanced literary analysis and the researcher extrapolates and applies this to institutions to make a synthesis with Carroll's institutional insights. A key element in Ricoeur's hermeneutics is that discourse is the event of language and is understood as meaning. In the synthesis attempted this thick discourse of the institution is expounded as a kind of locutionary act, i.e. a speech act. The thick discourse of the institution is multi-faceted covering language, culture, time, space and matter, which are the events of discourse understood as meaning. The Carroll model requires that the congregational story be reduced to narrative form, i.e. a text. It follows that the Ricoeurean concepts of distanciation and appropriation as applied to institutions take effect and these ultimately involves the congregation in an enlarged selfunderstanding. In the appropriation of the text to which the congregational discourse is reduced, a new world-view emerges, a different self-identity is discovered. This, the -- researcher suggests, requires a postlocutionary act so that from being-in-the-world the institution becomes something new. Becoming (one of Carroll's main concepts) requires reimaging and re-imaging requires metacriticism. For this focus and boundaries are required as an institution is an open system. In the end a complementary relationship between Carroll and Ricoeur is advocated as part of a thick discourse in this preliminary study of institutional hermeneutics.
AFRIKAANSE OPSOMMING: Hierdie navorsing het ontstaan uit nadenke oor Carroll se Handbook for Congregational Studies as 'n moontlike prakties-teologiese basis vir 'n ondersoek na die identiteit van instellings soos Bybelskole. In Carroll word herhaaldelik verwys na hermeneutiese faktore soos gemeentes as draers van die geloof. Hierdie dissertasie wil beweer dat daar in beginsel geen verskil is tussen sulke instellings en gemeentes nie: albei is draers van die geloof. Dit was gou duidelik dat daar 'n nexus ('n saamgehegtheid) van hermeneutiese beginsels en prosesse is wat binne so 'n instelling funksioneer as 'n "thick discourse" daarvan. Die navorser was betrokke by 'n Bybelskool vir meer as 'n kwarteeu en het deeglik besef dat sulke instellings, net soos gemeentes, 'n dringende behoefte het aan 'n metakritiese benadering, veral in tye van snelle veranderinge. Hierdie dissertasie wil help om langs hierdie hermeneutiese weg 'n beter be_car-;f' verstaan te kry van die identiteit en prosesse wat instellings het. Bybelskole het gehad, en het nog steeds 'n groot invloed in die geloofswereld, veral in Derde Wereld opset. Die groei en bloei van die Bybelskool Beweging word beskrywe, veral in terme van die hermeneutiese beginsels en prosesse wat die identiteit manifesteer. Sommige van hierdie prosesse word krities beskrywe. Verder probeer die navorsing om 'n sentrale fokus van 'n Bybelskool te vind, maar het bevind dat die doelstellende fokus van 'n kerk, soos deur H Richard Niebuhr uitgebeeld, lei tot 'n uiteenlopende diversiteit van foci. Dus het hy hom berus by sy bevinding dat God gawes aan sy Kerk gee en dit benut soos Hy wil. Die navorsing vra dan hoe hermeneutiese beginsels, veral die van metakritiek, toegepas kan word op die hermeneutiese benadering van Carroll. Hierin moes teruggevra word na die heremeneutiese ontwikkeling vanaf Schleiermacher na Dilthey, Gadamer en veral Ricoeur. In hierdie ontwikkeling verskuif die basis van die hermeneutiek vanaf 'n psigologiese na 'n literere. Die navorsing probeer dan 'n sintese maak tussen Carroll (en sy voorganger Hopewell) en Ricoeur op grond van hulle gemeenskaplike metodologie gebou op 'n narratiewe benadering. Ongelukkig is gevind dat Carroll nie 'n goeie filosofiese basis aan sy kemgedagte gee nie, naamlik om die gemeente "op te som as verhaal" nie. Dit beteken dat die bestaan van 'n gemeente oor 'n bepaalde periode gereduseer word tot die blote verhaal daarvan, of die "thick description" daarvan. Ricoeur help die navorsing om 'n tree verder te gee met sy literere-analise. Dit het die navorser gehelp om dit te ekstrapoleer en so toe te pas dat 'n sintese met Carroll moontlik word. 'n Sleutelbegrip in Ricoeur se hermeneutiek is dat diskoers 'n taalgebeure is wat betekenisdraend is. In genoernde sintese word die "thick discourse" van 'n instelling 'n soort lokusionere handeling (of 'n sogenaamde "speech act"). Hierdie diskoers van 'n instelling het 'n veelheid fasette soos taal, kultuur, tyd, ruimte, ens - wat intrinsiek is aan genoemde gebeure of diskoers wat betekenisdraend is. Deur die gebruik van Ricoeur se konsepte van distansiasie en appropriasie en dan toegepas op instellings word die selfverstaan van 'n instelling verruim. Daardeur word nuwe lewenswerelde en selfverstaan ontdek. Die navorsing beklemtoon dat 'n soort postlokusionere handeling nodig is om tot iets nuut in 'n veranderende wereld te geraak. Dit weer veronderstel 'n soort van her-verbeelding ("reimaging") in 'n metakritiese benadering. Daarin is egter grense nodig waarbinne 'n instelling as 'n nuwe oop sisteem kan funksioneer. Aan die einde word dus 'n komplementere verhouding tussen Carroll en Ricoeur voorgestel as deel van genoemde "thick discourse" as die basis van hierdie voorlopige navorsing oor institutionele hermeneutiek.
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28

