Academic literature on the topic 'Lutheran schools'
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Journal articles on the topic "Lutheran schools"
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Sandsmark, Signe. "Response to Andrew Wright." Journal of Education and Christian Belief 2, no. 2 (September 1998): 109–14. http://dx.doi.org/10.1177/205699719800200205.
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THE BIBLE GIVES us important presuppositions for our understanding of reality, human nature and purpose and these presuppositions influence our educational thinking and practice. Andrew Wright claims that a dualism in Lutheran theology supports reconstructioism rather than transformationism. However, dualism comes in many forms and not all of them are unbiblical. The alleged dualism of Lutheran theology is simply an attempt to hold together apparently contradictory aspects which are in fact complementary. Luther's two governments cannot be separated and it is not possible for us to know when God is using his left or his right hand. Luther himself and many Lutherans do not conform to Wright's caricature. Neither a transformationist view of learning nor Lutheran theology will have a universal answer to the question of whether Christian children should be educated in Christian schools or common schools.
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Santos, Ademir Valdir dos. "Education and faith: Luther ideas, German immigration to Brazil and the community-organized schools (19th-20th centuries)." Perspectiva 37, no. 4 (December 19, 2019): 1040–58. http://dx.doi.org/10.5007/2175-795x.2019.e53832.
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The research aims to analyze, based on the relations between German immigration, Lutheranism and the process of creation of schools, the historical incorporation of ideas on education of Luther and its influence in the south of Brazil, in a period between the second decade of century XIX and the first decades of the twentieth century. The methodology is characterized by documentary research with the use of sources referring to the creation of schools, discussed based on a bibliographic reference that includes Luther texts and studies that deal with the links between religion and schooling. The results highlight the importance attributed to the school by Luther, understanding him as a religious reformer of Education. They show that the creation of schools by groups of German Lutheran immigrants in the Brazilian South is justified by their foundation in Lutheran conceptions. The schools were created so that children and young people could have access to religious principles and overcome the difficulties of living in a cultural environment different from that of the regions of origin. These reasons were reinforced by the absence of primary schools maintained by the government, either in the Empire period or in the first decades of the Republic. It is concluded that community schools founded on the colonies meant responses to the divine call to act in human education in harmony with faith, being understood as a result of Lutheran inspiration.
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Bacon, Joan Kent, and Kelsey Elizabeth Erickson. "Special Education in Lutheran Schools." Journal of Religion, Disability & Health 14, no. 4 (October 29, 2010): 355–67. http://dx.doi.org/10.1080/15228967.2010.517430.
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Žak, Lubomir. "Martin Luther, Sergei Nikolaevich Bulgakov and Pavel Alexandrovich Florensky: an unexpected convergence regarding the concept of the “new theology”." Caminhos de Diálogo 10, no. 17 (November 17, 2022): 273–89. http://dx.doi.org/10.7213/cd.a10n17p273-289.
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Luther, on the one hand, and Bulgakov and Florensky on the other, are theologians who at first glance show numerous differences. They belong to different historical periods and different geographical and linguistic areas, to different Christian denominations and to different schools of theology. From another point of view, however, these three figures show a series of convergences regarding one of the main aims of their intellectual activity: the elaboration of a “new theology” capable of generating a better understanding and transmission of the living and life-giving truth of Christian revelation. Adopting an epistemological perspective as the basis of an analysis of their theologies, the present article seeks to highlight an unexpected agreement between the epistemological choices that the three theologians make on their way to the creation of a new theological model. The study invites the reader to consider that, as in the case of the two Russian theologians, one of the problems for the interpretation and reception of Luther’s theology lies in his epistemological particularity. This fact is relevant to the Catholic-Lutheran dialogue.
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Kuhn, Malcus Cassiano, and Arno Bayer. "A Matemática no Pequeno Luterano na década de 1940." Jornal Internacional de Estudos em Educação Matemática 13, no. 2 (October 3, 2020): 172–82. http://dx.doi.org/10.17921/2176-5634.2020v13n2p172-182.
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ResumoO artigo é recorte de uma pesquisa sobre a Matemática nas escolas paroquiais luteranas gaúchas do século XX e tem por objetivo analisar as edições do periódico O Pequeno Luterano, editadas na década de 1940, com ênfase para o discurso matemático veiculado no mesmo, por meio dos textos, imagens e enunciados, suas intencionalidades e abordagens. O periódico foi editado para o público infantil pela Igreja Evangélica Luterana do Brasil, por meio da Casa Publicadora Concórdia de Porto Alegre, no período de 1939 a 1966. Com abordagem qualitativa e análise de fontes documentais, a pesquisa possui aporte metodológico na pesquisa histórica e no conceito de cultura escolar, para análise das 86 edições do Pequeno Luterano (1939-1949). O principal objetivo dos editores do periódico era, de forma lúdica, inserir as crianças na prática religiosa luterana por meio de textos, histórias, informações e curiosidades de cunho moral e religioso e de formação geral. Foi usado no ensino das diferentes áreas do conhecimento nas escolas paroquiais luteranas gaúchas do século passado. Os editores propunham desafios matemáticos para desenvolver o raciocínio lógico das crianças e valorizavam as habilidades concretas e abstratas do aprendizado matemático através do cálculo escrito e mental, em forma de atividades lúdicas. Cálculos foram relacionados com a biografia de matemáticos e os conhecimentos matemáticos integrados a histórias de cunho moral e religioso, com o propósito de manter as crianças inseridas na prática religiosa luterana.Palavras-chave: História da Educação Matemática. Escolas Paroquiais Luteranas Gaúchas. Periódico Infantil.AbstractThe article it’s a clipping of a research about the Mathematics in the gaucho Lutheran parochial schools of the 20th century and has aims analyze the editions of the journal The Little Lutheran, edited in the 1940s, with emphasis on the mathematical discourse conveyed in it, through texts, images and statements, their intentions and approaches. The journal was edited for the infantile public by the Evangelical Lutheran Church of Brazil, through of the Concordia Publishing House of Porto Alegre, in the period of 1939 to 1966. With qualitative approach and analysis of documentary sources, the research possui methodological approach on history research and on concept of school culture, to analised of the 86 editions of the journal Little Lutheran (1939 1949). The principale aims of the editors of the journal was, de forma lúdica, insert the children in the Lutheran religious practice through of texts, stories, information and curiosities of nature moral and religious and of general education. Was used, complementarily, in the teaching of the different areas of knowledge in the gaucho Lutheran parochial schools of the past century. The editors proposed mathematical challenges to develop the logical reasoning of the children and valued the concrete and abstract skills of the mathematical learning through of the written and mental calculation, in form of playful activities. Calculations were related to the biography of mathematicians and the mathematical knowledges integrated with stories of moral nature and religious, with the purpose of keeping the children inserted in Lutheran religious practice.Keywords: History of Mathematics Education. Gaucho Lutheran Parochial Schools. Children’s Journal.
