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1
De, Souza Marian, and res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum." Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.
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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
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de, Souza Marian. "Students' and teachers' perceptions of year 12 religious education programs in Catholic schools in Victoria: Implications for curriculum." Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/0eb9fe072316241111f36ff6158fa5df92b4546634fdc9479e5d304317b593a7/26341216/64843_De_Souza_1999_Students_and_teachers_perceptions2_1_.pdf.
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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined.;Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools.;The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
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Longobardi, Paul. "Religious education: Outcomes-based integration across the primary curriculum." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/735.
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This study shows that the integrity of curriculum in Catholic Schools can be demonstrated through an integrated curriculum, with Religious Education (R.E.) as the primary focus, centre point and generator of learning experiences across all subjects or Key Learning Areas (K.L.As). The contemporary, Catholic nature of curriculum is able to be developed via an outcomes-based approach that integrates R.E. with other Key Learning Areas. The "Integrated Religious Education Outcomes Approach" represents a personal belief of the author, developed as a classroom teacher in five Catholic schools and a member of three schools' Executive. The response to this belief is the motivation behind this study. The theoretical response includes an examination of integration and the function and purpose of outcomes- based education. There is relevance and potential for Religious Education curriculum outcomes to be linked to other Key Learning Areas Consequently, the role of Catholic schools in developing courses of work within a Catholic setting, and the religious dimension of the broad curriculum and of each K.L.A., are explored. Findings show that there is validity to the development of an approach that integrates R.E. outcomes when programming courses of work. This practical response IS demonstrated in a uniquely Catholic unit of work that focuses on one of the R.E. themes recurring across the Primary school. The integrated unit used in this study sets out the outcome and content links across and between all K.L.A.s. Findings show that it is a document from which teachers are able to facilitate the teaching and learning process, whilst maintaining course requirements of the N.S.W. Board of Studies' K.L.A. Syllabuses and the Wollongong Diocesan R.E. Curriculum Guidelines. Findings also show that teachers are supported in developing the practice of integration, an increased awareness of the function of outcomes, and the significance of R.E. in the formal curriculum. The study shows that teachers are willing to embrace trends and methodology that assist planning, organise and present learning in new ways and promotes R.E. within the context of the broader curriculum.
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Zuhdi, Muhammad. "Political and social influences on religious school : a historical perspective on Indonesian Islamic school curricula." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102775.
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As the most populous Muslim country in the world, Indonesia has a unique experience in dealing with Islamic education, a system that was established years before the country's independence. This dissertation focuses on the development of Indonesian Islamic schools in facing the challenges of modernization and globalization, with special reference to their changing curricula. Using the social constructionist perspective as an approach, this study examines the significance of political and social changes to the development of Islamic schools' curricula throughout the country's history. This study finds evidences of a reciprocal relationship between the changing curricula of Indonesian Islamic schools and the changing social and political circumstances.
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Finn, Anthony Gerard. "Parents, teachers and religious education: A study in a Catholic secondary school in rural Victoria." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/dc3a2ab068acd0c50001e324252159c846afe1b575eb7a735e9d10e95186fac1/1043334/64864_downloaded_stream_89.pdf.
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The research reported in this thesis investigated perceptions about the nature and purpose of religious education of parents and teachers in a study of one Catholic secondary school in regional Victoria, Australia. In the research project data were collected using questionnaires and interviews from parents and teachers of religious education associated with the particular secondary school. These data were analysed and interpreted against a spectrum of purposes for religious education that were drawn from the literature. The literature reviewed included documents relevant to religious education from the Catholic Church since the Second Vatican Council (1962-1965) and also from theorists in the field of religious education both from Australia and beyond. The theories about religious education generated by the literature review provided a framework within which to compare and contrast how the parents and the teachers understood religious education. While all of the religious education teachers took part in the research, the parents self-selected. This meant that those who responded were mostly Catholic from a school where there were 23% of families with no Catholic parent. A decision was made to focus this study on the new Catholic religious education guidelines, since this was seen to be essential because of the mandation by the bishop and Catholic Education Office of the Diocese of Ballarat. All parents were invited to respond, but mostly Catholic parent did. It was discovered that the parents and the teachers were in agreement in relation to most areas of religious education, especially in areas associated with values, morality, individual spirituality and what might be termed 'religious literacy'. Parents and teachers were shown to have different attitudes towards religious education in the senior school.;The data also highlighted the importance of the role of the teachers and school in providing religious education for families who have become distanced from traditional religious institutions. Many of the parents endorsed the school as the primary place for their children to receive information about religion, and chose to distance themselves from the religious education process in favour of allowing the 'experts' at the school to take on this role on behalf of the family. The thesis raised issues for the ways in which the school communicated with parents, both in terminology and technology. Overall, the findings affirmed the work of the teachers in religious education by parents who were 'time poor' and who wished to see the school take on the primary role of educating the children about religion, with expectations that the children would be fully exposed to the Catholic religious tradition in its teachings, ethics, liturgy and social justice practices.
