Tesis sobre el tema "Lutheran schools"
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Taylor, Kurt. "Christ's commission and Lutheran schools". Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p028-0265.
Texto completoBartsch, Malcolm Ian y res cand@acu edu au. "The Dialogue of Theology and Education: Clarifying the role of Lutheran confessional theology for Australian Lutheran school education". Australian Catholic University. School of Religious Education, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp200.02072009.
Texto completoJericho, Adrienne John y n/a. "Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040919.113840.
Texto completoJericho, Adrienne John. "Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365186.
Texto completoThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
Radtke, Thomas G. "Lutheran day school operation financial stewardship implications /". Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p020-0247.
Texto completoAlbinger, Kenneth Charles y n/a. "Using Values: a Qualitative Analysis of Ethical Dilemmas Encountered by Australian Lutheran Secondary School Principals". Griffith University. School of Curriculum, Teaching and Learning, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060815.170949.
Texto completoAlbinger, Kenneth Charles. "Using Values: a Qualitative Analysis of Ethical Dilemmas Encountered by Australian Lutheran Secondary School Principals". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366863.
Texto completoThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
Full Text
Ruwoldt, Merryn Jane y res cand@acu edu au. "To Lead, or Not to Lead: that is the question: An exploration of understandings of leadership in the context of the deputy principal in the Lutheran secondary school". Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp143.17052007.
Texto completoMarks, Ian Wilbur. "Rhetoric or reality: An exploratory study of the culture of Queensland Lutheran Schools". Thesis, Australian Catholic University, 2000. https://acuresearchbank.acu.edu.au/download/6e2482c13965d5586dc66831fdb31231a7d843c88ffbfd752b5b79965f10e702/2056393/64977_downloaded_stream_202.pdf.
Texto completoUlrich, Claudete Beise. "Recuperando espaços de emancipação na história de vida de ex-alunas de escola comunitária luterana". Faculdades EST, 2006. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=1.
Texto completoEsta tese procura recuperar os espaços de emancipação na história de vida de ex-alunas de escola comunitária luterana. Num primeiro momento, busca-se entender os conceitos de libertação, emancipação, autonomia racional e liberdade cristã. A partir da tessitura dos fios teórico-conceituais, o conceito emancipação humana é tomado, nesta tese, como categoria sintética, própria do movimento analítico-sintético da abordagem dialética.O segundo capítulo traz o percurso teórico-metodológico, que se fundamenta numa perspectiva etnográfica, permeada pela metodologia feminista e o referencial de gênero. Como técnica de pesquisa utiliza-se a história de vida, visando à pesquisa narrativa, em que se destacam a subjetividade, o cotidiano e a memória. Os capítulos três, quatro, cinco e seis apresentam, respectivamente, as narrativas das histórias de vida das ex-alunas: Anneliese, Ruth, Renita e Yvonne. O último capítulo recupera espaços de emancipação na história de vida das ex-alunas: o processo imigratório, lembranças da infância, da adolescência, os processos educacionais na família, na escola comunitária luterana, na igreja luterana, em outros espaços educacionais, a formação profissional, a constituição da própria família, a imagem de Deus, a leitura da Bíblia, a participação e a liderança em grupos comunitários até o ano 2005. Percebe-se nas histórias de vida das ex-alunas narradoras uma profunda influência da educação recebida na escola comunitária e na igreja luterana, repercutindo na conquista ou não de espaços emancipatórios. Ao permitirem o registro e a publicação de suas memórias, as ex-alunas narradoras colocam-se como sábias e educadoras, permitindo a reflexão sobre a importância da religião e da educação nos processos emancipatórios. A tese conclui enunciando que os espaços de emancipação se realizam no cotidiano histórico da existência, e que este é um processo plural, coletivo, conflituoso, dialético, pois aponta para o inacabamento da vida.