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Rosnes, Ellen Vea. "Negotiating Norwegian Mission Education in Zululand and Natal during World War II." Mission Studies 38, no. 1 (May 20, 2021): 31–58. http://dx.doi.org/10.1163/15733831-12341773.
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Abstract Missionaries from the Lutheran Norwegian Mission Society (NMS) came to South Africa from the 1840s. By 1940, more than 6000 pupils were attending NMS-owned schools in Zululand and Natal. World War II brought about different forms of negotiations between the missionaries and other actors. The War resulted in the missionaries losing contact with their central board in Norway and the provincial authorities of the Union were among those bodies who came to rescue them financially. Local congregations took over more of the mission responsibilities and the nature and forms of cooperation with other Lutheran missions changed. Added to these changes was the growing aspiration among Zulu pastors for more independence that also manifested itself in the management of schools. This paper presents an analysis of the ways in which the Norwegian missionaries negotiated their educational work in Zululand and Natal during the World War II period.
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Nogueira, Sandra Vidal. "A tradiçao luterana e comunitária nas escolas da IECLB: Aproximações com os ideais de democratização da educação." REFLEXUS - Revista Semestral de Teologia e Ciências das Religiões 10, no. 15 (July 18, 2016): 35. http://dx.doi.org/10.20890/reflexus.v10i15.356.
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O texto aborda a tradição luterana e comunitária nas escolas da Igreja Evangélica de Confissão Luterana no Brasil (IECLB), destacando a Reforma Protestante para os ideais de democratização da educação. Parte-se do pressuposto que essas comunidades, cuja membresia é, por razões histórias, delineada a partir da etnia, têm contribuído sobremaneira para o incremento da educação, principalmente no Sul do Brasil. Entendida num sentido mais amplo, o conceito de educação que subjaz ao ideário luterano possibilita o domínio e a compreensão da “palavra” e a sua prática cria condições para “o livre libertado”, nas palavras de Martin Lutero. Em síntese, consta-se que o grande desafio enfrentado nacontemporaneidade consiste em buscar a centralidade dos ideais da Reforma que foi sendo construído, alicerçado nas seguintes diretrizes pedagógicas: 1) Reciprocidade e interação entre escola e comunidade; 2) Liberdade de expressão, autonomia de pensamento e igualdade de oportunidades; 3) Desenvolvimento integral do serhumano.The text covers the Lutheran tradition and community schools the Evangelical Church of Lutheran Confession in Brazil (IECLB), highlighting the Protestant Reformation to the ideals of democratization of education. This is on the assumption that those communities whose membership is by stories reasons outlined from the ethnic group, have contributed greatly to the growth of education, especially in southern Brazil. Understood in a broader sense, the concept of education that underlies the ideology Lutheran enables mastery and understanding of the "word" and its practice creates conditions for "free released" in the words of Martin Luther. In summary, it stated that the major challenge facing nowadays is to seek the centrality of the ideals of the Reformation that was being built, based on the following educational guidelines: 1) Reciprocity and interaction between school and community; 2) Freedom of expression, freedom of thought and equal opportunities; 3) full development of the human being.
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Kuhn, Malcus Cassiano, and Arno Bayer. "O DESENVOLVIMENTO DO PENSAMENTO PROPORCIONAL NAS ESCOLAS PAROQUIAIS LUTERANAS DO RIO GRANDE DO SUL NA PRIMEIRA METADE DO SÉCULO XX." Cadernos de Pesquisa 23, no. 2 (September 1, 2016): 89. http://dx.doi.org/10.18764/2178-2229.v23n2p89-106.