Brantner, Kirk R. "A study of vacation Bible school and its effectiveness as a method of outreach for the local church in the Eastern and Central Canadian district of the Christian and Missionary Alliance." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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29

Kramer, Phyllis Silverman. "Sexual stereotyping and the manipulation of female role models in Jewish Bible textbooks : a study in the history of biblical interpretation and its application to Jewish school curricula." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41646.

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Having been a male dominated pursuit, Bible interpretation has long reflected a male bias and encouraged sexual stereotyping in the study of biblical characters. The history of Jewish Bible interpretation and the traditional Jewish emphasis on works of specific exegetes have, in turn, colored the educational materials used in Jewish school curricula and stereotypes have been perpetuated as elementary school children study the Bible. This thesis focuses on eight women in Scripture. After examining the Bible, selected rabbinic exegetical works are studied to see how this literature reflects or changes the Bible's image. A review of textbooks and teaching tools used for Bible study follows to see how these educational materials present the biblical women, whether or not they mirror classical Jewish perspectives on biblical women, and if they offer a varied portrait of the figures.
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30

Duman, Joel. "The use of a web site in teaching the Cain and Abel narrative in an Israeli high school : an action research study of the integration of technology and Bible teaching /." Ann Arbor, MI : University Microfilms, 2005. http://wwwlib.umi.com/dissertations/preview/3177129.

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31

Picolotto, Mariana Reinisch. "A escola bíblica sueca Word of Life e a igreja brasileira Encontros de Fé : uma experiência transnacional "aquém" das expectativas brasileiras." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156399.

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O presente trabalho tem como objetivo compreender as motivações para a formação de uma parceria entre o líder pentecostal brasileiro Isaías Figueiró, presidente e fundador da Igreja Encontros de Fé, situada em Porto Alegre, no Brasil, e sueco, o pastor Ulf Ekman, presidente e fundador da igreja Word of Life, situada em Uppsala, na Suécia. A parceria teve como escopo a implantação da escola bíblica Word of Life, fundada pelo pastor Ulf Ekman, em Porto Alegre. Embora tivesse sido pensada para durar dois anos, a escola foi finalizada ao término do primeiro ano. Em Porto Alegre, a escola contou com a presença permanente de um casal sueco e de outros onze professores volantes da Escandinávia. Esta experiência carregava consigo motivações e expectativas de ambas igrejas. O objeto deste trabalho consiste em compreender, a posteriori, os elementos presentes na formação da parceria transnacional de ambas as igrejas e, especialmente, entender o término da ação em torno da escola bíblica, cuja experiência consistiu num êxito relativo. Para desenvolver esta pesquisa foi utilizado o método etnográfico, que implicou em um sem número de participações em cultos celebrados na igreja Encontros de Fé e em várias entrevistas semi-dirigidas realizadas com os líderes da igreja Encontros de Fé, Isaías Figueiró e Christian Lo Iacono, com os alunos da escola e com o diretor da escola no Brasil, Calle Lilja e com o professor Roar Sørensen.
This research aims to understand the motivations that led to the formation of a partnership between the Brazilian Neopentecostal leader Isaías Figueiró of Encontros de Fé Church, in Porto Alegre, Brazil, and the Swedish Pentecostal charismatic leader Ulf Ekman of Word of Life Church, in Uppsala, Sweden. This partnership scope took place to implant the Swedish Bible School Word of Life, founded by Ulf Ekman, in the city of Porto Alegre. Though, It was thought to stay for two years, it finished in one year. In Porto Alegre, the school had a permanent Swedish couple living in, and other eleven Swedish teachers coming and going. This experience carried motivations and expectations from both side of the agreement. The objetc of this work consists in to understand a posteriori the existing elements in forming the transnational partnership, and specially in understanding the end of this partnership, which consisted in a relative success. In order to develop this research, it was used the ethnographic method, that meant a countless number of participant observation in the Encontros de Fé church worships and events, and semi-structured interviews conducted with the pastor leaders of Encontros de Fé church, Isaías Figueiró, Christian Lo Iacono, some students, the principal of the bible School Word of Life in Brazil, Calle Lilja and the teacher Roar Sørensen.
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32