This dissertation has the purpose of retrieving the spaces of emancipation in the life stories of former female students of Lutheran community schools in Brazil. Initially the author tries to understand the concepts of liberation, emancipation, rational autonomy and Christian freedom. On the basis of the texture of the theoretical-conceptual threads, the concept of human emancipation is taken in this dissertation as a synthetic category that is peculiar to the analytical-synthetic movement of the dialectical approach. The second chapter describes the theoretical-methodological approach, which is based on an ethnographic perspective, permeated by a feminist methodology and the gender referent. The author uses the life story as research technique, aiming at a narrative investigation that highlights subjectivity, daily life and memory. The third, fourth, fifth and sixth chapters present the life stories told by the former females students, Anneliese, Ruth, Renita and Yvonne. The last chapter tries to identify spaces of emancipation in their life stories: the immigration process, childhood memories, adolescence memories, the educational processes in the family, the Lutheran community school, the Lutheran church, in other educational spaces, professional training, the constitution of their own family, their image of God, Bible reading, participation and leadership in community and/or congregational groups until 2005. Their narratives reveal a deep influence of the education they received in the community school and in the Lutheran church, bearing on the achievement or non-achievement of emancipatory spaces. By allowing their memories to be recorded and published, the narrators prove to be sages and educators, making it possible to reflect on the importance of religion and education in emancipation processes. The dissertation then concludes by discussing how the emancipation processes take place in the historical daily lives and by emphasizing that this process is a plural, collective, conflictive and dialectical one, for it points to the unfinished nature of human life.
Nelson, Tania Angela. "Building bridges: Exploring the contributions of principals and pastors to the mission of Lutheran primary schools". Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/9761cb40f6a53294b8765c1b8f69130525873bac0338be4334a835800badc88d/3191370/Nelson_2016_Building_Bridges_exploring_the_contributions_of.pdf.
Texto completoRuwoldt, Merryn Jane. "To lead, or not to lead: That is the question. An exploration of understandings of leadership in the context of the deputy principal in the Lutheran secondary school". Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/d72dc86b665064245d5cdb07f0982e99b0d5f04a8b39d8c2dc0a4a193a0f8653/698006/65073_downloaded_stream_298.pdf.
Texto completoOberdeck, John W. "Epistemological beliefs about teaching and learning among professional church workers /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946283.
Texto completoMessa, Rosângela Markmann. "A construção de consenso em reuniões do conselho escolar: contribuições da linguística da enunciação e da ergologia para entender a atividade de trabalho do gestor". Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4495.
Texto completoMade available in DSpace on 2015-07-16T14:53:33Z (GMT). No. of bitstreams: 1 Rosângela Markmann Messa.pdf: 2747233 bytes, checksum: 2b29511698a8152e968755e0839f0b96 (MD5) Previous issue date: 2015-03-30
Milton Valente
Esta Tese investiga, com base na teoria enunciativa de Émile Benveniste e na perspectiva ergológica de Yves Schwartz, o processo de formação de consenso em reuniões do Conselho Escolar de uma escola evangélico-luterana, localizada na Região Metropolitana de Porto Alegre. Da teoria enunciativa benvenistiana, utiliza-se a concepção de linguagem, segundo a qual a língua fornece um sistema formal de base de que o indivíduo se apropria pelo ato de linguagem, renormalizando-a em um estilo particular e único. Da perspectiva ergológica, vale-se da concepção de atividade de trabalho, que ensina que há sempre uma distância entre as normas antecedentes, reguladoras do fazer, e o trabalho realizado, que é a todo momento singularizado e renormalizado pelo indivíduo na realização de sua atividade de trabalho. Ambas as teorias levam em consideração a subjetividade que é inerente à linguagem e à atividade de trabalho. A pesquisa é de natureza qualitativa e toma por objeto de estudo interlocuções entre gestor escolar, coordenadora administrativa e integrantes do Conselho Escolar. A partir da análise das interlocuções é possível afirmar que o consenso é co-construído pelos participantes na interação; que ele é formado a partir da instauração de um “eu” e de um “tu”, que falam de um “ele”, em um aqui-e-agora específicos; que ele é resultado de um processo dilatado no tempo, induzido pela própria instituição e reprodutor dela, em que diferentes participantes desenvolvem atividades específicas relacionadas a seu papel e, com isso, vencem etapas de desenvolvimento lógicas e necessárias no âmbito das ações que lhe competem.