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O artigo aborda o desenvolvimento do pensamento proporcional nas escolas paroquiais luteranas do Rio Grande do Sul na primeira metade do século XX. Em meados de 1900, o Sínodo Evangélico Luterano Alemão de Missouri, hoje Igreja Evangélica Luterana do Brasil, iniciou sua missão nas colônias alemãs gaúchas, fundando congregações religiosas e escolas. Estas escolas estavam inseridas num projeto comunitário que buscava ensinar a língua materna, a matemática, valores culturais, sociais e, principalmente, religiosos. Baseando-se na história cultural e na análise de conteúdo, analisaram-se a Segunda e a Terceira Aritmética da série Concórdia, editadas pela Igreja Luterana para suas escolas paroquiais. Verificou-se que no estudo da regra de três simples direta foi explorada a dedução da unidade para a multiplicidade, a dedução da multiplicidade para a unidade e a dedução da multiplicidade para a multiplicidade. Estas formas de desenvolvimento do pensamento proporcional foram aplicadas na regra de três simples inversa, na regra de três composta, na repartição proporcional e na regra de companhia ou regra de sociedade. Observou-se ainda que a proposta pedagógica da Terceira Aritmética traz o estudo da regra de três simples e composta antes de desenvolver os conceitos de razão e de proporção.Palavras-chave: Pensamento Proporcional. Ensino da Matemática. Escolas Paroquiais Luteranas.THE DEVELOPMENT OF THE PROPORTIONAL THINKING IN THE LUTHERAN PAROCHIAL SCHOOLS OF RIO GRANDE DO SUL IN THE FIRST HALF OF THE TWENTIETH CENTURYAbstract: The article discusses the development of the proportional thinking in the Lutheran parochial schools of Rio Grande do Sul in the first half of the twentieth century. In mid-1900, the Synod Evangelical Lutheran German of Missouri German, today Evangelical Lutheran Church of Brazil, started his mission in the gaucho German colonies, founding religious congregations and schools. These schools were included in a community project that sought to teach the mother tongue, the Mathematics, and cultural, social, and principally religious values. Based on the cultural history and content analysis, analyzing the Second and the Third Arithmetic of the Concordia series, edited by the Lutheran Church for their parochial schools. Verifying that in the study of three simple direct rule was exploited the deduction of the unit for the multiplicity, the deduction of the multiplicity for the unity and the deduction of the multiplicity for the multiplicity. These forms of development of the proportional thinking were applied in the three simple inverse rule, in the three composite rule, in the proportional apportioning and in the company rule or rule of society. It was also observed that the pedagogical proposal of the Third Arithmetic brings the study of the three simple rule and composed before developing the concepts of ratio and proportion.Keywords: Proportional Thinking. Mathematics Teaching. Lutheran Parochial Schools. EL DESARROLLO DEL PENSAMIENTO PROPORCIONAL EN LAS ESCUELAS PARROQUIALES LUTERANAS DEL RIO GRANDE DEL SUL EN LA PRIMERA MITAD DEL SIGLO XXResumen: El artículo aborda el desarrollo del pensamiento proporcional en las escuelas parroquiales luteranas del Rio Grande do Sul, en la primera mitad del siglo XX. En mediados de 1900, el Sínodo Evangelico Luterano Alemana del Missouri, hoy Iglesia Evangelica Luterana del Brasil, comenzó su misión en las colonias alemanas gauchas, fundando congregaciones religiosas y escuelas. Estas escuelas estaban incluidas en un proyecto comunitario que trataba de enseñar la lengua materna, la matemática, los valores sociales, los culturales y sobre todo los religiosos. Balseándose de la historia cultural y el análisis de contenido, se analizó la Segunda y la Tercera Aritmética de la serie Concordia, editado por la Iglesia Luterana para suyas escuelas parroquiales. Se encontró en esto estudio de la regla de tres simple directa fue explotado la deducción de la unidad a la multiplicidad, la deducción de la multiplicidad a la unidad y la deducción de la multiplicidad a la multiplicidad. Estas formas de desarrollo del pensamiento proporcional fueron aplicadas en la regla de tres simple inversa, en la regla de tres compuesta, en la repartición proporcional y en la regla de compañía o regla de la sociedad. Se observó todavía que la propuesta pedagógica de la Tercera Aritmética aporta el estudio de la regla de tres simple y compuesta antes de desarrollar los conceptos de razón y proporción.Palabras clave: Pensamiento Proporcional. Enseñanza de la Matemática. Escuelas Parroquiales Luteranas.
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Strauss, Gerald. "The Social Function of Schools in the Lutheran Reformation in Germany." History of Education Quarterly 28, no. 2 (1988): 191. http://dx.doi.org/10.2307/368489.
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Meriläinen, Juha. "‘Holy and Important Duty’ – The Finnish Evangelical Lutheran Church in America as a Preserver of the Finnish Language and Culture from the 1890s to 1920s." Journal of Migration History 5, no. 1 (April 25, 2019): 160–87. http://dx.doi.org/10.1163/23519924-00501007.
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From its establishment in 1892 until the 1920s the largest Finnish ethnic church in the United States, the Finnish Evangelical Lutheran Church in America, better known as the Suomi Synod, was among the staunchest defenders of Finnish language and culture. The synod built a network of Sunday and summer schools, coordinated by the Michigan-based Suomi College, that not only offered religious instruction but also spread the Finnish language and national romantic ideals to immigrant children. Tightening immigration laws and increasing demands for national unity in the 1920s led many immigrant institutions, including the ethnic Lutheran churches, to Americanisation. A debate concerning a language reform also started in the Suomi Synod, but was rejected by the nationalistic-minded wing. Adherence to the Finnish language alienated the younger generation and led to a drastic but temporary decline in the church’s membership.
Dissertations / Theses on the topic "Lutheran schools"
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Taylor, Kurt. "Christ's commission and Lutheran schools." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p028-0265.
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Bartsch, Malcolm Ian, and res cand@acu edu au. "The Dialogue of Theology and Education: Clarifying the role of Lutheran confessional theology for Australian Lutheran school education." Australian Catholic University. School of Religious Education, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp200.02072009.
