Dissertations / Theses on the topic 'Religious education theory'
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White, Dan, and res cand@acu edu au. "Pedagogy – The Missing Link in Religious Education: Implications of brain-based learning theory for the development of a pedagogical framework for religious education." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp60.29082005.
Full textLek, Lauren. "Using a grounded theory approach| Capturing the history and culture of the charism of the Sisters of St. Joseph of Carondelet in sponsored secondary schools." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10248690.
Full textThis grounded theory study explored the experiences of lay faculty, administration and Sisters of St. Joseph of Carondelet (CSJ) to capture how the spirit of the CSJ continues in the organizational culture of their sponsored secondary schools. Since 1950, CSJ in the Los Angeles Province, have experienced a very similar decline as other orders of religious across the United States. In order to preserve the culture and history of the CSJ in their sponsored secondary schools, the researcher conducted twenty semi-structured interviews to capture the lived experiences of those currently serving, and those who have served, on the four secondary school campuses.
Utilizing the literature on preserving organizational culture from Edgar Schien, and Lee Bolman and Terrance Deal, the research seemed to conclude that this charism has been preserved even through transitions to lay leadership. A series of seven distinct themes emerged indicating that a CSJ school: consistently incorporates the gospel values into all aspects of the school community; seeks out opportunities to model service to the dear neighbor in how faculty, staff and students serve one another, and in turn impact the broader community; serves a diverse population of students and intentionally creates a culture of unity and support, and a sense of belonging, to cultivate a community of acceptance, love and sisterhood; fosters an environment of excellence through the intentional actions of teachers and leaders to be capacity builders, assisting all young women to become all of “which woman is capable”; recognizes the essential role that leadership plays in fostering a gospel-driven, nurturing environment, evidenced in the faculty, staff and sisters as models; is marked by a spirit of joy and fun that is tangibly felt among the students, the faculty and staff, and throughout the entire school community, and recognizes the challenges with living out the gospel values and being called to building a spirit of unity and love.
The results of the study suggest that the organizational school culture has been able to preserve the charism of the Sisters of St. Joseph of Carondelet, echoing their foundational spirituality dating back to 1650 Le Puy, France.
Aaron, Scott T. "A grounded theory of how Jewish Experiential Education impacts the identity development of Jewish Emerging Adults." Thesis, Loyola University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566513.
Full textThe Jewish community has increasingly relied upon Experiential Education as a pedagogical approach to instilling Jewish identity and communal affiliation over the past twenty years. The Experiential Education format of travel programs has specifically been emphasized and promoted for Jewish Emerging Adults for this purpose, and outcome studies of these trip programs have demonstrated success in instilling identification and affiliation with both the Jewish community and the state of Israel among their participants. However, little is actually empirically known about the processes that impact the participant during the trip experience – the so-called "black box" – or how significant a participant's predisposition towards Israel and Judaism are in how they process their trip experiences. Even less is empirically known about the identity development of Jewish Emerging Adults in large part due to a pre-disposition to study Jews developmentally only as affiliates of a religion rather than members of a distinctly multi-layered group.
This grounded theory study examines participants in two different trip experiences, Taglit Birthright Israel and an Alternative Spring Break, through post-trip interviews. The emergent theory suggests three conclusions: The predisposition of a participant towards their own Jewish identity can influence how they process their experiences on the trip; the actual trip experience can be best understood as repeatedly processing multiple and ongoing experiences within the trip itself; the processing of those experiences can be descriptively modeled as a theory that allows an glimpse in to the "black box." Such a theoretical model can be used to better train trip staff on how the trip experience impacts the Jewish identity of those participants and also to plan trip itineraries to optimize the trip's experiential impact on participant Jewish and Zionist identity and communal affiliation.
Hannam, Patricia M. "What should religious education aim to achieve? : an investigation into the purpose of religious education in the public sphere." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24013.
Full textDunn, Jeffery W. "Neoliberalism and the `Religious' Work of Schools: The Teacher as Prophet in Dewey's Democratic Society." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491497413183457.