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Amira, Mohamed I. "Experiences of Graduate Muslim Students with Religious Microaggressions." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554150264316075.
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Swedosh, Philip, and mikewood@deakin edu au. "An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.
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This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered.
A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires.
In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary.
Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students.
The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated.
The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.
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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis.
I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.
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This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.
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Sutjiono, Rohana Joshua. "The relevance and effectiveness of the curricula of theological institutions in Indonesia in addressing ministry issues related to Islamic and animistic rituals." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Waldron, Peter. "Parish rationalisation : A case study of the effects the clustering of three Catholic parishes has had on the Religious Education Curricula of the parish primary schools." Master's thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/0200c0441c3c0d02dccae4008fc826361beccf016974927d37837dc8f7f0bf9e/4240363/Waldron_2001_Parish_rationalisation_a_case_study_of.pdf.
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The study sets out to examine the impact of the clustering on the relationship between the individual school and the Parish Priest, on the relationship between the individual schools, and on the relationship between the schools and their parish communities. It seeks to propose findings and recommendations to assist similar initiatives in Australia and beyond.
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Mitchell, Marvin Keith. "Creationism and evolution: The role of Christian colleges in the preparation of public school teachers." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2471.
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The Assembly of God Church, The Southern Baptist Convention, and the Seventh-day Adventist Church sponsor Brighton University, Collier University, and Lynwood University respectively. Each of these Christian denominations holds creationism as a tenet of the faith. Each university also operates a state approved teacher education program. A number of preservice elementary teachers at these three schools are choosing to teach in public schools where the teaching of creationism is not an option in the science curriculum. Thus, creationist institutions and instructors are training more and more preservice teachers, to teach science from an evolutionist perspective. From an examination of documents used in science and science methods classes, and through interviews with science and education professors, and former students, data was collected and analyzed. All of the professors expressed interest in the issues surrounding creationism and evolution. The science professor's concerns centered on the difficulties in harmonizing apparent discrepancies between scientific evidence and church doctrine. The education professors were content with church policy regarding creationism, and stated that they fortified creationist thinking in their science methods classes. Documents from the science and science methods classes, along with the information supplied by former students, do not show that creationism issues are being considered in science methods classes to the extent the professors thought they were. Few students were able to recall creationism, or how a creationist could teach evolutionary science, as topics given serious consideration in their science or science methods classes.
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Jones, Thomas G. "Religion in Indiana's public high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.
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Ferguson, Rene. "Teacher development for religious and cultural diversity in citizenship education : a community of practice approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6770.
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Thesis (PhD)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa since democratization in 1994 and the growing interest globally in the integration of Citizenship education and Religion education. In South Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject which includes Citizenship education with Religion education as key focus areas. The outcomes associated with these focus areas require school-based learners to demonstrate knowledge of diversity, co-operative and communicative forms of democracy and commitment to the values espoused in The Constitution. The question that arises in relation to the professional development of teachers in this regard, concerns whether teachers have the professional knowledge base to ensure that their learners acquire the knowledge and skills to enable them to participate as competent citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher development that have dominated INSET programmes have been critiqued in this study for being inadequate for learning the complexities associated with diversity, citizenship and democracy. This study has hence advocated for teacher-learning through participation in communities of practice which arguably provide appropriate learning conditions in which dialogue and critical reflection characterise the interaction between teachers. On the grounds that South Africa’s social-political history enforced the segregation of racial groups and privileged Christianity above other religions or beliefs, a further argument is related to how this history has influenced teachers’ frames of reference and whether teachers’ frames of reference continue to influence how Citizenship education is approached in the classroom. Hence, the theoretical framework for this study has been formulated to address the issue of teacher-learning for Citizenship education and Religion education (Citizenship education/Religion education) and the extent to which the frames of reference of teachers influence their approaches to democracy, values, citizenship and diversity. To this end two learning theory perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the communities of practice concept for teacher-learning for diversity was investigated against a transformative learning theory background, using a mixed methods approach. A cross-sectional survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase of participatory action research (PAR) with three teachers over a period of approximately eight months. The survey questionnaire was designed to determine the perspectives of a sample of Life Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation. The findings were used to inform the action research process which in turn drew attention to the significance of the community of practice concept for assisting teachers to generate content knowledge for Citizenship education/Religion education from an inclusive and constructivist perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the sample were not opposed to including religious diversity in their Life Orientation classes despite not having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate the value of engagement by teachers in a community of practice for creating and acquiring appropriate content knowledge and for critical reflection on the meaning and application of democratic and personal values for Citizenship education/Religion education.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education). Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit, samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches) wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie. In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk” (communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering (mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende– Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.
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Saker, Leslie G. "A study of 1st and 2nd year Catholic university students' perceptions of their senior religious education classes in Catholic schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/797.