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Aim: This study aims to clarify the role of Lutheran confessional theology in informing and shaping policy and practice for Australian Lutheran school education. In doing this, it also seeks to provide another step in the on-going process of developing for Australian Lutheran schools a comprehensive theoretical framework that reflects insights from both Lutheran confessional theology and educational theory and research. Scope: The thesis begins with the presupposition that education is a value-laden process and that schools need shared beliefs and values to function effectively. In the current scenario of change in society in general and in education in particular, such a common vision is difficult to maintain. However, Australian Lutheran schools begin with theology as the starting point for their value base. This means that they can share a common vision drawn from God's revelation in Scripture. However, this theology needs to be expressed in such a way that it can be brought into dialogue with educational theory and research in order to develop insights relevant for determining the nature and purpose of Australian Lutheran schools. Since Lutheran theology sees itself as 'confessional' in nature, and since the Lutheran Church defines itself in relation to its confessional writings, the Book of Concord (1580) is taken as the theological basis for this thesis. While the Book of Concord could be seen as containing documents from a different era, nevertheless it is still the accepted theological basis of Lutheranism and any attempt to provide a theoretical framework for Australian Lutheran schools would need to be consistent with its theology. Before examining the theology of the Book of Concord, the study briefly traces the development of Lutheran schools in Australia and the aims and purposes for which they were established. The role of theology in motivating the establishment of those schools is also considered. The rapid expansion of Australian Lutheran schools during the past three decades is then investigated for the purpose of identifying current issues faced by these schools which need to be addressed through insights from Lutheran confessional theology. The study then turns to the Book of Concord in order to summarise major emphases of Lutheran confessional theology. This is done to identify critical Lutheran theological perspectives which need to be brought into dialogue with the educational challenges faced by Australian Lutheran schools in the current context of rapid social, cultural and educational changes. The central teaching of the Book of Concord, the doctrine of justification by grace through faith on account of Christ, is examined first. This is followed by theology of the cross, law and gospel, the perspective of the 'two kingdoms' and the individual as saint and sinner. Throughout this process, the dialectic nature of Lutheran confessional theology is emphasised. In bringing these major teachings of the Book of Concord into dialogue with the educational issues identified earlier in the thesis, a number of implications are developed for Australian Lutheran school education. In particular, the Australian Lutheran school is considered as a 'confessional community' and examined from the perspective of the 'two kingdoms'. Other educational issues are explored, including Lutheran anthropology of the individual, the place of the Bible in Lutheran schools, the role of the law in Lutheran schools and the implications of 'theology of the cross' for life in the church and the world. Conclusions: In attempting to clarify the role of Lutheran confessional theology for Australian Lutheran school education this study deduces that theology and education exist in a process of 'dialectic dialogue' with each other, 'listening to each other' but also retaining certain levels of dialectic tension as each side responds to the other. However, this study also emphasises the dialectic nature of Lutheran confessional theology which must be preserved in order to avoid the danger that only one side of the theological tension will be considered in the dialogue with education. Thus this study concludes that if Lutheran confessional theology is to play its vital role in developing a comprehensive theoretical framework for Australian Lutheran school education, then a 'double dialectic' needs to be maintained - the dialectic tension within Lutheran confessional theology in dialectic dialogue with educational theory and practice. In this way balance can be maintained in developing insights into the nature and purpose of Australian Lutheran school education based on Lutheran confessional theology.
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Jericho, Adrienne John, and n/a. "Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040919.113840.
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This study was an investigation into participant perceptions of principal appraisal in Australian Lutheran schools where a national, systematic appraisal process for principals, entitled Principal Appraisal for Development (PAD), has been in place since 2000. The study group for the investigation consisted of fifteen principals, ten chairpersons of school councils and two district directors, all of whom had been involved in the process. The literature review indicated that whilst there was substantive scholarly writing on the purpose and methods of principal appraisal, there was a lack of recorded research on the experience and longer term outcomes of appraisal. Accordingly, the focus of the study was an examination of participant perceptions of the experience and impact of appraisal. The study's theoretical underpinning was symbolic interactionism and it adopted a qualitative approach to answer the central research question: What are principal and governing council chairperson perceptions of the efficacy of principal appraisal processes in Australian Lutheran schools? Data for the study were gathered through focus group and individual qualitative interviews. In addition, documents associated with the appraisal process were obtained for analysis. The data were then analysed using grounded theory methods, leading to the generation of three theoretical propositions. The first proposition was that the efficacy of principal appraisal depended on the completion of an explicit process that followed six clearly defined and understood steps; the second: that five perceptions of the efficacy of the appraisal process could be identified amongst participants; and the third: that the role played by key players in a spirit of trust in the process and in one another facilitated perceptions of efficacy in the appraisal process. Furthermore, the context in which the process took place, the actual purpose of the process and the nature of responses by participants emerged as key factors in each proposition. In particular, these factors determined whether the appraisal process advanced through the six defined stages required to ensure meaningful, long-term development for the principal, which of the perceptions of efficacy of the process for development was held by participants, and the extent to which trust in one another and in the process was evident. From these propositions eight statements that describe the experience of study participants were identified. These comprised: their belief that a development purpose must have priority in appraisal for perceptions of efficacy of the process; credible messages needed to emerge from the appraisal process for perceptions of its efficacy; appraisal needed to be perceived as a complex process of change involving meaning-making; principal as agent and initiator in the appraisal process facilitated perceptions of efficacy; a supportive and improvement-oriented environment for professional development was associated with perceptions of efficacy of the process; professional development of the principal needed to be perceived as a complex process; trust in the process and in one another was necessary for perceptions of appraisal's efficacy; and appraisal was recognised as having outcomes that may distract from development. These findings have specific implications for the policy and practice of principal appraisal in Lutheran schools, especially as PAD is reviewed. The findings also have application to other appraisal settings and generated key questions to assist in developing, implementing and evaluating principal appraisal systems. The study also indicated that those involved in the appraisal process need to think through how appraisal, development and accountability are related. These concepts are important and legitimate, and are to be both separated and recognised in any employment context. The study found that appraisal that resulted in development was a complex process of change involving shifts to meaning and behaviour. Such a process needed to be supported through an environment of trust with an improvement focus. The study has indicated that appraisal for development needs to be informed more fully by an understanding of the professional development literature. In summary, the study has contributed to an understanding of the place of appraisal in the learning and development of school principals.
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Jericho, Adrienne John. "Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365186.