Full textHalverson, Taylor David. "Improving blended learning environments for biblical studies applications of the "innovations in distance education" theory /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3238499.
Full text"Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3695. Adviser: Charles M. Reigeluth.
Hayward, Mary. "The representation of Christianity in religious education in England : the shaping of a tradition." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/36435/.
Full textCush, Denise. "Championing the underdog : a positive pluralist approach to religious education for equality and diversity." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50282/.
Full textMcCaffry, Anthony J. "Theology for parishioners : an analysis of the theory and practice of an adult religious education project, 1982-1984." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/2388/.
Full textFleming, Gerard Patrick, and res cand@acu edu au. "An Analysis of Religious Education Coordinators’ Perceptions of their Role in Catholic Secondary Schools in the Archdiocese of Melbourne." Australian Catholic University. School of Religious Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp17.16082005.
Full textReutin-Hoffmann, Ute. "Nurturing relational spirituality : some reflections on the theory and practice of pastoral care in the light of anthroposophy and Steiner Waldorf education." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288565.
Full textEriksen, Lars Laird. "Learning to be Norwegian : a case study of identity management in religious education in Norway." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/4525/.
Full textWallace, Elizabeth. "How do Christian students' academic, emotional, spiritual, and social experiences impact their spiritual identity and development at a secular institution| A grounded theory approach." Thesis, Azusa Pacific University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715898.
Full textThis study explored and sought to understand the factors that lead to students’ spiritual development at a secular institution. I focused on examining the perceptions of the students in determining the factors that facilitated individual spiritual growth. The rationale behind conducting this research was that colleges and universities desire for students to have a transformative and holistic experience. Knowing the factors that facilitate growth might enable university officials to intentionally create environments that stimulate growth for all students. Using a qualitative research design, I utilized methods for establishing a grounded theory because I sought to explain how students use their social, spiritual, and emotional experiences to impact their spiritual development. I interviewed 18 upper-division, Christian students of two regional secular state-assisted universities. All interviewed students were involved with local chapters of the nationally established parachurch college student organization. The data displayed a distinct difference between the first year of a student’s academic career and subsequent years. The students detailed the first year being a time of confusion and turmoil while the upper-division years were calmer for them a period in which context is important during a time of disruption. Choices consisted of the themes of involvement and authenticity, or aligning behaviors, because of opportunities for reflection. Finally, the change category provided rich data about triggers or internal dialogue that followed from students’ experiences with disruptions to their routine thinking. Relationships, mentoring, or reading created disruptions in routine thinking. The data suggested that for students to experience growth in their spiritual identity, they must undergo a trigger that disrupts their normal thinking patterns. The reflective disruption model emerged from the vertical structure that was built from the bottom to the top with the themes of context, choice, and change. The four areas comprising the matrix’s four concept horizontal matrix are relationships, authenticity, involvement, and spiritual actions. The reflective disruption model provides a foundation upon which future research may be built.
Muir, Hollie. "Why is religious education so difficult to teach? : A textual study of the researchers and the Swedish schools inspectorates’ perspectives on religious education in Sweden." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47782.
Full textRowe, B. David. "Cultural Leadership and Peace: An Educational Response to Religious Violence." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04302007-101357/.
Full textTitle from file title page. Philo A. Hutcheson, committee chair; Theophus Smith, Susan Talburt, Douglas R. Davis, committee members. Electronic text (355 p.) : digital, PDF file. Description based on contents viewed Nov. 1, 2007. Includes bibliographical references (p. 348-355).
Montano, Steffano. "Theoretical Foundations for an Intercultural, Antiracist Theological Education:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108647.