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The primary purpose of this study was to investigate the perceptions of 1st and 2nd year university students of their years eleven and twelve religious education classes at a Catholic school. A secondary purpose was to understand students’ acceptance or non-acceptance of official Catholic Church doctrine/dogma and why. Four research questions were asked to direct the study. 1. Are Catholic schools in Western Australia carrying out the mandate for their existence, that is, the Catholic education of their students? 2. Did students perceive their religious education classes as aiding their religious development? 3. Are students accepting or rejecting important doctrinal teachings of the Catholic Church? If so, why is this the case? 4. How do students perceive their lived experience and the Catholic Church's teaching on morality? Catholic students who had spent their senior years (11 and 12) at a Catholic school, who had studied religious education and who are now 1st and 2nd year students in the School of Education at Edith Cowan University constituted the participants for this study. The study centred upon descriptive research using the interpretative paradigm with a variety of methods to build upon the descriptive approach. With the collection of data, there were two stages. Stage one of the study used the quantitative method of research, the questionnaire, which consisted of six constructs and 75 items administered to 133 1st and 2nd year university students. The analysis of the questionnaire allowed the researcher to prepare for stage two, the interview stage (qualitative research). This stage involved one-to-one interviews. The questions for the interview stage were developed from the analysis of the questionnaire data. To enhance the validity and reliability of the study triangulation of the data was undertaken
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Fleming, Safa Rebecca Lorraine. "Locating Women's Rhetorical Education and Performance: Early to Mid Nineteenth Century Schools for Women and the Congregationalist Mission Movement." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209093895.
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Oliver, 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.
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Thesis (Ph.D.)--Kent State University, 2008.Title 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).
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Delhaye, Coralie. "Comparaison des positionnements entre savoirs scientifiques et croyances religieuses à propos des origines du vivant dans les curriculums officiels grec, français et belge." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209167.
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La problématique de recherche étudiée dans le cadre de cette thèse, émerge de diverses réflexions, données empiriques et observations, toutes liées à un constat qui a des implications importantes pour l’enseignement des sciences :le rejet partiel ou total de la théorie de l’évolution aux cours de sciences dispensés à l’école, au nom de croyances créationnistes, dans des sociétés modernes européennes où la science fait autorité.La littérature scientifique qui traite de cette problématique dans le cadre de l’enseignement scolaire en Europe ,analyse les conceptions d’acteurs de l’enseignement scolaire – enseignants et/ou élèves – sur ce sujet, en étudiant notamment le lien qu’entretiennent ces conceptions avec les représentations que ces mêmes acteurs ont de la science, avec leurs parcours personnels, avec leur formation, etc. Un point aveugle observé dans cette littérature est la rareté des recherches portant sur les directives officiellement adressées aux enseignants. C’est pourquoi nous avons choisi de nous pencher sur le contenu de ces directives.
Cette recherche a, en premier lieu, une visée exploratoire. Elle consiste à construire et utiliser un instrument théorique et méthodologique qui permet, d’une part, d’identifier des représentations du savoir scientifique, de la croyance religieuse et/ou de leurs rapports (ou non rapports) véhiculées par les curriculums prescrits européens et, d’autre part, de déterminer des mécanismes à travers lesquels ces représentations pourraient influencer, d’une façon ou d’une autre, le rejet ou l’acceptation de la théorie de l’évolution au nom de croyances créationnistes ou encore, inversement, le rejet ou l’acceptation de croyances créationnistes au nom de la théorie de l’évolution. Pour repérer les représentations recherchées, nous utilisons la méthode de l’analyse de contenu thématique.
Une autre visée de cette étude est confirmatoire. Il s’agit de confirmer le postulat suivant lequel la nature des éventuelles représentations repérées au sein des curriculums prescrits au moyen de l’instrument susmentionné peut être mise en lien – lien dont la nature sera définie dans le corps de notre dissertation, sur la base de l’analyse de données sociohistoriques rapportées dans la littérature – avec les modalités de gestion de la laïcité mises en place par les politiques éducatives de différents pays européens :la France, la Grèce et la Belgique francophone. Ces pays ont justement été sélectionnés pour leur profil divergent en matière de politiques de gestion de la diversité culturelle. Pour démontrer ce lien, nous nous livrons à une analyse comparative sociétale.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Daly, Marwa El. "Challenges and potentials of channeling local philanthropy towards development and aocial justice and the role of waqf (Islamic and Arab-civic endowments) in building community foundations." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät III, 2012. http://dx.doi.org/10.18452/16511.
