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Dissertations / Theses on the topic 'Spiritual formation programs'

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Published: 4 June 2021
Last updated: 10 February 2022

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1

Beckum, Randell. "A description and critique of spiritual development programs of four Nazarene universities." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p006-1490.

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2

Bracken, Anthony John, and res cand@acu edu au. "The Principal's Leadership Role in the Spiritual Formation of Teachers in Catholic Schools: a case study in one educational system." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp72.25092005.

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This study arose out of experiences within the Parramatta Diocese, a large diocese located on the western edge of Sydney, associated with spiritual formation programs and initiatives within the diocese between 4 990 and 2004. These experiences reinforced the pivotal role of principals in encouraging and facilitating teacher spiritual formation and also identified a lack of role definition for principals in this area. The importance of the spiritual formation of teachers to the authenticity and vitality of Catholic schools signalled a need to clarify the principal's leadership role in the spiritual formation of teachers in Catholic schools in the Parramatta Diocese. The case study methodology utilised different data collecting methods including individual and group interviews, survey, document analysis and observation to draw different perspectives from teachers, principals, and personnel from the Catholic Education Office, Parramatta. The research explored the range of spiritual formation experiences valued by teachers, both within structured programs and in the day-to-day experiences within schools. It identified responses of teachers to spiritual formation, the challenges in this area, and the role of principals. The research findings suggest that the principal's leadership roles in the spiritual formation of teachers apply at the every-day cultural level of school experiences for teachers, where the principal shapes and strengthens experiences of Catholic culture for teachers, and the school community; at the whole school level, where the principal has a key role in strategic planning in relation to spiritual formation, in extending individual consideration to teachers, and in nurturing teacher leadership and co-leadership; and finally, at the diocesan level, where the principal has a stewardship role with other principals in relation to the long term spiritual formation of teachers. At the diocesan level the principal also participates in collaborative alliances with diocesan personnel which increase opportunities for teacher spiritual formation A fundamental leadership responsibility for principals is to nurture a spiritual base to their own leadership. Support for the spiritual formation of newly appointed principals and those aspiring to the role should be a system priority and would augment initiatives currently in place for experienced principals in the diocese. The research findings point to multiple leadership roles for principals in the spiritual formation of teachers. These findings expand and elaborate the existing role description for principals in Catholic schools in the Parramatta Diocese.
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3

Green, Colin S. "Case studies of effective assimilation programs in selected churches." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1241.

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4

Brown, Alan L. "Development and evaluation of a program designed to apply attachment disorder principles to the spiritual realm." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1243.

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5

Darrow, Leslie L. "A program to begin the spiritual formation of the Twain Harte Evangelical Free Church through special and corporate occasions." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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6

Jones, John K. "The development and evaluation of an instrument for assessing the spiritual formation program at Lincoln Christian College." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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7

Kow, Shih-Ming. "The impact of a spiritual leadership program based on spiritual disciplines on leadership competencies." Available from ProQuest, 2008. http://proquest.umi.com.ezproxy.drew.edu/pqdweb?index=0&sid=9&srchmode=2&vinst=PROD&fmt=6&startpage=-1&clientid=10355&vname=PQD&RQT=309&did=1626351431&scaling=FULL&ts=1263920262&vtype=PQD&rqt=309&TS=1263920267&clientId=10355.

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8

Madden, Thomas F. "A program for personal spiritual formation in a Christian community." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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9

Jacques, Jane Olin. "The good shepherd's voice a program to create a spiritual formation experience teaching scriptural meditation for adults and children /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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10

Cryder, Richard E. "A program for teaching the spiritual disciplines to youth and adults at the Geneseo Evangelical Free Church." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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11

Kendrix, Randal E. "Developing a spiritual formation program for converts of the Fellowship of Christian Athletes." Theological Research Exchange Network (TREN) Access this title online, 2006. http://dx.doi.org/10.2986/tren.049-0472.