Full textCatholic theological education in the United States of America in the year 2019 (and beyond) must confront the realities of racism and ethnocentrism, and understand how racist and ethnocentric epistemologies intrude into the classroom. These epistemologies interfere with the ways that theological educators are able to teach about and through an anthropology of the imago Dei that demands an equitable valuation of people of color, both socially and theologically. Yet a history of a “white savior complex” pervades Catholic theological education in the U.S. and stands in the way of cherishing the theological agency and contributions of people of color. Such a complex can be addressed through the use of antiracist and intercultural pedagogies that allows the scholarship and experiences of people of color, both students and academics, to achieve equitable impact in theological education and that leads all students to reflect on the development of their racial, ethnic, and cultural identities. The use of four distinct antiracist and intercultural pedagogical pillars are developed and illustrated through vignettes pulled from the experiences of theological educators teaching about racism and ethnocentrism in Catholic colleges and universities in the U.S
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Theology
Manwaring, Katherine F. "Accepting Evolution and Believing in God: How Religious Persons Perceive the Theory of Evolution." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6215.
Full textPyke, Alice. "Assessing and understanding young people's attitudes toward religious diversity in the United Kingdom." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57929/.
Full textBirckhead, Traci M. "For the Sake of His House| The Role of Leadership Development of Lay Leaders of an African American Protestant Church in Enhancing Organizational Identification." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931942.
Full textThis research study examined the organizational identification process of lay church leaders. The organizational identification process is important to all organizations, as it increases an individual’s connection to the organization and thus has the potential to increase attendance, commitment, group behaviors, and the enactment of organizational policies. Lay leaders are key to the success of churches, as the weight of leadership lies within these structured leadership positions of small, established ministries.
One research question guided this study: What is the role of leadership development of lay leaders in enhancing their organizational identification? The research site for this single descriptive case study was First Baptist Church of Highland Park, a large, African American Protestant church located near Washington, DC. Data were collected through interviews with lay leaders of three ministries of this church—deacons, ministers, and trustees—as well as observation and document analysis. Lay leaders were selected as the participants for this study since most roles and positions of leadership within the church involve this volunteer, lay leader base, and these individuals are trained for the ministry through an extensive leadership development process developed and provided by the church.
This study found that (1) the early life of lay leaders made a difference in how the leadership development program affected their organizational identification; (2) the associated ministry roles and responsibilities, as refined in the leadership development process, enhanced their process of organizational identification; (3) the self-esteem of the lay leaders developed through their leader training process and was an important factor in further enhancing their process of organizational identification; and (4) the church’s identity and specific aspects of its mission and values were central in the organizational identification process.
Abdullah, Mohamad Ridhuan. "Islamophobia & Muslims‘ religious experiences in the Midwest: proposing critical Muslim theory, a Muslim autoethnography." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/16904.
Full textDepartment of Curriculum and Instruction
Kay Ann Taylor
This study explored Islamophobia and Muslims’ religious experiences in the Midwest. Its purpose was to propose a new theory named Critical Muslim Theory. The research methodology was autoethnography (me, the researcher) in concert with discovering in-depth experiences and narratives of nine Muslim participants (five Muslim females and four Muslim males) in dealing with Islamophobia. Religion became the centrality of Critical Muslim Theory in replacing race (as in Critical Race Theory) while centralizing other oppressions Muslims experience through intersections with religion and law, religion and gender, and religion and race. Critical Muslim Theory represents six basic tenets, namely: (a) Islamophobia is endemic and pervasive, (b) Critical Muslim Theory is critical towards how the dominant society views Islam and Muslims, (c) Islamophobia is a social construction, (d) Legal basis, (e) Intersectionality, and (f) Storytelling and counterstories reveal the oppression and pain of Muslims. An historical context was established for Muslims in the United States of America, although more research needs to be contributed to this area. Instances of interest convergence also were present, however, more research in this area is needed. One recommendation from this research suggests combating ignorance through education and establishing a pure relationship between Muslims and non-Muslims through dialogue for understanding. This study further proposes Muslim Double Consciousness as an area for future research. This topic was of interest due to proposing the theory, its further research and development, and the potential for Critical Muslim Theory to stand on its own as a methodology.
Erickson, Brett Tyler. "Discerning Identity: A Grounded Theory of International Muslim and Former Muslim Students' Shifts in Religious and Cultural Identity at Two Midwestern Universities." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395408848.