Jones, Dina Johanna Christina. "An evaluation of the Accelerate Christian Schools for reaching children for the Kingdom of God as part of Missio Dei in South Africa / Jones D.J.C." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7602.

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Secularist views are a challenge to the field of religious education. Their worldview and influence in society will be discussed. This study evaluates the theocratic model under the apartheid regime, the co–operative model and the religion policy under the new democratic government. The areas that the researcher investigated in this study are centred on the effectiveness of the mission calling of the School of Tomorrow, Accelerated Christian Education. In order to achieve this outcome, the history of ACE Schools in America and South Africa will be discussed, as well as the role of the school, the parent and the teacher in missio Dei. An analysis and evaluation will be done on Christian educators such as Martin Luther, John Calvin and John Knox, as well as educational deform under Hitler. A study will be done on how Biblical doctrine was formed in children’s lives in the Old and New Testament.
Thesis (M.A. (Missiology))--North-West University, Potchefstroom Campus, 2012.
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Adams, Frederick Allan. "A case study of the Elim Farm Project of the Filipino Free Methodist Church." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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34

Kreglinger, Gisela Hildegard. "George MacDonald's Christian fiction : parables, imagination and dreams." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/576.

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Smoker, Robert C. "The Bible as a source for character education in public schools." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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36

Perkins, Yvonne Joan. "Queensland's Bible in State Schools Referendum 1910: A Case Study of Democracy." Thesis, Department of History, 2010. http://hdl.handle.net/2123/10596.

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In 1910 Queenslanders voted in a state referendum for the reintroduction of religious instruction by clergy in state schools and the reading of passages from the Bible by classroom teachers. These activities had not been allowed in Queensland schools since 1875. Similar public debates about religious education in schools were also taking place in South Australia and Victoria. This thesis closely examines the campaign conducted at the grass roots from 1906 by the Protestant organisation, the Bible in State Schools League. It was another campaign which demonstrated the political skills of Anglican clergyman, David Garland. This thesis reveals a democracy where people outside parliament played an important role in political decision-making. It shows that women were significant political actors in the campaign and demonstrates that religious belief informed the political actions of many Queenslanders at the time. Premier for much of this period, William Kidston, led a fractious group of labour politicians. The religiously diverse Labour Party attempted in vain to remain neutral on religious matters while the public debate raged. The vociferous parliamentary debates revealed the tension when one plank of the party platform, secular education, was pitted against the Labour’s stated commitment to referendums as a tool of democracy. Significant policy areas such as education and health remained under the control of the states after Federation. Examination of the conduct of the ‘Bible in State Schools’ campaign demonstrates that a close examination of state politics in the period after Federation is essential in order to understand Australia’s political culture and concerns in the early twentieth century.
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37

Steed, Robert. "A consulting approach to assisting Seventh-day Adventist Church Parishes." Thesis, View thesis View thesis, 1997. http://handle.uws.edu.au:8081/1959.7/73.

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This thesis is an inquiry into how a 'consulting approach' can be used by a church helping organisation in the Seventh-day Adventist Church system to assist local church congregations. This inquiry will focus specially on the service providers known as Conference Departments and how a consulting approach can improve the service they provide. The exploration of the methodology and relationship between department personnel and churches will inform this inquiry. Consultancy within the Australian Seventh-day Adventist church is in its infancy. For the majority of churches the concept of using an external consultant to assist them on an ongoing basis would be a radical thought. The Seventh-day Adventist church system has traditionally provided resources and training to church parishes via their Conference departments youths, Bible school, outreach, health, welfare etc. However, few of these departments have offered a true constructive service where diagnostic assessment and long term problem-solving occurs. This thesis aims to develop a methodology by which consultants can gain entrance into churches and offer ongoing assistance to them. The study attempts to establish a model and identifies the issues that relate to using such an approach.
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Wagoner, Lori D. "Biblical literacy in the public schools bringing the Bible back into English literature courses /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/501000210/viewonline.