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This study was an investigation into participant perceptions of principal appraisal in Australian Lutheran schools where a national, systematic appraisal process for principals, entitled Principal Appraisal for Development (PAD), has been in place since 2000. The study group for the investigation consisted of fifteen principals, ten chairpersons of school councils and two district directors, all of whom had been involved in the process. The literature review indicated that whilst there was substantive scholarly writing on the purpose and methods of principal appraisal, there was a lack of recorded research on the experience and longer term outcomes of appraisal. Accordingly, the focus of the study was an examination of participant perceptions of the experience and impact of appraisal. The study's theoretical underpinning was symbolic interactionism and it adopted a qualitative approach to answer the central research question: What are principal and governing council chairperson perceptions of the efficacy of principal appraisal processes in Australian Lutheran schools? Data for the study were gathered through focus group and individual qualitative interviews. In addition, documents associated with the appraisal process were obtained for analysis. The data were then analysed using grounded theory methods, leading to the generation of three theoretical propositions. The first proposition was that the efficacy of principal appraisal depended on the completion of an explicit process that followed six clearly defined and understood steps; the second: that five perceptions of the efficacy of the appraisal process could be identified amongst participants; and the third: that the role played by key players in a spirit of trust in the process and in one another facilitated perceptions of efficacy in the appraisal process. Furthermore, the context in which the process took place, the actual purpose of the process and the nature of responses by participants emerged as key factors in each proposition. In particular, these factors determined whether the appraisal process advanced through the six defined stages required to ensure meaningful, long-term development for the principal, which of the perceptions of efficacy of the process for development was held by participants, and the extent to which trust in one another and in the process was evident. From these propositions eight statements that describe the experience of study participants were identified. These comprised: their belief that a development purpose must have priority in appraisal for perceptions of efficacy of the process; credible messages needed to emerge from the appraisal process for perceptions of its efficacy; appraisal needed to be perceived as a complex process of change involving meaning-making; principal as agent and initiator in the appraisal process facilitated perceptions of efficacy; a supportive and improvement-oriented environment for professional development was associated with perceptions of efficacy of the process; professional development of the principal needed to be perceived as a complex process; trust in the process and in one another was necessary for perceptions of appraisal's efficacy; and appraisal was recognised as having outcomes that may distract from development. These findings have specific implications for the policy and practice of principal appraisal in Lutheran schools, especially as PAD is reviewed. The findings also have application to other appraisal settings and generated key questions to assist in developing, implementing and evaluating principal appraisal systems. The study also indicated that those involved in the appraisal process need to think through how appraisal, development and accountability are related. These concepts are important and legitimate, and are to be both separated and recognised in any employment context. The study found that appraisal that resulted in development was a complex process of change involving shifts to meaning and behaviour. Such a process needed to be supported through an environment of trust with an improvement focus. The study has indicated that appraisal for development needs to be informed more fully by an understanding of the professional development literature. In summary, the study has contributed to an understanding of the place of appraisal in the learning and development of school principals.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Radtke, Thomas G. "Lutheran day school operation financial stewardship implications /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p020-0247.
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Albinger, Kenneth Charles, and n/a. "Using Values: a Qualitative Analysis of Ethical Dilemmas Encountered by Australian Lutheran Secondary School Principals." Griffith University. School of Curriculum, Teaching and Learning, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060815.170949.
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Recent studies of effective leadership for schools suggest relationships between the work of principals and beliefs, values and theoretical knowledge. However, it is not clear how these relationships work. In schools of the Lutheran Church of Australia the situation is complicated by expectations that principals will be operating with a Lutheran Christian world view. The precise nature of the role of world view in determining professional action has not been fully researched. This study made use of analysis techniques grounded in symbolic interactionism to examine the construction of meaning and rationale for professional actions by Lutheran secondary school principals. It sought to understand the impact of value on meaning and decision in ethically challenging situations. The central question of this research was: What values influence the reflection of Australian Lutheran secondary school principals as they address ethical dilemmas in their woik? Drawing on the accounts given by three Australian Lutheran secondary pnncipals to provide data for analysis, and making use of membership category analysis techniques, the study found that three statements could be made: 1. There is evidence in the accounts to suggest that the way principals perceive dilemmas is the result of a filtering process where some facts ate not fully considered prior to action. 2. There is evidence in the accounts to suggest that the filtering process is more strongly influenced by sub-rational and trans-rational values than by rational values. 3. There is evidence in the accounts that each piincipal has a world view that is partially shaped by values implicit in the Christian tradition. These findings are tentative because of the limited scope of the research. They have implications for the theoretical literature, suggesting that mote attention needs to be given to the impact of trans-rational and sub-rational values as filters of perception in difficult decisions. 'The findings suggest that any study of the reflection of school principals in ethically challenging situations should take into account the power of non-rational values to be a lens that distorts what is considered in the reflective process'. They also have implications for further research by those interested in Lutheran schools and those interested in the importance of values in shaping perception. Finally they have implications for those who prepare piincipals for Lutheran schools, suggesting the need for a clearer articulation of a philosophy for Lutheran schooling and for the development of the habit of critical reflection in Lutheran principals.
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Albinger, Kenneth Charles. "Using Values: a Qualitative Analysis of Ethical Dilemmas Encountered by Australian Lutheran Secondary School Principals." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366863.
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Recent studies of effective leadership for schools suggest relationships between the work of principals and beliefs, values and theoretical knowledge. However, it is not clear how these relationships work. In schools of the Lutheran Church of Australia the situation is complicated by expectations that principals will be operating with a Lutheran Christian world view. The precise nature of the role of world view in determining professional action has not been fully researched. This study made use of analysis techniques grounded in symbolic interactionism to examine the construction of meaning and rationale for professional actions by Lutheran secondary school principals. It sought to understand the impact of value on meaning and decision in ethically challenging situations. The central question of this research was: What values influence the reflection of Australian Lutheran secondary school principals as they address ethical dilemmas in their work? Drawing on the accounts given by three Australian Lutheran secondary principals to provide data for analysis, and making use of membership category analysis techniques, the study found that three statements could be made: 1. There is evidence in the accounts to suggest that the way principals perceive dilemmas is the result of a filtering process where some facts ate not fully considered prior to action. 2. There is evidence in the accounts to suggest that the filtering process is more strongly influenced by sub-rational and trans-rational values than by rational values. 3. There is evidence in the accounts that each piincipal has a world view that is partially shaped by values implicit in the Christian tradition. These findings are tentative because of the limited scope of the research. They have implications for the theoretical literature, suggesting that mote attention needs to be given to the impact of trans-rational and sub-rational values as filters of perception in difficult decisions. 'The findings suggest that any study of the reflection of school principals in ethically challenging situations should take into account the power of non-rational values to be a lens that distorts what is considered in the reflective process'. They also have implications for further research by those interested in Lutheran schools and those interested in the importance of values in shaping perception. Finally they have implications for those who prepare piincipals for Lutheran schools, suggesting the need for a clearer articulation of a philosophy for Lutheran schooling and for the development of the habit of critical reflection in Lutheran principals.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
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Ruwoldt, Merryn Jane, and res cand@acu edu au. "To Lead, or Not to Lead: that is the question: An exploration of understandings of leadership in the context of the deputy principal in the Lutheran secondary school." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp143.17052007.