Full textAmankwatia, John. "The nature and role of church schools in the mission of the church." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/59/.
Full textLoreggia, Fabio. "The ban of religious symbols in primary and secondary schools in France : A short analysis of its compatibility with Pettit’s theory of liberty as non-domination." Thesis, Uppsala universitet, Filosofiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-357913.
Full textLockett, Harold John. "Educating religious leaders about organ donation and organ transplantation: Using the theory of gift exchange as a model for pastoral ministry." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2002. http://digitalcommons.auctr.edu/dissertations/AAIDP14677.
Full textKlingenstein, Joanna. "Mobilizing Motifs: An Installation Articulating and Visualizing Relationships between the U.S. Healthcare System, the Chronically Ill Patient, and the Healthcare Chaplain." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1620742386332207.
Full textSonnenschein, Hannes. "Opposing Inclinations : How Religious Education (RE) in Sweden and Israel navigate the national landscape of the secular and multicultural public school." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131266.
Full textCastillow, Curtis. "A Comparative Analysis Between a Preacher's Practice and Homiletic Theory." DigitalCommons@USU, 2010. http://digitalcommons.usu.edu/etd/4347.
Full textHelméus, Frida. "Läroboken i livsfrågeundervisningen : En läromedelsanalys angående livsfrågor i religionskunskapsundervisningen i årskurs 4–6." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44626.
Full textThe purpose of this study is to investigate which possibilities teaching materials in religious education give teachers to teach about life issues in accordance to the curriculum, Lgr 11. Furthermore, the purpose of this study is to investigate to what extent life issues are addressed in the selected teaching materials and what types of life issues that are addressed in these. By conducting an analysis of teaching material based on a qualitative content analysis, three different teaching material in the field of religious education were examined. The study's results show that the teaching materials that currently are available in religious education for grades 4–6 largely have the central content written in the subject's syllabus, but that they place high demands on the teachers' religious didactic competences when it comes to finding and choosing material as a complement while working with life issues. Furthermore, the study's results also show that the choice of teaching material gives students and teachers different conditions for working with life issues and that these teaching materials also address different types of life issues from very different perspectives.
Robson, James. "Teachers' professional identity in the digital world : a digital ethnography of Religious Education teachers' engagement in online social space." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:622a9d6c-0fbf-4eaa-9882-4189f5e99069.
Full textKumar, Crim Emily. "Religionslärares didaktiska val : En kvalitativ intervjustudie om fem lärares resonemang kring utformningen av religionsundervisning på gymnasiet." Thesis, Högskolan Dalarna, Religionsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36170.
Full textBaker, Joseph O., and Andrew L. Whitehead. "Gendering (Non)Religion: Politics, Education, and Gender Gaps in Secularity in the United States." Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.1093/sf/sov119.
Full textPaes, Ana Carolina Greco. "Ensino religioso: análise do debate público e sua interface com direitos humanos." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7844.
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Based on the public debate token in the Direct Action of Unconstitutionality 4439, which deals with the nature of religious education in public schools, the present study analyzed whether there was a speech based on human rights, to legitimize the option made by the denominational entities that were made represented in the public debate. Chantal Mouffe's theory of agonist democracy was used to affirm that speeches are acts of power that achieve social legitimacy. In Brazil, speeches based on human rights only began to be heard in the military dictatorship. Besides having been organized in a late way, there was an intense and programmed advertising against these speeches. Based on this assumption, it was analyzed whether speeches that are based on human rights found legitimacy among the denominational entities that were represented in the public debate. Based on the statements of each of the representatives, content analysis was used to infer the justifications used to legitimize the choice of the religious teaching model, which should be adopted by public schools. The Universal Declaration of Human Rights of 1948 was used as a human rights parameter for didactic purposes. However, the theoretical framework adopted was based on a critical theory of human rights which affirms the impossibility of drawing precise and determined concepts for these rights, as well as questions its effectiveness for the protection of the dignity of the human person. From the analysis made, it was concluded that speeches based on human rights were not very used, and this have occurred because of at least three reasons: the lack of knowledge about these rights, the misrepresentation of them, and the incongruity currently experienced by human rights. Entities didi not find legitimacy in human rights so as to base their choices on them, because they are insufficient to protect their interests, and even protect human dignity.