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Bellefeuille, Barbara Kae. "The history of the Bluefield bible program 1939-1989." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54491.

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The United States has had an interesting and full history of debate over the place of religion in the public schools and each state has had its own unique history on the same subject. Religion/Bible saturated the typical public school in western Virginia before 1863. After West Virginia became a state, the saturation of religion/Bible gradually lessened, producing concern among some citizens. In 1917, the State adopted a direct plan for outside Bible study to incorporate elective Bible study class. Since 1935, however, there is no record of any statewide promotion of religion/Bible in the schools. In 1939 Bluefield, Mercer County, West Virginia, submitted a request to and received approval from the State Board of Education to offer Bible classes in its schools. Adjustments have been made to the program due to judicial or committee decisions. Some of these adjustments have been prompted by national and local controversy over religion/Bible in the public schools. Nevertheless, the existing Bible program has been sustained as a result of its location, community support, and dynamic leaders. The purpose of this study is two-fold: 1) to identify and describe the impact various influences such as the co-founders, the community, and the first teachers, had on the Bluefield Bible Program which contributed to its continued existence to this day; and 2) to create an accurate record of the history and proceedings of the Bluefield Bible Program.
Ed. D.
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40

Palmerton, Ann R. "The Future of Milestones Ministry at Broad Street Presbyterian Church." Trinity Lutheran Seminary / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=trin1383669229.

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41

Filho, Osvaldo Cipriano da Silva. "Educação cristã na igreja em células: análise crítica da concepção de ensino no modelo de treinamento do Ministério Igreja em células no Brasil." Faculdades EST, 2010. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=219.