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Diese Arbeit bietet eine solide theoretische Grundlage zu Philanthropie und religiös motivierten Spendenaktivitäten und deren Einfluss auf Wohltätigkeitstrends, Entwicklungszusammenarbeit und einer auf dem Gedanken der sozialen Gerechtigkeit beruhenden Philanthropie. Untersucht werden dafür die Strukturen religiös motivierte Spenden, für die in der islamischen Tradition die Begriffe „zakat“, „Waqf“ oder im Plural auch „awqaf-“ oder „Sadaqa“ verwendet werden, der christliche Begriff dafür lautet „tithes“ oder „ushour“. Aufbauend auf diesem theoretischen Rahmenwerk analysiert die qualitative und quantitative Feldstudie auf nationaler Ebene, wie die ägyptische Öffentlichkeit Philanthropie, soziale Gerechtigkeit, Menschenrechte, Spenden, Freiwilligenarbeit und andere Konzepte des zivilgesellschaftlichen Engagements wahrnimmt. Um eine umfassende und repräsentative Datengrundlage zu erhalten, wurden 2000 Haushalte, 200 zivilgesellschaftliche Organisationen erfasst, sowie Spender, Empfänger, religiöse Wohltäter und andere Akteure interviewt. Die so gewonnen Erkenntnisse lassen aussagekräftige Aufschlüsse über philanthropische Trends zu. Erstmals wird so auch eine finanzielle Einschätzung und Bewertung der Aktivitäten im lokalen Wohltätigkeitsbereich möglich, die sich auf mehr als eine Billion US-Dollar beziffern lassen. Die Erhebung weist nach, dass gemessen an den Pro-Kopf-Aufwendungen die privaten Spendenaktivitäten weitaus wichtiger sind als auswärtige wirtschaftliche Hilfe für Ägypten. Das wiederum lässt Rückschlüsse zu, welche Bedeutung lokale Wohltätigkeit erlangen kann, wenn sie richtig gesteuert wird und nicht wie bislang oft im Teufelskreis von ad-hoc-Spenden oder Hilfen von Privatperson an Privatperson gefangen ist. Die Studie stellt außerdem eine Verbindung her zwischen lokalen Wohltätigkeits-Mechanismen, die meist auf religiösen und kulturellen Werten beruhen, und modernen Strukturen, wie etwa Gemeinde-Stiftungen oder Gemeinde-„waqf“, innerhalb derer die Spenden eine nachhaltige Veränderung bewirken können. Daher bietet diese Arbeit also eine umfassende wissenschaftliche Grundlage, die nicht nur ein besseres Verständnis, sondern auch den nachhaltiger Aus- und Aufbau lokaler Wohltätigkeitsstrukturen in Ägypten ermöglicht. Zentral ist dabei vor allem die Rolle lokaler, individueller Spenden, die beispielsweise für Stiftungen auf der Gemeindeebene eingesetzt, wesentlich zu einer nachhaltigen Entwicklung beitragen könnten – und das nicht nur in Ägypten, sondern in der gesamten arabischen Region. Als konkretes Ergebnis dieser Arbeit, wurde ein innovatives Modell entwickelt, dass neben den wissenschaftlichen Daten das Konzept der „waqf“ berücksichtigt. Der Wissenschaftlerin und einem engagierten Vorstand ist es auf dieser Grundlage gelungen, die Waqfeyat al Maadi Community Foundation (WMCF) zu gründen, die nicht nur ein Modell für eine Bürgerstiftung ist, sondern auch das tradierte Konzept der „waqf“ als praktikable und verbürgte Wohlstätigkeitsstruktur sinnvoll weiterentwickelt.This work provides a solid theoretical base on philanthropy, religious giving (Islamic zakat, ‘ushour, Waqf -plural: awqaf-, Sadaqa and Christian tithes or ‘ushour), and their implications on giving trends, development work, social justice philanthropy. The field study (quantitative and qualitative) that supports the theoretical framework reflects at a national level the Egyptian public’s perceptions on philanthropy, social justice, human rights, giving and volunteering and other concepts that determine the peoples’ civic engagement. The statistics cover 2000 households, 200 Civil Society Organizations distributed all over Egypt and interviews donors, recipients, religious people and other stakeholders. The numbers reflect philanthropic trends and for the first time provide a monetary estimate of local philanthropy of over USD 1 Billion annually. The survey proves that the per capita share of philanthropy outweighs the per capita share of foreign economic assistance to Egypt, which implies the significance of local giving if properly channeled, and not as it is actually consumed in the vicious circle of ad-hoc, person to person charity. In addition, the study relates local giving mechanisms derived from religion and culture to modern actual structures, like community foundations or community waqf that could bring about sustainable change in the communities. In sum, the work provides a comprehensive scientific base to help understand- and build on local philanthropy in Egypt. It explores the role that local individual giving could play in achieving sustainable development and building a new wave of community foundations not only in Egypt but in the Arab region at large. As a tangible result of this thesis, an innovative model that revives the concept of waqf and builds on the study’s results was created by the researcher and a dedicated board of trustees who succeeded in establishing Waqfeyat al Maadi Community Foundation (WMCF) that not only introduces the community foundation model to Egypt, but revives and modernizes the waqf as a practical authentic philanthropic structure.