Tendo como base o debate público realizado na Ação Direta de Inconstitucionalidade 4439, que trata sobre a natureza do ensino religioso nas escolas públicas, o presente trabalho analisou se houve um discurso pautado em direitos humanos, para legitimar a opção feita pelas entidades confessionais que se fizeram representadas no debate público. Utilizou-se a teoria da democracia agonística de Chantal Mouffe, que afirma que os discursos são atos de poder que alcançam legitimidade social. No Brasil, discursos pautados em direitos humanos, somente começaram a ser ouvidos na ditadura militar. Além destes discursos terem se organizado de maneira tardia, houve uma intensa e programa propaganda contra os mesmos Partindo desse pressuposto, analisou-se se discursos que se embasam em direitos humanos encontraram legitimidade entre as entidades confessionais que foram representadas na audiência pública. A partir das falas de cada um dos representantes, usou-se a análise de conteúdo para inferir quais as justificativas utilizadas para legitimar a escolha do modelo de ensino religioso que deveria ser adotado pelas escolas públicas. A Declaração Universal de Direitos do Homem, de 1948, foi utilizada como parâmetro de direitos humanos, para fins didáticos. Porém, o referencial teórico adotado parte de uma teoria crítica de direitos humanos que afirma a impossibilidade de traçar conceitos precisos e determinados para estes direitos, além de questionar sua eficácia para a proteção da dignidade da pessoa humana. Da análise feita, concluiu-se que discursos pautados em direitos humanos foram pouco utilizados, e isso ocorreu por pelo menos três motivos: a falta de conhecimento acerca desses, a visão deturpada que se continua a ter desses direitos, e a incongruência atualmente vivida pelos direitos humanos. As entidades analisadas não encontraram nos direitos humanos, legitimidade para fundamentar suas escolhas, porque são insuficientes para proteger seus interesses e, até mesmo, proteger a dignidade humana.
Ozar, Ryan H. "Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.
Full textAshcroft, Casey Wayne. "Utah Public School and LDS Released-Time Program Relations: Perspectives and Practices of Principals from Both Institutions." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1016.
Full textDischer, Jennifer M. "A Narrative Analysis of Familial, Collegiate, and Professional Experiences that Enhance the Formation of Civic Engagement and Mission Commitment among Catholic Health Care Nurses." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1318997506.
Full textOliver, Shawn L. "Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227551033.
Full textTitle from PDF t.p. (viewed Feb. 17, 2010). Advisor: Eunsook Hyun. Keywords: higher education curriculum; theological education curriculum; grounded theory; case study; comprehensive curriculum reform; faculty role in curriculum; administration role in curriculum; faculty and administration collaboration; curriculum model; organiz. Includes bibliographical references (p. 265-265).
Gregory, Julie Caroline. "Worshipping with the wealth creationists : co-constructing meaning and purpose through entrepreneurship education." Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17210.
Full textJohns, Emily M. Busiek. "Investigating factors relevant to a multicultural HIV/AIDS Curriculum for Assemblies of God." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1306.