This thesis investigates, based on Emile Benveniste’s enunciative theory and on Yves Schwartz’s ergologic perspective, the consensus formation process in School Board meetings of an Evangelical Lutheran School, located in Porto Alegre metropolitan area. From the Benveniste’s enunciation theory, it is used the conception of language, in which language provides a formal basis system from which the individual takes the language act, renormalizing it in a particular and unique style. From the ergologic perspective, it is used the concept of work activity, which shows that there is always a distance between the foregoing provisions governing the work to be done, and the work actually done. Hence work is made unique and renormalized constantly as the work activities are carried out. Both theories take into consideration the subjectivity which is inherent to language and work activity. The research is qualitative in nature and has dialogues among the principal, the administrative coordinator and members of the School Board as the object of study. From the analysis of the dialogues, it is possible to state that consensus is co-constructed by the participants in the interaction; it is created by taking into consideration the establishment of an "I" and a "you", who speak of a "he", in a specific here and now; it is the result of a process which extends over time, induced by the institution and people who reproduce it, in which different participants perform specific activities related to their role, and thereby overcome logical and necessary development steps within the actions required from them.
Musskopf, Ruth Leonora Winckler. "Confessionalidade luterana no Bom Jesus/IELUSC : flor de páscoa ou coroa de espinhos?" Faculdades EST, 2007. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=39.
Texto completoThis dissertation seeks to discuss the presence of Lutheran confessionality in a school of the Rede Sinodal de Educação, linked to the Evangelical Church of Lutheran Confession in Brazil (IECLB). The Associação Educacional Luterana Bom Jesus/IELUSC, which prior to December 2006 was called Instituto Superior e Centro Educacional Luterano Bom Jesus/IELUSC, is the school discussed in this paper. Bom Jesus/IELUSC began in 1866, with the building of the Deutsche Schule (German School). This school was closed in 1938. The building was rented to the Instituto Bom Jesus, which was founded in 1926 by a teacher, Ana Maria Harger. The Comunidade Evangélica de Joinville (CEJ), who owned the Deutsche Schule building, bought the Instituto Bom Jesus in 1963 and started a Church-school based on lutheran confession identity. This paper will describe the affects of introducing Lutheran confessionality from 1963 to the present on this school. Comunidade Evangélica de Joinville changed the name of the school to Colégio Bom Jesus. The union of the school yard with the yard of the Congregation, and its consequent common use, became representative of the new configurations and relationships of power. It has undergone remodelings, disputes, enlargement and attempts at new creations. These developments have produced tensions and disclosed conflicts between the objectives of a confessional school and a private school. The appearance of a confessional/congregational school is not always able to hide the values and priorities present in a private school. In order to present a confessional appearance and meaning, the Institute created a ministry for a School Pastor and a ministry for a College Pastor. Both ministries contributed to the dialogue between Lutheran theology and pedagogy as understood in the objectives of the Educational Politics of the IECLB. Both ministries were closed abruptly and in a conflictive manner. The tension provoked by the procedure used for closure of these ministries continues to reveal limits and disputes between the essence and the appearance of the Institute.
Rautenberg, Cristian Eldor. "Lutero y educación: fundamento y distinción para la escuela luterana". Faculdades EST, 2009. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=216.
Texto completoThis researchs work presents, as result, the theological-pedagogical proposal that arises from the analysis of writings of Martin Luther. The reformer responds to his historical context on educational matters, reason why a general picture of the educative system situation in the Middle Age is displayed and also antecedents of the Lutheran Reformation and biographical details of the Martin Luthers life. It emphasizes aspects that got to be referential for the educative proposals of the reformer. Having been established the historical subjects of the Reformations time; and understood the situation of the educative system and its methods, researchs focus is put on theological Lutheran concepts that influence the pedagogical proposals of the reformer. Concepts coming from a Luther that being pastor and theologian acts responding to specific situations and elementary questions. The Luthers thought about education is marked for his understanding of the relationship between God and the human being and, at the same time, of this with the World and society. Doctrines as Justification by faith, the right place of the Good Works, Law and Gospel and the Two Kingdoms are essentials in the understanding of his thought about the right place of the education and the human being as its subject. Study and analysis continues being centered on pedagogical principles for a Lutheran education, as consequence of the reflection on pedagogical writings of the reformer, bibliographical research and other Lutheran theological writings as well. Pedagogical thought of Luther, as well as its relation with the humanism in the education is developed as result. Finally a pedagogical proposal for the Lutheran school is presented and it service to the Gospel and the world is highlighted. In last instance, the present work concludes that the Lutheran education foundation is on the Word of God and that the mark of the Lutheran school is in the instruction and christian education. It is the axis of all its structure, preoccupation and educative task.