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Smith, Sue Erica. "To be wise and kind: a Buddhist community engagement with Victorian state primary schools." Thesis, 2010. https://vuir.vu.edu.au/15538/.
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This is a case study of the development of the Buddhist Education in Victorian Schools program in state primary schools. It is located alongside the theoretical and policy
frameworks of Australian state schooling and a growing but disparate international movement that is applying meditative techniques and principles with roots in the Buddha- Dharma in secular and pluralist education. The meta-ethics of wisdom and compassion, it is argued, are the foundation for spiritual education, personal development and positively engaged citizenship in the Dharma. These are also and congruent with the intrinsic aims of education.
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O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.
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This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.
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Rosser, Y. C. "Curriculum as destiny forging national identity in India, Pakistan, and Bangladesh /." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3118068.
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O'Grady, Carolyn Ruth. "That of God in every person: Multicultural change in a Quaker school." 1992. https://scholarworks.umass.edu/dissertations/AAI9219476.
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This dissertation describes a qualitative case study which examined the process through which one Quaker elementary school, Brinton Friends School (BFS), is becoming a multicultural, anti-racist institution. The research was conducted over a four-month period in 1990 to explore how a school founded on spiritual principles integrates a multicultural change process. Through interviews, observations, and document analysis three aspects of the school's experience were investigated to provide a glimpse at an on-going change process. The first was a description of the concrete steps the school is taking to achieve its goals. These include participation in a multicultural self-assessment program created by the National Association of Independent Schools, racism awareness workshops for all staff, and an analysis of institutional policies and practices to ensure equity. Emphasis has been placed on creating a racially and culturally heterogeneous community. The second aspect explored in this research was the way staff, particularly White staff, feel about this process. Although some forms of resistance were observed, staff at the school are generally supportive of the multicultural change effort. The third area of research was an examination of the specific ways in which a multicultural, anti-racist focus is woven into the Quaker spiritual values of the school. Some tensions were reported between these values and the multicultural, anti-racist process. This research examined whether intrinsic conflicts exist between these two value systems. The key themes of community, conflict, and spirituality emerged during the research at BFS. These three themes form individual yet interrelated perspectives on the environment of the school and its change process. The feeling of community at BFS was cited as important to participants in this study. This sense of community has been nurtured in part by the Quaker spiritual principles at the heart of the school. Yet as in any community of people there are conflicts. At BFS these include how to solve problems, how to be inclusive, and how to define what spirituality means for the school. This research utilizes these themes to provide a picture of one Quaker school in the process of change.
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Hartley, Peter Ross. "Paramedic practice and the cultural and religious needs of pre‐hospital patients in Victoria." Thesis, 2012. https://vuir.vu.edu.au/21301/.
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Religion and culture can impact profoundly on healthcare practices and health
outcomes. The Australian community is rich and diverse in differing cultures and
religions, and at times of medical emergency the paramedic increasingly will be required
to respond to healthcare needs of this diverse community. This study is designed to
investigate current paramedic practices as they relate to an awareness of the cultural
and religious needs of community groups as a holistic approach. It also incorporates the
voices of these community groups from their experiences with emergency paramedics
during pre‐hospital health care for those living in Melbourne, Australia.
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Horner, Jeffrey Michael. "Christian Curricular Emphases and Academic Rigor: A Mixed Methods Study." Diss., 2016. http://hdl.handle.net/10392/5248.
Full textAbstract:
This study explored the relationship between Christian curricular emphases and academic rigor among Christian secondary schools. It used convergent data transformation methods to analyze published curriculum descriptions in relationship to published academic data. This study correlated the two sets of variables while controlling for the influence of family income on these academic performance metrics.
A review of the precedent literature first presented foundations for Christian education. It then examined studies of both Christian curriculum and academic rigor. It reviewed studies of curriculum, both theoretical and practical, and introduced the term “Christian curricular emphases” for discussing intentional assertions of Christian principles. It also reviewed studies examining selected criteria (AP courses, SAT scores, and acceptance into top universities) as measures of academic rigor. Few published studies examined both strands together.
The convergent data transformation research design consisted of both qualitative and quantitative analyses consisting of four phases. The study required a population which could demonstrate both Christian curricular emphases and academic rigor, hence the selection of CESA schools. The first phase collected published qualitative curricular data and quantitative academic rigor data. The second phase gathered both tuition and family income data to control for possible confounding variables. The third phase coded schools’ course descriptions for integration of faith and learning (IFL) language, which was then transformed into quantitative data for analysis. The fourth phase performed a multivariate analysis of variance with covariates (MANCOVA) on all collected data.
Overall, this study found that CESA schools provided rigorous academics when compared to other categories of schools. Controlling for family income levels strengthened all academic rigor measurements. Increasing years of required Bible courses correlated with lower measures of academic rigor. Higher frequency of IFL language in science course descriptions correlated with higher academic rigor measures, while higher frequency of IFL language in English or social studies courses did not. No school used IFL language in math course descriptions.