Full textThe HIV/AIDS crisis in South Africa has reached pandemic levels, with over 1 000 deaths per day. The church in South Africa represents a largely untapped resource for addressing this problem. One of the largest Evangelical church groups in South Africa is the Assemblies of God (AOG/SA). This church group consists of three culturally distinct fraternals: The Group (white), The Association (coloured), and The Movement (black). Although they function under one executive committee, these fraternals have remained organizationally distinct even after the dismantling of apartheid laws in 1991. On the issue of HIV/AIDS, all three fraternals have remained largely quiet and uninvolved. They have made no attempt to strategize on a unified response to the pandemic, nor have they attempted to promote culturally relevant curricula capable of empowering their pastors and theological students to respond effectively to this crisis. The research consisted of two phases, following Rothman and Thomas's Intervention Research model (1994), with special emphasis on the design and development component. The first phase identified and assessed educational, cultural, and religious factors relevant to the development and delivery of a clergy-focused multicultural curriculum intervention addressing the HIV/AIDS pandemic in South Africa. Data-gathering strategy for the first phase consisted of semi-structured interviews with ethnographic notions. The target groups for the first phase of the research included 15 credentialed AOG/SA pastors and the three fraternal leaders. The leaders and fraternal members participated in semistructured interviews designed to establish cultural and religious points of divergence pertaining to topics surrounding the AIDS pandemic (e.g. sickness, death, sexuality and gender roles). The second phase of the research consisted of the development and delivery of a curriculum intervention. Integrating the cultural and religious factors identified in the first phase of the research, the nine-day curriculum intervention was presented to 34 tertiary-level theological students in two culturally distinct venues. The content of the curriculum primarily emphasized aspects of gender, tradition, and culture as they relate to HIV/AIDS and surrounding issues. The intervention utilized three curriculum theories that were deemed relevant to the educational context of South Africa: humanistic curriculum theory, social reconstructionist curriculum theory and dialogue curriculum theory. Data-gathering strategies for the second phase of the research utilized both quantitative and qualitative instruments with ethnographic notions. The quantitative instruments included the Scale of Basic HIV/AIDS Knowledge (SHAK), Personal Reflections of Men with HIV/AIDS (PRM) and Personal Reflections of Women with HIV/AIDS (PRW). Reflective journaling was used to acquire qualitative data from student participants. Scores significantly improved on the SHAK in both venues. Scores on the PRW improved in both venues, significantly so in one. Unexpectedly, scores on the PRM declined at both venues, although not significantly so. Males with HIV/AIDS were viewed more negatively by both genders at the end of the intervention in both venues. Reflective journal entries indicated that students at both venues clearly perceived a need for the church to be involved in the pandemic; many proposed that sex education should be taking place within the context of church youth ministry. Affective responses were markedly positive for those suffering with AIDS, particularly females. The data clearly indicated that the curriculum was effective in two culturally distinct venues.
Ragsdale, Judith R. "Educating Clinical Pastoral Education Supervisors: A Grounded Theory Study of Supervisory Wisdom." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1205193710.
Full textTomberg, Markus. "Religionsunterricht als Praxis der Freiheit : Überlegungen zu einer religionsdidaktisch orientierten Theorie gläubigen Handelns /." Berlin : De Gruyter, 2010. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018695234&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Full textFoster, Hiram S. "Functions of Mentoring as Christian Discipleship." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.
Full textKarlsson, Anders. "Vilket religionskunskapsämne? : Ämneskonstruktioner i religionskunskap på gymnasiet med samtalsförhandlingar i centrum." Licentiate thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37097.
Full textVad talar lärare och elever om i religionskunskapsundervisningen och vilket religionskunskapsämne konstrueras i två olika samtalsmiljöer? Detta undersöker denna fallstudie, som följer en gymnasieklass i åk 3, under ett undervisningsmoment. Syftet är att beskriva och jämföra hur ämneskonstruktioner i religionskunskap artikuleras och förhandlas, av elever och lärare, i en klassrumsmiljö respektive i ett digitalt diskussionsforum. Empirin utgörs av klassrumsobservationer, digitala diskussionsinlägg och kvalitativa intervjuer med lärare och elever. Analysen visar bland annat att i alla diskussionsmiljöerna fokuserar både lärare och elever på vad troende människor gör, hur de ser ut och hur de upplevs begränsas av sin tro. Förhandlingar om innehåll, ramfaktorer och annat stoppar upp undervisningen i klassrumsmiljön medan de digitala miljöerna är självreglerande och diskussionerna återvänder snabbt till ämnesstoffet igen efter ovidkommande utvikningar. I diskussionen lyfts frågor om genus och ramfaktorers inverkan på diskussionerna. Det som undersökningen kallar lärarens dilemma lyfts och beskrivs som spänningen mellan läroplanens ämnesstoff och känslan att som lärare få eleverna intresserade av religionskunskapsundervisningen. Huruvida lärarens val av ämnesstoff styrs av det sistnämnda diskuteras och de olika diskussionsmiljöerna värderas didaktiskt.