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12

Thompson, Rosemary. "Some elements of a formation program for the religious of the Sacred Heart." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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13

Higgins, Jerome Sell. "A program of spiritual formation for men of mature years and experience preparing for presbyteral [sic] ordination in the Roman Catholic Church." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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14

Butterfield, John E. "The church as an agent of spiritual formation the integrated roles of teaching, relating, and experiencing in the overall program of the local church /." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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15

Justice, John R. "A program using lay church members in a one-on-one discipleship experience with new Christians for the Grant Avenue Baptist Church." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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16

Clark, Colleen B. "Growing in faith together an intergenerational formation program, St. Teresa Avila Community, Valparaiso, IN /." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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17

Galarza, David Casillas. "Development of an educational program of Christian formation for the Baptist Church of Quintana, Hato Rey, Puerto Rico to deal with the racial and ethnic prejudice in the congregation and the local community." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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18

Brown, Steven A. "Evaluating leadership development curriculum based on learning contract feedback." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0564.

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19

Chávez, Valderrama Wilson. "Evaluación del programa de discipulado en las iglesias del movimiento "Lima al Encuentro con Dios"." Dallas, TX : Dallas Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.001-1263.

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20

Nesmith, James L. "Development and implementation of a program for member equipping and mobilization at the West Broad Church of Christ." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p018-0105.

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21

Sipprell, Gene R. "A mentoring program for the Christian spiritual formation of youth at Friedens "County-Line" United Church of Christ and The Church of Peace, Glencoe, Minnesota." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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22

Lucas, Pamela Turnbull. "The spirituality of L'Arche and its potential in developing formation programs for people with learning disabilities." Diss., 2004. http://hdl.handle.net/10500/2055.

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The aim of this study is to address the proposition that the spirituality of L'Arche has a great deal of potential to offer people with learning disabilities outside its own community setting. For chaplains who have the task of seeking to nurture and develop the spiritual lives of people with learning disabilities in schools, there exists the opportunity to draw out the fundamental characteristics of the spirituality of L'Arche and incorporate these into their own formation programs. The opportunity to be creative and imaginative in developing formation programs comes from within the context of legislation which requires schools to meet the spiritual needs of the children in their care.
Christian Spirituality
M. Th. (Christian Spirituality)
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23

Naidoo, Marilyn. "An investigation into spiritual formation programmes at selected Theological Institutions in Kwa-Zulu Natal." Thesis, 2005. http://hdl.handle.net/10530/349.

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Submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Theology in the field of Practical Theology at the university of Zululand, 2005.
This research is an investigation into spiritual formation programmes available at different theological institutions in Kwa-Zulu Natal with the aim of finding out how spiritual formation is being intentionally or specifically pursued and whether these programmes are meeting the spiritual needs of the students. The research is based on the hypothesis that spiritual formation should have a legitimate place in theological education in spite continuing disagreements about the nature and place of spiritual formation. If it is imperative that theological graduates be people of competence and character, then spiritual formation must be as much a part of the agenda of the institution as academic competence. Curricular standards for theological education involves concern about intellectual, professional and spiritual formation. Unfortunately the current dominant structure of theological curricula tends to favour academic instruction, tolerate the practical and compartmentalize the spiritual. The average Protestant theological institute suffers from the perception that spiritual formation is not necessary. A reason for this can be traced to a belief that the church is the proper environment for spiritual formation. Cognitive instruction is thought of as the province of the curriculum, with spiritual formation happening implicitly, informally and on a personal basis. The present study contributes empirical data to the growing literature on the relationship between spiritual formation and theological education. Research was conducted at five selected theological institutions to reveal an imbalance in the nature of theological education where the focus is on the academic aspects of learning. This study shows that attempts to take spiritual formation seriously were met with resistance. The field-work revealed that only one of the selected theological institutions has an intentional spiritual formation programme. In the main, the majority of theological institutions did not have an intentional spiritual formation programme despite the fact that they feel an obligation to develop students spiritually as seen by the varied spiritual activities in place. The spiritual maturity of future Christian leaders is an important problem and needs to be addressed throughout theological training. Spiritual formation cannot be left to chance, any more than the pastoral or strictly academic components of ministry formation. This study highlighted a critical task of theological education: the responsibility to develop students holistically. While spiritual formation can and should be intentionally pursued in specific courses, it is important to see it as a crucial dimension of theological education as a whole. This study concluded with general observations about the future of theological education, especially the need for an integrated education. An approach to spiritual formation was offered for an evangelical theological institution. The findings of this study underscore a much neglected area in the training and equipping of pastors that needs immediate remedial action. The weight of the research's contribution lies in its empirical research and it is of publishable quality
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