Evaluating CESA schools’ Christian curricular and academic rigor data confirmed the added clarity of controlling for income data. Additionally, this study provided a new methodology for correlating Christian curricular emphases and academic rigor in Christian secondary schools.
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Vu, Minh Duc. "The economic impact of international tourism on Vietnam's economy." Thesis, 1995. https://vuir.vu.edu.au/15398/.
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The general objective of this study is to measure and analyse the impact of tourism development on Vietnam's economy. The study will concentrate on the activities of the
tourist industry in 1994 in Vietnam as a whole. The measurement will be done by using the latest input-output tables for Vietnam, which were developed for the year 1989. However, during the five-year period it has been assumed that the input-output structures have been unchanged significantly, therefore, the results of the analysis are expected to be applicable to the current situation. Moreover, if they do change, or if the direction of the changes is known, the economic outcomes of the analysis can be interpreted to indicate current conditions.
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Reed, Linda Marie. "Theological and Practical Ministry Training for Women in Complementarian Higher Education: A Mixed Methods Study." Diss., 2018. http://hdl.handle.net/10392/5470.
Full textAbstract:
This explanatory sequential mixed methods study reviews the programs and academic courses for women at complementarian schools of Christian higher education. The literature review historically unfolds the egalitarian and complementarian debate. Choosing the complementarian path, I advocate theological or practical ministry training for complementarian women, and review other recent research pertinent to this field.
The initial quantitative phase utilizes content analysis from catalogs on institutional websites. In a second qualitative phase, twelve purposively selected directors were interviewed at exemplar complementarian schools such as Cedarville University, Covenant Seminary, Dallas Theological Seminary, The Master’s University, Midwestern Seminary, Moody Bible Institute, Reformed Seminary, Southern Seminary, Southeastern Seminary, Southwestern Seminary, and Westminster Seminary. The analysis includes quantitative and qualitative data revealing consistency and variation among these institutions in order to provide insight and example for other institutions and educators in Christian higher education.
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Simuchimba, Melvin. "Religion and education in Zambia, 1890-2000 and beyond." Thesis, 2005. http://hdl.handle.net/10500/1486.
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The relationship between religion (Church) and education (State) through religious education (RE) in Zambia has passed through different stages of development. During the missionary period (1883/1890- 1924), RE was, naturally, offered in the form of Religious Instruction (RI) and was thus fully denominational and confessional. Despite some general improvements in the provision of education, the subject remained largely confessional at the end of the colonial period (1925 - 1964). After Independence, the confessional model of the subject was inherited and continued throughout the First Republic (1964 - 72) and part of the Second Republic (1973 - 90). However, as a result of educational reforms started in the mid 1970s, RE became more educational by adopting an approach that was partly confessional and partly phenomenological from the mid 1980s. Despite new educational reforms in 1991/92 and after 1996, progressive development of RE as a curriculum subject seems to have been negatively affected by the state's self-contradictory declaration of Zambia as a Christian Nation in 1991. Thus the subject continued to be partly confessional and partly phenomenological during the Third Republic (1991 to date). While the state or Ministry of Education sees RE as a curriculum subject with educational aims like any other, research results show that many Zambians, especially members of different religious traditions, still see the subject as having confessional aims as well. However, since the country is pluralistic and democratic, RE in Zambia should continue developing in line with the constitutional values of religious and cultural freedom and the liberal national education policy provisions for spiritual and moral education. Thus the subject should go beyond its current unclear state of being largely confessional and partially phenomenological and become more educational; it should take the religious literacy and critical understanding model which takes both religious truth-claims and educational skills and understanding of religion seriously. To ensure this, a specific national policy which broadly outlines the nature and form of RE in schools needs to be put in place as a guide to all interest groups.Religious Studies & Arabic
(D. Litt. et Phil. Religious Studies))
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Baumgardt, Jacqueline. "Perceptions of the accelerated Christian education programme as preparation for tertiary education." Diss., 2006. http://hdl.handle.net/10500/1769.
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This study seeks to explore aspects of the educational practice of the Accelerated
Christian Education (ACE) programme.
The philosophy (the Christian underpinnings) and pedagogy (mastery learning) of the
ACE programme as contemporary educational practice is examined against a
background of educational reform movements such as outcomes-based education.
In addition, the thesis examines the issue of what it takes for a student to succeed in
tertiary education, investigates the stated claims of the ACE programme in this regard,
and then scrutinises these claims, in an empirical study, that includes ACE graduates,
their parents and university admissions officers.
Finally recommendations are made to those who use the programme in schools
regarding any perceived strengths and/or weaknesses in the programme itself, or in the
management and implementation of the programme, with a view to enhancing the educational experience of high school students preparing to enter the realm of tertiary education.Psychology of Education
M. Ed.(Educational Management)
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Knispel, Susanne 1971. "Christliche AIDS pravention unter ghanaischen Jugendlichen : eine praktisch-theologische Studie uber Chancen und Grenzen christlicher Curricula." Thesis, 2011. http://hdl.handle.net/10500/5883.