Bartel, Kenneth Cyril y res cand@acu edu au. "Leadership in a Lutheran School: an Exploration of principal and school pastor worldviews and their potential impact on the transformation of the school learning community". Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp43.29082005.
Texto completoBartsch, Malcolm Ian. "The dialogue of theology and education: Clarifying the role of Lutheran confessional theology for Australian Lutheran school education". Thesis, Australian Catholic University, 1998. https://acuresearchbank.acu.edu.au/download/3b86dddaf2c80561b3a34671a3c487cfb888518e357f4152be5bda3e1144fa4a/12724178/64791_downloaded_stream_16.pdf.
Texto completoSchmitt, Marga Inês. "Inclusão escolar na educação básica : a trajetória de uma escola da Rede Sinodal de Educação da IECLB". Faculdades EST, 2007. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=34.
Texto completoUma análise da inclusão escolar na Educação Básica na trajetória de uma escola da Rede Sinodal de Educação da IECLB. A presente dissertação envolve pesquisa fundamentada em bases curriculares, psicopedagógicas e teológicas, tratando-se de um estudo de caso com coleta de dados por intermédio de pesquisa bibliográfica, documental e social (entrevistas). A população alvo é composta de equipe diretiva, professores, pais, alunos com necessidades educacionais especiais da Instituição Evangélica de Novo Hamburgo (IENH) e coordenadores de dois setores da Igreja Evangélica de Confissão Luterana no Brasil (IECLB). O primeiro capítulo aborda a inclusão escolar nos últimos vinte anos da história da sociedade e da educação brasileira. Apresenta princípios e concepções da Educação Inclusiva, objetivando o melhor entendimento desta questão, ainda de certa forma desconhecida na atual sociedade. Por último, destaca as políticas públicas para a Educação Inclusiva, encontradas na legislação brasileira e nas ações desenvolvidas pelo Ministério de Educação, através da Secretaria de Educação Especial. O segundo capítulo apresenta a trajetória educacional da IENH, que integra a Rede Sinodal de Educação e está voltada à educação de crianças e jovens, como também a inclusão de estudantes com necessidades educacionais especiais em suas classes comuns de ensino. Aborda o Projeto Político-Pedagógico da IENH e o Plano da Educação Inclusiva da IENH. Nessa construção, enfoca o currículo inclusivo em prática na IENH. A equipe diretiva, os professores, os alunos com necessidades educacionais especiais e também suas famílias são alvo de investigação através de entrevistas. O último capítulo faz referência à Igreja Evangélica de Confissão Luterana, em fatos marcantes da sua história no Brasil, e investiga dois dos seus setores: a Coordenação de Diaconia, no trabalho desenvolvido com pessoas portadoras de deficiência (PPD), e a Rede Sinodal de Educação, nas ações desenvolvidas nas escolas que a integram, especialmente no que se refere à inclusão de estudantes com necessidades educacionais especiais.