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O presente trabalho tem como objetivo a análise da concepção de ensino da Igreja em Células, à luz do modelo de Ralph W. Neighbour Jr., adotado pelo Ministério de Igrejas em Células no Brasil, sob a perspectiva da formação cristã continuada na fé da Igreja Reformada. A visão da Igreja em Células é de que a estrutura e os valores da igreja tradicional não observam o modelo de igreja do Novo Testamento. Em novo odre, a educação perdeu a importância, e o ensino, em sua concepção pedagógica, voltou-se a ciclos de estudo e treinamento chamados de trilhos e finais de semanas, para formação de discipuladores e líderes, com foco na multiplicação das células e crescimento da Igreja. A escola bíblica, nesse ambiente, perdeu a importância, e a formação continuada na fé foi descaracterizada. O membro tornou-se apenas reprodutor de si mesmo. Neste estudo, adotou-se o método de pesquisa bibliográfica a partir da revisão das principais obras sobre o assunto, com ênfase na exploração das fontes existentes sobre o conteúdo em exame. O trabalho está estruturado em quatro partes. A primeira parte aborda panoramicamente a educação cristã a partir da reforma protestante, destacando os aspectos históricos gerais da formação cristã da Igreja Presbiteriana do Brasil. A segunda parte incursiona pelo conceito de educação cristã e pelos aspectos teóricos dos Quatro Pilares da Educação. Tais concepções teóricas alinham-se à proposta pedagógica de ensino cristão da Igreja Presbiteriana do Brasil, como identidade de escola calvinista a partir de seu fundamento evangélico. Na sequência, aborda a escola bíblica como práxis pedagógica de formação cristã na igreja tradicional, destacando a Presbiteriana, com ênfase na educação como ministério da Igreja. A Terceira parte analisa a concepção pedagógica adotada pela igreja em células à luz da práxis de ensino cristão concebido por Neighbour Jr. e adotado pelo Ministério Igreja em Células no Brasil. O exame parte do estudo da formação da igreja em células e dos pressupostos eclesiológicos e teológicos. A quarta e última parte examina o estudo da práxis instrucional dos trilhos de treinamentos de discipuladores e líderes na Igreja em Células. Em seguida, apresenta as características e as considerações críticas do exame realizado e sugestão de proposta de modelo pedagógico de formação cristã continuada na fé para igrejas tradicionais que migrem para o modelo de igreja em células, cuja concepção privilegia a formação de discipuladores e líderes. Conclui-se no sentido de que a prática pedagógica da igreja em células não é um instrumento de educação cristã continuada e integral na fé. Não visa tratar o indivíduo e formá-lo como um todo para a vida e atua na desconstrução da escola bíblica.
The present research aim to analyze the conception of teaching of the Cell Church, according to Ralph W. Neighbour Jr.s model, used by the Cell Church Ministry in Brazil, under the perspective of the continuous Christian education in conformity to the faith of the Reformed Church. The understanding of the Cell Church is that the structure and values of the traditional church do not observe the church model of the New Testament. In a new leather bottle the education lost its significance and the teaching, in its pedagogic conception, returned to the study cycles and training, named trails and weekends, to the formation of leaders and disciple makers, concentrating the forces on the multiplication of the cell and in the growth of the church. In this environment, the biblical school lost its significance and the continuous education on faith was uncharacterized. The member became just a self reproducer. In this study the method of bibliographical research has been chosen starting from the reading of the main works on the subject, emphasizing the exploration of existent sources on the content. The present study is structured in four parts. The first part approaches widely the Christian education starting from the Protestant Reform, highlighting the general historical aspects of the Christian formation of the Presbyterian Church of Brazil. The second part walks through the concept of Christian education and the theoretical aspects of the Four Pillars of Education. Such theoretical conceptions join to the pedagogic proposal of Christian education of the Presbyterian Church of Brazil as identity of Calvinist school starting from its evangelical foundation. As too approaches the biblical school as pedagogic praxis of Christian formation in the traditional church, featuring the Presbyterian Church and the education as Church Ministry. The third part analyzes the pedagogic conception adopted by the cell church according the Christian education ideated by Neighbour Jr. and used by the Cell Church Ministry in Brazil. The research starts from the Cell Church formation and ecclesiological and theological presuppositions. The fourth and last part the study analyzes the formation praxis of training and disciple makers trails by the Cell Church. The last part also presents the characteristics and critics of this research and the proposal of pedagogic model of continuous Christian education on faith for traditional churches which decide to migrate to the cell church model whose conception privileges the disciple makers and leaders formation. The present study concludes that the pedagogic praxis of the cell church is not an instrument of continuous and integral Christian education on faith. It does not seek to treat the individual and prepare him or her for living and it acts in the deconstruction of the biblical school.
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42

Orr, Jimmy F. "Facilitating the assimilation of active worshipers [sic] into the Bible study program of Concord Baptist Church, Cumming, Georgia." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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43

Melton, Bruce. "The benefits to the small Bible College of achieving accreditation through the Transnational Association of Christian Colleges and Schools." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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44

Taylor, Mark Lyman. "The implications of the Biblical references to music for music education in evangelical Christian schools." Case Western Reserve University School of Graduate Studies / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=case1058369484.

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45

Agiro, Christa Preston. "A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251483565.

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46

Knittel, Ann-Kathrin [Verfasser], Ismo [Herausgeber] Dunderberg, Jan Christian [Herausgeber] Gertz, Hermut [Herausgeber] Löhr, and Joachim [Herausgeber] Schaper. "Das erinnerte Heiligtum : Tradition und Geschichte der Kultstätte in Schilo / Ann-Kathrin Knittel." Göttingen : Vandenhoeck & Ruprecht, 2019. http://www.v-r.de/.

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47

Schell, Vítor Hugo [Verfasser], Manuel [Akademischer Betreuer] Vogel, and Karl-Wilhelm [Akademischer Betreuer] Niebuhr. "Die Aeropagrede des Paulus im Vergleich mit Reden im historiographen Werk des Josephus / Vitor Hugo Schell. Gutachter: Manuel Vogel ; Karl-Wilhelm Niebuhr." Jena : Thüringer Universitäts- und Landesbibliothek Jena, 2013. http://d-nb.info/1045194808/34.

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48

Kivioja, Larry A. (Larry Albert). "Teacher Education Programs in Member Institutions of the Association of Christian Schools International (ACSI): a Comparison With NCATE Standards." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330734/.