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Twenty first century Lutheran secondary schools operate in a complex and demanding social, historical and theological environment. Leadership needs to be conceptualized in a manner which is appropriate for a fluid, dynamic learning community. Contemporary thinking about school leadership explores concepts such as teacher leadership, shared and distributed leadership. Successful school leadership is also perceived to impact positively on student educational outcomes. The leadership of the deputy principal in many school sectors has traditionally been structured on the basis of a bureaucratic, hierarchical model. Such models are increasingly perceived as unhelpful in the school context, yet in response, little has changed for deputy principals. The purpose of the current study was to consider the situation in Lutheran secondary schools. It explored the understandings about leadership embedded in the current role of the deputy principals. This was achieved by comparison of the participants’ perceptions with historical leadership narratives. The key finding of this research is that in Lutheran schools, the leadership role of the deputy is often not as fully developed as would be appropriate in the existing climate, where schools and principals are expected to provide ever expanding services and fulfil multiple purposes. In many schools, the leadership role of the deputy does not provide sufficient training for succession to the principalship. Deputy principals are seen to focus on activity which supports educational leadership, but leaves them on the fringe of it. Deputies are often not involved in major teaching and learning strategic planning, vision and change management. This hinders their preparation for a future role as principal, but also deprives the school of a potentially significant source of leadership activity. Deputy principals are seen to model the Christian ethos of the school through the way they interact with staff and students and their involvement in the devotional life of the school. However, in-depth involvement in ongoing dialogue about Lutheran identity and the church in the school is usually dependent on the interest and passion of the individual deputies, not inherently demanded by the role. There is also a limited understanding of servant leadership influencing the practice of deputy principals in the schools. In order to maximise the effectiveness of the leadership role of the deputy principals in Lutheran secondary schools, it would be timely to draw together key doctrinal statements, leadership theory and Luther’s reflections on vocation, into a cohesive and practical understanding of leadership. This could form the basis for further development of distributed leadership in Lutheran secondary schools and help to ensure that they continue to successfully meet the needs of their communities.
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Marks, Ian Wilbur. "Rhetoric or reality: An exploratory study of the culture of Queensland Lutheran Schools." Thesis, Australian Catholic University, 2000. https://acuresearchbank.acu.edu.au/download/6e2482c13965d5586dc66831fdb31231a7d843c88ffbfd752b5b79965f10e702/2056393/64977_downloaded_stream_202.pdf.
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Lutheran schools have a long heritage in Australia of offering Christian education within the theology of the Lutheran church. Early Queensland Lutheran schools developed as schools for children of Lutherans, while schools opened in the last twenty five years have been developed to offer Lutheran education to the wider community. Lutheran church and school literature suggest that Lutheran schools are characterised by a distinctive culture which pervades the school. This thesis presents research which explored the culture of Queensland Lutheran schools, comparing the research results with the rhetoric of the Lutheran church and schools.
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Ulrich, Claudete Beise. "Recuperando espaços de emancipação na história de vida de ex-alunas de escola comunitária luterana." Faculdades EST, 2006. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=1.
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Conselho Nacional de Desenvolvimento Científico e TecnológicoEsta tese procura recuperar os espaços de emancipação na história de vida de ex-alunas de escola comunitária luterana. Num primeiro momento, busca-se entender os conceitos de libertação, emancipação, autonomia racional e liberdade cristã. A partir da tessitura dos fios teórico-conceituais, o conceito emancipação humana é tomado, nesta tese, como categoria sintética, própria do movimento analítico-sintético da abordagem dialética.O segundo capítulo traz o percurso teórico-metodológico, que se fundamenta numa perspectiva etnográfica, permeada pela metodologia feminista e o referencial de gênero. Como técnica de pesquisa utiliza-se a história de vida, visando à pesquisa narrativa, em que se destacam a subjetividade, o cotidiano e a memória. Os capítulos três, quatro, cinco e seis apresentam, respectivamente, as narrativas das histórias de vida das ex-alunas: Anneliese, Ruth, Renita e Yvonne. O último capítulo recupera espaços de emancipação na história de vida das ex-alunas: o processo imigratório, lembranças da infância, da adolescência, os processos educacionais na família, na escola comunitária luterana, na igreja luterana, em outros espaços educacionais, a formação profissional, a constituição da própria família, a imagem de Deus, a leitura da Bíblia, a participação e a liderança em grupos comunitários até o ano 2005. Percebe-se nas histórias de vida das ex-alunas narradoras uma profunda influência da educação recebida na escola comunitária e na igreja luterana, repercutindo na conquista ou não de espaços emancipatórios. Ao permitirem o registro e a publicação de suas memórias, as ex-alunas narradoras colocam-se como sábias e educadoras, permitindo a reflexão sobre a importância da religião e da educação nos processos emancipatórios. A tese conclui enunciando que os espaços de emancipação se realizam no cotidiano histórico da existência, e que este é um processo plural, coletivo, conflituoso, dialético, pois aponta para o inacabamento da vida.