An analysis of mainstreaming in a grade school considering the experience of a school of the Sinodal Network of Education of the IECLB. This dissertation involves research supported on curricular, psycopedagogical and theological basis; it is a case-study with data collected through biographical, documental and social (interviews) resources. The target population includes administrative staff members, teachers, parents, and students with special educational needs from Instituição Evangélica de Novo Hamburgo (IENH) and with coordinators of two sections of the Evangelical Church of Lutheran Confession in Brazil (IECLB). The first chapter talks about mainstreaming in schools considering the history of society and education in Brazil in the past twenty years. It presents principles and actions for Inclusive Education, aiming at the best understanding of this issue, still somehow unknown in society nowadays. At last, it highlights public politics for Inclusive Education found in the Brazilian legislation and in the actions developed by the Education Ministry through the Department of Especial Education. The second chapter presents the educational experience of IENH, which is part of the Sinodal Network of Education, and targets the education of children and youngsters and where there is the inclusion of students with special educational needs in regular classes. It looks at IENHs Political-Pedagogical Project and in it the Institutions Planning for Inclusive Education. In this construction, it focuses the inclusive curriculum which is now being practiced at IENH. The administrative staffs, the teachers, the students with special educational needs and also their families, are the investigative target through the interviews. The last chapter refers to the Evangelical Church of Lutheran Confession using remarkable facts of its history in Brazil and investigates two of its sections: the Coordination of Deaconia through the work developed with people who carry some deficiency and the Sinodal Network of Education through the actions developed in its schools, especially concerning in reference to the inclusion of students with special educational needs.
Schumacher, William Wallace. ""Who do I say that you are?" anthropology and the theology of theosis in the Finnish School of Tuomo Mannermaa /". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Texto completoJaatun, Tore. "Nurturing a growing church a study on the ministry of the Bible school in mission fields : with special reference to Kobe Lutheran Bible institute, Japan /". Online full text .pdf document, available to Fuller patrons only, 1997. http://www.tren.com.
Texto completoBartel, Ken. "Leadership in a Lutheran school: An exploration of principal and school pastor worldviews and their potential impact on the transformation of the school learning community". Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/d89c37986508e63052a9e6f408a3ccb0f9d7ec5caa2dbb5b579371a8ad76bd79/157190/64790_Bartel_2005_Leadership_in_a_Lutheran_School_1_.pdf.
Texto completoDoyle, Sara L. "Transitioning a Lutheran elementary school to meet the needs of English language learners and their families the first two years /". [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:85.
Texto completoGivens, Anna. "The Design Integration of an Animal Shelter into Martin Luther King Middle School". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2153.
Texto completoFreese, John Richard. "A symbolic analysis of state educational policy and reaction in a selected state, 1915-1925". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186216.
Texto completoStrong, Micheal M. "A theological and sociological analysis of the family dropout problem following the rite of confirmation and graduation of children from Trinity Evangelical Lutheran School, Springfield, Illinois". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Texto completoLee, Mathelle K. "A history of Luther P. Jackson high school: a report of a case study on the development of a black high school". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40030.
Texto completoEd. D.
Becker, Tiago. "A gestão na Rede Sinodal de Educação". Faculdades EST, 2014. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=534.
Texto completoThis paper deals with school management in the Rede Sinodal de Educação [Sinodal Education Network] based on the analysis of texts and documents disclosed by the Network itself. The first part presents the concept of school management. A school has a unique responsibility toward society, to guarantee that the students learn. Therefore the management uses tools to promote the democratization of its processes, the participation of the people involved, the development and continuing learning process of its professionals as well as of the institution itself. The second part deals with the school management carried out in the Sinodal Education Network. The research revealed that the Lutheran Evangelical school seeks the continuous development of the people who work in it. There is a set of initiatives of the Network directed toward the development of leaderships who can work in the institution itself or in sister schools. Besides this, there is a clear relationship between the management and the Evangelical Lutheran principles which guide the pedagogical practice. Last, the research concluded that one of the major challenges of the management is to seek renewal so as to guarantee the survival of the institutions confronted with changes and new demands.
Mattox, Mickey L. "The late medieval context of Luther's thought Professor Heiko A. Oberman and the "Oberman School's" revival of late medieval thought /". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
Texto completoNdawanapo, Tomás. "As influências religiosas e educativas da igreja evangélica luterana de Angola no seu contexto ontem e hoje". Faculdades EST, 2009. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=197.