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The problem of this study concerns the structure and content of teacher education programs in colleges and universities which are members of the Association of Christian Schools International (ACSI). A questionnaire was developed and consisted of four sections: (1) general background information of the respondent; (2) questions relating to the live NCATE standards using a Likert scale of 1 to 3, regarding respondent's teacher education program; (3) general information concerning Bible credit hours required, critical problems and factors considered in job placement of graduates; and (4) an opinionnaire concerning current issues in teacher education, significant changes in respondents' programs and cooperative and unusual program arrangements. One hundred questionnaires were mailed to the 100 collegiate members of ACSI in 1987. Of the 75 returned, 57 were usable. This represents a 57 percent response rate. Based on the information provided by the chairpersons participating in the study, the following conclusions are drawn relative to ACSI teacher education programs: 1. The influence of an outside agency, such as the National Council for the Accreditation of Teacher Education (NCATE), seems to benefit teacher education programs. 2. State accreditation of teacher education programs appears to be important to both NCATE and non-NCATE accredited programs. 3. Of the five NCATE standards, knowledge base for professional education was the standard that seemed to be the strongest to ACSI collegiate members. 4. ACSI schools emphasize biblical and theological education concurrent with teacher education. 5. Institutions with NCATE accredited programs seem to be satisfied with NCATE accreditation, although institutions with non-NCATE accredited programs seem to favor additional accreditation from an organization other than NCATE. 6. The small number of ACSI programs accredited by NCATE may be due to (1) theological conflicts, (2) fiscal requirements, (3) the amount of work involved in the accreditation process, or any combination of the three.
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49

Foster, Hiram S. "Functions of Mentoring as Christian Discipleship." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.

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50

Duplessis, Frédéric. "Réseaux intellectuels entre France et Italie (IXe-Xe s.) : autour des Gesta Berengarii imperatoris et de leurs gloses : édition critique, traduction, commentaire du panégyrique de Bérenger Ier et des annotations du ms. Venezia, Bibl. Naz. Marciana, lat. XII 45 (4165)." Thesis, Paris, EPHE, 2015. http://www.theses.fr/2015EPHE4042.

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Les Gesta Berengarii imperatoris sont un panégyrique anonyme de 1090 vers composé vers 915-916 en l'honneur de Bérenger Ier d'Italie. Le texte est conservé entièrement dans un seul manuscrit (Venezia, Biblioteca Nazionale Marciana, Lat. XII 45), où il est accompagné de nombreuses gloses dont une partie remonte à l'auteur lui-même. Cette thèse propose une édition et un commentaire de ce panégyrique et de ses gloses, accompagnés de la première traduction en français du poème. Une attention toute particulière a été portée aux sources du texte et de ses gloses. Cette enquête révèle que le poète-glossateur des Gesta est profondément influencé par les productions des écoles de Francie occidentale, et notamment par celles de l'école d’« Auxerre ». Ces découvertes permettent de mieux connaître la culture de cet intellectuel carolingien tout en dessinant les contours du réseau intellectuel européen fréquenté par ce personnage. Une étude de trois autres manuscrits liés à ce réseau d'échanges (Paris, BNF, lat. 7900A, München, BSB, Clm 14420, Venezia, Bibloteca Nazionale Marciana, Lat. XIII 66) vient mettre en perspective ces résultats et permet de retracer l'histoire des échanges intellectuels entre Vérone, la Lombardie et le nord-est de la Francie à la fin du IXe et au début du Xe siècle
The Gesta Berengarii imperatoris are an anonymous panegyric consisting of 1.090 verses and written around 915-916 in honour of Berengar I of Italy. The text is entirely retained in one manuscript (Venezia, Biblioteca Nazionale Marciana, Lat. XII 45), that is accompanied by numerous glosses which can be partly attributed to the author himself. The following thesis offers an edition and a commentary of the panegyric and its glosses, along with the first translation in French of the poem. Particular attention has been given to the sources of the text and its glosses. This study reveals that the poet-glossator of the Gesta has been greatly influenced by the productions of the schools of West Francia, and more particularly the ones from the school of “Auxerre”. These findings contribute to a better understanding of the knowledge of this Carolingian scholar while outlining the author’s European intellectual network. A study of three other manuscripts linked to this intellectual exchanges network (Paris, BNF, lat. 7900A, München, BSB, Clm 14420, Venezia, Bibloteca Nazionale Marciana, Lat. XIII 66) helps bring these results into perspective and traces the history of the intellectual exchanges between Verona, the Lombardy and the north-east of France from the end of the 9th century to the beginning of the 10th century
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