This dissertation has the purpose of retrieving the spaces of emancipation in the life stories of former female students of Lutheran community schools in Brazil. Initially the author tries to understand the concepts of liberation, emancipation, rational autonomy and Christian freedom. On the basis of the texture of the theoretical-conceptual threads, the concept of human emancipation is taken in this dissertation as a synthetic category that is peculiar to the analytical-synthetic movement of the dialectical approach. The second chapter describes the theoretical-methodological approach, which is based on an ethnographic perspective, permeated by a feminist methodology and the gender referent. The author uses the life story as research technique, aiming at a narrative investigation that highlights subjectivity, daily life and memory. The third, fourth, fifth and sixth chapters present the life stories told by the former females students, Anneliese, Ruth, Renita and Yvonne. The last chapter tries to identify spaces of emancipation in their life stories: the immigration process, childhood memories, adolescence memories, the educational processes in the family, the Lutheran community school, the Lutheran church, in other educational spaces, professional training, the constitution of their own family, their image of God, Bible reading, participation and leadership in community and/or congregational groups until 2005. Their narratives reveal a deep influence of the education they received in the community school and in the Lutheran church, bearing on the achievement or non-achievement of emancipatory spaces. By allowing their memories to be recorded and published, the narrators prove to be sages and educators, making it possible to reflect on the importance of religion and education in emancipation processes. The dissertation then concludes by discussing how the emancipation processes take place in the historical daily lives and by emphasizing that this process is a plural, collective, conflictive and dialectical one, for it points to the unfinished nature of human life.
Books on the topic "Lutheran schools"
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Schmidt, Wayne E. The Lutheran parochial school: Dates, documents, events, people. [St. Louis, Mo.]: Concordia Seminary Publications, 2001.
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Stumme, John R., Project director, Evangelical Lutheran Church in America. Division for Church in Society, Evangelical Lutheran Church in America. Division for Higher Education and Schools, Evangelical Lutheran Church in America. Division for Ministry, and Evangelical Lutheran Church in America. Division for Congregational Ministries, eds. Our calling in education: A Lutheran study. Chicago, Ill: Evangelical Lutheran Church in America, 2004.
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Boye, Vicki. Concordia curriculum guide: Health. Edited by Concordia Publishing House. Saint Louis: Concordia Pub. House, 2007.
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Bobb, Donna, Carolyn S. Bergt, Brenda Trunkhill, and Rodney L. Rathmann. Concordia curriculum guide: Physical education. Edited by Concordia Publishing House. St. Louis, MO: Concordia Pub. House, 2009.
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Schreiner, Martin. Im Spielraum der Freiheit: Evangelische Schulen als Lernorte christlicher Verantwortung. Göttingen: Vandenhoeck & Ruprecht, 1996.
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Go and make disciples: The goal of the Christian teacher. St. Louis: Concordia Pub. House, 1992.
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Gertrude, Gobbel, ed. The Bible: A child's playground. London: SCM, 1986.
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Isch, John. The generation to come: Teaching religion in the Lutheran elementary school. New Ulm, Minn: Dr. Martin Luther College, 1990.
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Grube, Edward. A home away from home: A manual for Lutheran extended school care programs. St. Louis: Concordia Pub. House, 1992.
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Augustana College (Sioux Falls, S.D.). Centennial Observance Committee. and Augustana College (Sioux Falls, S.D.). Center for Western Studies., eds. A noble calling: Teacher education at Lutheran Normal School and Augustana College, 1889-1989. Sioux Falls, S.D: Center for Western Studies, Augustana College, 1990.
Find full textBook chapters on the topic "Lutheran schools"
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Diefenthaler, Jon. "Lutheran Schools." In Information, Computer and Application Engineering, 211–31. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-14.
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Androne, Mihai. "The Reform(ation) of the Church, School, and Person." In Martin Luther, 55–100. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52418-0_4.
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Roos, Merethe. "An Introduction to Nordic Lutheran Identity, School and Education in Nineteenth-Century Norway." In International Impact on 19th Century Norwegian Education, 3–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_1.
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Lundberg, Mattias. "Vos ad se pueri: Exegesis, Learning, and Piety in Lutheran School Songs 1521-c. 1650." In Epitome musical, 191–210. Turnhout, Belgium: Brepols Publishers, 2019. http://dx.doi.org/10.1484/m.em-eb.5.116365.
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Christ, Martin. "Bartholomäus Scultetus (1540–1614)." In Biographies of a Reformation, 92–114. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198868156.003.0005.
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The fourth chapter centres on the Lutheran mayor Bartholomäus Scultetus (1540–1614) who introduced the Gregorian Calendar to Lusatia and the Bohemian lands. Other Lutheran territories, most notably Saxony, refused to accept the more accurate calendar on religious grounds. Scultetus, however, advocated for the calendar and exchanged letters with Catholic dignitaries, praising the benefits of a calendar reform. He dedicated multiple works to Catholics, was friends with some of them and even included woodcuts of his Catholic friends or their coat of arms in his works. Other examples of this cross-confessional exchange include a monk who was one of the most popular godfathers in Zittau until the 1540s or the peaceful negotiations between Lutheran town councils and Franciscan monks regarding new town schools. Scultetus and other councillors also engaged in the creation of a Reformation memory, but without a clear shape of Lutheranism, these histories did not follow a unified pattern.
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Powers, Jillian R. "Parochial School Teachers Instructional Use of the Interactive Whiteboard." In Handbook of Research on Human Development in the Digital Age, 109–34. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2838-8.ch006.
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This chapter presents findings from a study that utilized Davis' (1989) Technology Acceptance Model (TAM) to investigate K-8 teachers' instructional usage of the interactive whiteboard (IWB). Through surveying 145 teachers and 40 administrators of the Lutheran Church Missouri Synod schools, the researcher used multiple regression and moderator analyses to examine whether the TAM model helped explain teachers' reported teacher-centered and student-centered instructional IWB use. The results of the study indicated two variables adapted from the TAM, teachers' perceived usefulness (PU) and perceived ease of use (PEOU) of the IWB, contributed to the prediction of teacher-centered instructional usage, and PU contributed to the prediction of student-centered instructional usage. Moderator analysis indicated the variable for teachers' technological pedagogical content knowledge of the IWB moderated the relationships between PEOU of the IWB and each teacher and student-centered instructional usage, as well as between PU of the IWB and teacher-centered instructional usage.