Texto completoThis work makes an analysis on involvement from the beginning of the Evangelical Lutheran confession with childrens education school in Angola. The first part makes an education approach of children, starting from the traditional and culture of Bantu people in Angola. This part includes gestation, childhood, adolescence and rites of passages for girls and boys. The implantation of the church in Angola elapses in simultaneous with the fixation of the colonialism system. Therefore the education plan of the church was subordinated under pretensions of colonialism system. The second part analysis how, the Evangelical Lutheran mission in Angola, valued the childrens school education. In this part, is spoken loudly about the catechism from the reform of the church in Germany until the appearance of the Lutheran Church in Angola. This is, also, a part of the work that is touching in the historical point of view, because it brings to the unstressed histories of people, that were arrested and another died because of the implantation of the Lutheran Church in Angola. It is noticed that the colonial system offered to the Angolan people mainly to those that had as eclesial option the Lutheran confession a church, a language for teaching and prison or death for the reticent. The third part and the last one speeches on the evangelical Lutheran church of Angola in its relevance for childrens education. It is showing that Christian Education starts from Jesus Christs Great Commission in Mathew 28.19-20. It approaches on the children in the Bible, the childs relationships with the modern family in Angola, showing how the Lutheran confession values the childrens school education and finishing with a proposal of an education project of IELA that is a challenge. The work starts with a brief introduction and ends with a synthetic conclusion.
Starks, Charlane F. "Perceptions and understandings of educators working in an MLK Street community school in the Central Valley of California". Thesis, University of the Pacific, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625191.
Texto completoThis dissertation utilized constructivism and identity frameworks to describe educators' interpretations of their work in an urban school located on a Dr. Martin Luther King, Jr. Street (MLK Streets). MLK Streets have become more associated with the locality rather than the ideas of the late civil rights leader. Accordingly, how educators construct their knowledge of the community is as important as the development of instructional practices. The present case study analyzed data to explore the overarching research question: What are educators' interpretations of the work, the school, and community surrounding their school located on an MLK Street in the Central Valley of California? Emergent themes included urban teacher identity formation, teaching beyond academics, making connections, understanding community layers, and constructing knowledge of MLK Street localities. Findings indicated educators had an implied social justice awareness that led to significant understandings of the socio-cultural, economic, pedagogical influences, and historical understanding within the MLK Street community.
Love, Ann Marie. "Cultural conflicts in high schools of the Inland Empire and Cleveland, Ohio". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2066.
Texto completoWirström, Adam. "Protagonist och antagonist : En läromedelsanalys av hur reformationen och den katolska kyrkan skildras i läroböcker i religionskunskap för gymnasiet". Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135683.
Texto completoWhat inspired me to write this study was the visit of Pope Franciscus in Lund and Malmö on October 31 2016 in connection with the common Lutheran Catholic attention of the 500th anniversary of the Reformation. The purpose of my study is to investigate how the Reformation and the Catholic Church are depicted in six textbooks in religious studies for upper secondary school and how the descriptions relate objectively according to the school curriculum. For the analysis of textbooks, I have used a qualitative text analysis. My expected result was that the depiction of the Reformation would have a Lutheran distinctive view of the conflict and its consequences and that I would find objectivity deficiencies in the depiction of the Reformation. The results of the study reinforce my expectation when Martin Luther and the Lutheran Reformation constituted the predominant space in all textbooks except one, and that the Catholic Reformation is only depicted in one of the six textbooks. Of the studied textbooks, only one is assessed as objective in relation to the school curriculum.
Kolander, John D. "Quality philosophy characteristics of the schools of the Wisconsin Evangelical Lutheran Synod". 2002. http://www.library.wisc.edu/databases/connect/dissertations.html.
Texto completoRuwoldt, Merryn Jane. "To lead, or not to lead: That is the question an exploration of understandings of leadership in the context of the deputy principal in the Lutheran secondary school /". 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp143.17052007/index.html.
Texto completoSubmitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 202-211. Also available in an electronic format via the internet.
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.
Texto completoReligious Studies and Arabic
D.Th.
Hosking, Sarah. "Tradition and innovation : Rorke's Drift ceramics in the collection of the Durban Art Gallery, KwaZulu-Natal". Thesis, 2005. http://hdl.handle.net/10413/3715.
Texto completoThesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005