Examinator: Stolare, Martin, Docent
Centrum för de samhällsvetenskapliga ämnenas didaktik
martin.stolare@kau.se
Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
Full textRichardson, Norman L. "Religion, cultural diversity and conflict : challenging education in Northern Ireland." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/57051/.
Full textTynell, Olivius Gabrielle, and Sofia Kiessling. "Ingenting nytt under solen: en fallstudie av köns- och sexualitetsnormer i gymnasieskolans religionskunskapsundervisning." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35551.
Full textDrew, David, and Jessica Banks. "RELIGION AND SPIRITUALITY IN CLINICAL PRACTICE: AN EXPLORATION OF RELUCTANCE AMONG PRACTITIONERS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/858.
Full textHalvarson, Britton Thérèse. "Studiebesök i religionskunskapsundervisningen : Elevers tal om islam före, under och efter ett moskébesök." Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34495.
Full textBaksidestext Studiebesök är en metod i religionskunskapsundervisningen som förefaller vara uppskattad av både lärare och elever. Trots det visar det sig att det är relativt få lärare som verkligen gör besök, vilket delvis kan bero på en osäkerhet vad som händer ur ett elevperspektiv i mötet med en ny kontext. Den här studien har undersökt religionsdidaktiska utmaningar och möjligheter som aktualiserats genom ett moskébesök. Empirin utgörs av gymnasielevers yttranden om islam i loggar, elevintervjuer, klassrummet och under ett moskébesök. Analysen visar bland annat att elevernas tal under besöket påverkas av en ”artighetsgenre” som både kan underlätta och försvåra för eleverna. Vidare framkommer det att elever i större utsträckning under och efter besöket speglar det de möter i moskén i sina egna livstolkningar. Analysen visar också hur elever uttrycker att deras inställning till islam påverkas på olika sätt av besöket. Några religionsdidaktiska områden som aktualiserats av besöket och diskuteras är frågor om religioners representation, hur trosrepresentanten ska behandlas som källa samt olika sätt att ställa frågor till representanten.
Bondo, Pedro Felisberto Miguel. "The history of Angolan education 1930-1980: the convergence of colonialism, religion, and decree." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/35222.
Full textCurriculum and Instruction Programs
Kay A. Taylor
Angola began as a Portuguese colony in 1655. All of its social structures and associated sectors, including education, were influenced drastically by this initial Portuguese colonization. This research concerns Angolan education from the years 1930-1980. Two distinct periods are addressed: the colonial period from 1930 to 1975 and the post-colonial period from 1975 to 1980. In both periods, education was provided by the state and by different religious denominations. However, the main argument for this research is that a general comprehensive history of education in Angola has not yet been written, in part due to the character of its colonization and decades of social instability related to its War of Independence, 1961-1975, and the Civil War, 1975-2002. In Angola under the Salazar and Caetano regime, provision for education was made according to the Colonial Act of 1930, the new state, and the rule of the Roman Catholic and Protestant missions. Despite the concourse of these institutions staging events that influenced education and the whole culture, few Angolans were allowed to attend school and participate as citizens in society. The post-colonial period from 1975 to 1980 is characterized by the foundation of a socialist educational system. Most of the existing documents concerning Angolan education were written by the colonizers or by those who regard history from a colonial perspective. Therefore the history of education in Angola, as the convergence of colonialism, religion, and decree, needs to be rewritten.
Baker, Joseph O. "Acceptance of Evolution and Support for Teaching Creationism in Public Schools: The Conditional Impact of Educational Attainment." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/489.
Full textLamont, Sarah. "Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346.
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