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Kerceva, Galina. "Миграционные процессы в истории формирования национально-конфессиональной структуры и городского пространства г. Владикавказа в 1861-1917 гг." In Eurasiatica. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-211-6/011.
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The subject of the study is the influence of migration processes on the formation of urban space. The hypothesis is that migration processes were the reason for the formation of the urban space of national diasporas and confessional groups of the population of Vladikavkaz in the late XIX-early XX centuries. During this period, various religious buildings appeared in the city: nine Orthodox churches, the Armenian church, the Polish church, the German church, the Jewish synagogue, the Lutheran church, two Moslem mosques. Near them there were concentrated residential buildings, national schools, shops, theatres, etc. of a certain ethnic and confessional group of the population. This division can be traced in the peculiarities of architecture and the place of residence of certain ethnic groups up to the present time. Historically developed urban space allows peaceful coexistence and development of various peoples and confessional groups.
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Saarinen, Risto, and Minna Hietamäki. "Finnish Luther Studies, Lutheran Dialogues, and Ecclesial Learning." In Receptive Ecumenism as Transformative Ecclesial Learning, 86–97. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192845108.003.0008.
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The ‘New Finnish Interpretation of Luther’, a project initiated by Tuomo Mannermaa in the 1980s, has grown to be an influential research venture which influences both Reformation studies and current ecumenical theology. Risto Saarinen first outlines briefly the basic ideas and claims of this school. He then investigates its ecumenical influence in the Lutheran–Roman Catholic dialogue, the Lutheran–Orthodox dialogue, and the Anglican–Lutheran Porvoo communion. Minna Hietamäki discusses in more detail how the so-called differentiated consensus method relates to this trend and the ways in which it has similarities with Receptive Ecumenism. Hietamäki also introduces the more recent Finnish ecumenical project, ‘Reason and Religious Recognition’, an approach aiming to understand how genuinely different theological convictions can co-exist within an ecumenical frame, and reflects on how this might serve to develop the theology and practice of Receptive Ecumenism.
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Holland, Barbara. "Emerging Trends in Digital Libraries." In Advances in Wireless Technologies and Telecommunication, 229–50. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4715-2.ch013.
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New Technologies pose new challenges when libraries build their virtual collections. With the growth and popularity of e-books and other portable devices, collections can no longer be evaluated purely on the bases of content. Today, there is a growing trend in seeking information using mobile devices. Libraries can extend new types of services to users of mobile devices and develop, license, or otherwise make available scholarly content configured for mobile devices. Libraries will soon become part of an institutional planning process for the development of services for mobile devices. Only users can indicate how these platforms will be used as mobile tools for study or entertainment devices. The University of Technology Library (now a part of Aalto University) 2009-2010, in collaboration with the Usability Research Group, surveyed various e-book readers. Furthermore, the California Lutheran University ran a two-semester pilot to explore how course use of e-readers affects student learning from 2009-2010. To improve access to digital assets at the Norwegian National Library, an Android App was created and tested for mobile use. In addition, two military educational schools conducted a study of current mobile device ownership and use by their students. Survey results revealed that a majority of students say they would engage in mobile learning if it were available. This chapter examines surveys and emerging trends in Digital Libraries, mobile devices, and mobile learning.
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Grobien, Gifford A. "Union with Christ and Its Bearing on New Character." In Christian Character Formation, 84–117. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198746195.003.0005.
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Research in the area of union with Christ by the Finnish Luther School in recent decades provides a way of understanding the new character given in justification. The Finnish school has criticized recent Luther research as overlooking Luther’s teaching on union with Christ. Instead, reception of Christ’s grace and gifts requires participation in Christ’s body. While the Finns may be criticized for weaknesses in articulating forensic justification, their emphasis on union serves in the explanation of a new Christian character. Other elements of union are described to develop an anthropology of union. Union is relational, such that both Christ and the Christian retain their identity. Participation emphasizes a Christian’s share in Christ’s benefits and qualities. Adoption serves to emphasize the gracious nature of union, yet the full effect of union in making a Christian a child of God. Incorporation expresses the ecclesiastical and corporate character of union with Christ.
Conference papers on the topic "Lutheran schools"
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Busono, Tjahyani, Nanang Dalil Herman, Erna Krisnanto, Johar Maknun, and Nitih Indra Komala Dewi. "Luther’s Model Implementation on Multimedia Development for Building Construction Subject in Vocational High School (SMK)." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.76.
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Ceastina, Ala. "The outstanding architect Alexander Iosifovich Bernardazzi (1831–1907)." In Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.20.
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This year marks the 190th birthday of the famous Swiss architect of Italian origin A.I. Bernardazzi, who is also known for creating various historic buildings in Ukraine, Bessarabia and Poland. Archival documents were an evidence of the beginning of architectural career of Bernardazzi, when the Bessarabian Road and Construction Commission appointed him as the technician for urban planning of Akkerman and Bendery in 1853 and also for building some bridges and causeways in those districts. He took part in the organization of the third market in the Forest Square in Kishinev in September of 1855. This was the first mission of his creativity in Kishinev. Alexander Bernardazzi executed his duty as municipal architect from 1856 to 1878 having taken the place of another architect Luca Zaushkevich. All his subsequent monumental buildings became the best examples of European architecture by their style, shape, and quality. . In Bessarabia, he participated in the design and construction of many buildings such as the temporal theatre, the Lutheran school, the railway station, the Greek Church, the Manuk-Bei’s palace, etc. As for Kishinev, the architect Bernardazzi performed the beautification of paving many streets, the construction of urban water supply and the cast-iron railing in the city park. Also, he participated in many architects’ meetings where he submitted interesting reports referring to the theater, some windows, fire safety of buildings and so on. After his arrival to Odessa in 1878, Alexander Bernardazzi continued to participate in designing social and civil buildings in Bessarabia. For his enormous creative contribution to urban development, he was appreciated with the title of honorable citizen of Kishinev and appointed member of the Bessarabian department of the Imperial Russian Technical Society.