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The global AIDS pandemic with more than 30 million people being infected, with the
greatest impact in sub-Saharan Africa, remains an enormous challenge to all societies
including the churches. Especially young Africans, aged 15 to 24, face a high risk of
getting infected with HIV. However, multifaceted and contextual preventive measures for
this age group have good chances of curbing the epidemic. This dissertation in Practical
Theology attempts to explore the potential contribution of Christian curriculum-based
AIDS prevention in the Ghanaian context. It does this by relating practical-theological
insights to the lifeworld of young people in Ghana. Thus the specific opportunities and
limitations of Christian prevention programmes are identified. Their relevance for religious
education in Ghana is finally examined in three exemplary curricula with Christian and
secular approaches. The findings result in practical recommendations for the design of
Christian AIDS prevention programmes within the Ghanaian context.Practical theology
D. Th. (Practical Theology)
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Bhagwan, Raisuyah. "The role of religion and spirituality in social work practice : guidelines for currricula development at South African schools of social work." Thesis, 2002. http://hdl.handle.net/10413/4077.
Full textAbstract:
Religion and spirituality viewed within the context of the person-in-situation gestalt, interacts with and influences social work practice and education in a myriad ways. Internationally there has been strong acceptance of a biopsychosocial and spiritual paradigm in social work practice. Accordingly, a number of Schools of Social Work have moved toward integrating religion and spirituality into the curriculum so as to prepare students for spiritually sensitive social work practice. Locally, however, the field remains relatively unheard of and local Schools of Social Work have not introduced this topic into the curriculum. This study was conceptualized to undertake a comprehensive investigation into the role of religion and spirituality in social work practice and education. Particular areas of interest included the use of spiritually based intervention techniques in practice, transpersonal social work and curricula development. The study was directed primarily toward the development of an indigenous course on religion, spirituality and social work. Developmental research methodology in conjunction with participatory research methodology guided the research endeavour. A state of-the-art review of international syllabi was undertaken to serve as a framework upon which this course was built. A national survey was undertaken to assess the views of all final year social work students with regard to the role of religion and spirituality in social work practice, and their views about the inclusion of content in this area, in the curricula. This together with data obtained about their views on specific content for an indigenous course, was used to shape the interventional innovation. The latter took the form of comprehensive guidelines, consisting of thirteen units, which covered various facets of spirituality, religion and social work. Some of the units designed focused on spiritual assessment, models of spiritual development, spiritually based intervention and research techniques in this field. The guidelines were then disseminated to all Heads of Schools of Social Work in South Africa for the purpose of evaluation. Evaluative data reflected that the programme had covered all areas sufficiently and could be used to guide the introduction and implementation of the course at South African Schools of Social Work.Thesis (Ph.D.)-University of Natal, Durban, 2002.
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Willis, Owen. "Like ships passing in the day : the interface between religion and international development in the programmes, publications and curricula of Canadian academic institutions." Thesis, 2005. http://hdl.handle.net/10413/1947.
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Although matters of faith, religion and spirituality are central to the lives of millions of people in the global South. and many faith based organizations are actively involved in development. few northern academics in the field of international development make explicit reference to religion's role in development. and, if they do, the subject is often subsumed under another category, such as culture. This study seeks to shed light on the interface between religion and international development in Canadian academic institutions: to what extent is the influence -- for good or ill-- of religion or development acknowledged in their programmes, publications, and curricula? This is accomplished by means of an analysis of references to religion in the Canadian Journal of Development Studies (CJDS) and Canadian Development Reports as well as in the course offerings of International Development Studies (IDS) departments at Canadian universities. Findings show that only about 1% of article titles and 2% per cent of abstracts mention the subject of religion in its broadest definition over the twenfy five year history of the CJDS. Of 2,684 IDS courses offered (including courses cross-listed with Religious Studies departments), some 3% mention religion in their titles, and 8% in course descriptions. However, upon closer examination, only a handful of courses directly analyze the relationship between religion and development. Findings from this research are further interrogated in surveys and interviews with key informants, in order to uncover some of the reasons for what is perceived to be a lacuna in IDS teaching and research. Various recommendations are advanced: positivistic biases in academia need to be acknowledged, more research should be devoted towards an area currently understudied, and northern academics must be challenged to consider the religious reality of southern life, for, in Robert Chambers' words, "Whose reality counts?" Clearly the religious dimension of global life needs to be afforded a sharper focus in the programmes, publications and curricula of IDS departments at Canadian academic institutions.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.
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Richardson, Heather. "Postgraduate course satisfaction and good teaching : do daily hassles and demographics make a difference?" Thesis, 1999. https://vuir.vu.edu.au/33003/.
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Williams, Vivienne J. "Why do students choose to study traditional Chinese medicine at Victoria University? : an analysis of the course in TCM and its students." Thesis, 2002. https://vuir.vu.edu.au/33027/.
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Tamminga, Lewis, Albert M. Wolters, carol R. Wilson, and Mary Gerritsma. "Perspective vol. 7 no. 3 (Jun 1973)." 2013. http://hdl.handle.net/10756/251217.
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Kraines, Ze'ev. "The management of pedagogic change in contemporary orthodox Jewish schooling." Diss., 2006. http://hdl.handle.net/10500/1666.
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The study investigated how a pedagogic change process is managed by the divergent Haredi and Modern Orthodox streams of Orthodox Jewish schooling. Its literature study looked at the classical forms of historic Jewish pedagogy and how they have adapted to internal and external dynamics. It also examined how contemporary Orthodox schooling, specifically, is an amalgam of a variety of responses, reactions and adaptations to the radically changed landscape of modernity. The influence of the modern student profile was examined along with the affects of the inclusion of secular studies into the modern Jewish syllabus. The appropriateness of new interactive methods and technologies and the specialized teacher training they require were also explored. A qualitative study of the expert opinions of six contemporary experts was conducted and thematically analyzed along with an analysis of material from two file-sharing websites. Recommendations for educational practice and further research were proposed.Educational Studies
M. Ed. (Comparative Education)
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Carvill, Robert Lee, and Debbie Steele. "Perspective vol. 6 no. 4 (Aug 1972)." 2013. http://hdl.handle.net/10756/251222.
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Marshall, James. "Perspective vol. 8 no. 4 (Aug 1974)." 2013. http://hdl.handle.net/10756/251209.
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Campbell, Johanna. "Spirited teaching : the integration of faith and learning in the teaching of Bible in British Columbia Christian schools." Thesis, 2005. http://hdl.handle.net/10500/1440.
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The integration of faith and learning has been the object of study of men and women in the Canadian Calvinistic school movement ever since Dr. Abraham Kuyper pointed out that there could be no dichotomy between the sacred and the secular in the life of a Christian. Acting on the traditions, influences and beliefs these `Reformed' Christians had imbibed in their homeland, the Dutch Calvinistic immigrants who came to British Columbia after WW II built Christian schools as soon as they arrived. As they became more established, they formed curriculum committees of teachers who wrote curriculum for each subject area from a Christian perspective, intentionally planning to integrate their faith and learning in all subject areas.
By looking at the history and Bible textbooks of not only the Calvinistic (Reformed) Christian day schools in British Columbia and then branching out to the history and Bible textbooks of three other denominational schools, the Mennonite, the Pentecostal and the Lutheran, I have tried to discover how the faith beliefs of each of these groups are brought to bear on the teaching of Bible. In soliciting the strengths of each of these groups from their history, current practise and teacher comments, I have pitched my own proposal as to how the integration of faith and learning can be enhanced in the teaching of Bible.
By blending goals, curricula and best practice, as well combining certain faith belief frameworks in interpreting God's Word, by learning in community, and by listening to the Holy Spirit in the text, I believe the teaching of Bible can become `Spirited teaching'.Religious Studies and Arabic
D.Th.
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Chenoby, Helen. "The role of ICT in student engagement in learning mathematics in a preparatory university program." Thesis, 2014. https://vuir.vu.edu.au/25852/.
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The steady decline of students’ competency in mathematics has become known as the “Mathematics Problem”. Researchers identified that the level of student engagement is one of the most important factors affecting the academic performance of mathematics students. Strong link between students’ attitudes towards the use of technology for learning mathematics and their achievements also has been identified by recent studies. The mathematical problems have a multidimensional source and are initiated from the students’ personal characteristics and attitudes. Thus attitude is important educational concept about learning mathematics with technology. The association between student engagement and the use of ICT suggests that a positive attitude toward the use of ICT in learning mathematics is an important outcome in itself, especially when ICT is used. Student engagement can be influenced by a plethora of factors. These factors include student personal characteristics, learning experiences, perceptions, three aspects of engagement (cognitive, affective and behavioural) and attitudes towards the use of technology in learning of mathematics. This study is aimed at further investigating the factors that might be affected by the use of ICT with two major purposes: (1) to investigate the complex interrelationships between students’ demographic factors, mathematics confidence, access to technology outside university, confidence with technology, perception towards the use of technology for learning and attitude towards learning mathematics with technology, cognitive, affective and behavioural engagement; and student achievement and (2) to determine if the use of ICT impacts on the level of student engagement and achievements in mathematics.
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Carvill, Robert Lee, and Til Karen Van. "Perspective vol. 5 no. 3 (Jun 1971)." 2013. http://hdl.handle.net/10756/251229.
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Valk, John, Roseanne Lopers Sweetman, Robert E. VanderVennen, and Judy Jordet. "Perspective vol. 16 no. 3 (Jun 1982)." 2013. http://hdl.handle.net/10756/251291.
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