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Tesi sul tema "Church development, New – Study and teaching"

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Pubblicato: 25 luglio 2024

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1

Hansen, Dennis M. "Teaching the Bay Lakes Baptist Associational strategy for church planting and church growth to other associations and churches". Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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2

Kaplan, Jeff S. "From established church to church plant an autobiographical study of one pastor's change to be a church planter and its implications for the church /". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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3

Barba, Dave. "Establishing Trinity Baptist Church a study of church planting /". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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4

Philpott, Jeff. "Successful church planting : a comparative study of factors church planters consider critical for a viable church plant". Theological Research Exchange Network (TREN) Access this title online, 2007. http://www.tren.com.

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5

Vellacott, Maurice E. Hesselgrave David J. "A case study of church planting in Regina, Saskatchewan, based on the Pauline Cycle". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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6

Silvey, James Larry. "Developing a Bible study strategy for church planters to idenitify and cultivate future church leaders". Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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7

Stott, Dan William. "Church-establishing variables a case study of Calvary Community Church, Navan, Ireland /". Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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8

Tamboer, Wigle. "The process of constituting a Baptist church as implementation of teaching the essence of the local church to a newly planted congregation in Hoofdrop, the Netherlands". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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9

Hickman, Franklin Douglas. "The planting of a mission church in Brazil utilizing the educational methods of survey, worker training and group Bible study". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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10

Saoshiro, Isaac T. "Dynamics of church expansion in urban Kenya a multiple case study in Nakuru /". Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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11

Chan, Kam-ho, e 陳錦河. "Experienced teachers' development of pedagogical content knowledge for teaching a new topic". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206720.

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12

Cheek, Edison Guy. "Bi-vocational church planting a case study of the Mission Society for United Methodists in Karaganda, Kazakhstan /". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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13

Yoder, Ray. "Global resource sharing within World Team a study of World Team's relations to churches it plants and nurtures /". Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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14

Press, Mark Gottfried Clarence. "But are they Lutheran? an analytical study of the work and thought of LCMS church planters /". Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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15

Tan, Steven H. C. "The Trinity Christian Church of Greater Philadelphia a study of church consolidation in process /". Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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16

Youngblood, Richard D. "An evangelistic church planting in Collierville, Tennessee a case study /". Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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17

Hibbert, Richard Y. "Enhancing WEC church planting teams a study of factors influencing their effectiveness /". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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18

Downs, Calvin. "A biblical theology of church leadership with implications for the cell church a study of leadership in six cell churches in the United States /". Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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19

Schaeffer, Glenn Earl. "A study of the house church and its relevance for planting churches in the greater Toronto area". Online full text .pdf document, available to Fuller patrons only, 1996. http://www.tren.com.

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20

Pickering, F. Alan. "A case study of a church planting among the unchurched baby boomers in Amarillo, Texas". Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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21

Jones, Susan Margaret, e n/a. "Governing for theologia : governance of Presbyterian ministry formation in the Presbyterian Church of Aotearoa New Zealand 1961-1997". University of Otago. Department of Theology and Religious Studies, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070208.104312.

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This study of the governance of theological education examines significant policy and management decisions within Presbyterian ministry training in New Zealand between 1961 and 1997 in the light of Edward Farley�s integrated goal for theological education, theologia. Edward Farley�s argument that theologia, integration of theology (scientia) and theology (habitus), was fragmented from the first use of modern research university education as professional education for ordained ministry in the 1880s, provides a theoretical framework for analysing the influence of governance on theologia, through its effect on institutional organisation, structure and curricula. International unease about theological education is reflected in New Zealand Presbyterian ministry formation, though little sustained critical analysis is yet published in New Zealand. The period under study begins in 1961 when the Special Committee on Theological Training called for a Chair in Pastoral Theology to 1997 when the Presbyterian Church of Aotearoa New Zealand opened its Centre for Advanced Ministry Studies, later renamed the School of Ministry. Criteria signifying recovery and/or fragmentation of theologia drawn from Farley�s arguments are searched for in the beginning of University theology at Berlin and the beginning of ministry formation in Dunedin, New Zealand. The intervening time till 1960 is similarly analysed. Governance decisions about Pastoral Theology in the first case study and governance decisions about University, church and theology in the second, are then assessed. Constant rearranging of pastoral theology programmes symptomises increasing fragmentation of theologia as does the creation of a Pastoral Chair. Pastoral theology is left with the integrative responsibility, rendering other disciplines more scientific as feared by some Theological Hall teachers. Outside the University from 1876-1946, New Zealand Presbyterian ministry formation was still influenced by University expectations from Scotland and Berlin. After 1946, teaching within the University of Otago Faculty of Theology, Presbyterian teachers enjoyed considerable opportunities for integrated teaching. Fragmentation of theologia was therefore delayed and to some extent retarded. Increased University influence from 1992 meant these opportunities were lost. Finally, around the 1996 withdrawal of direct University engagement with Presbyterian ministry formation, formational goals were set for the Church�s new Centre of Advanced Ministry Studies. These aimed to integrate theology (scientia) and theology (habitus) retrospectively for ordinands after foundational theological education elsewhere. Earlier 1990s governance decisions affected achievement of these goals. This work argues that between 1961 and 1997 most governance decisions in New Zealand Presbyterian ministry formation exacerbated existing structural fragmentation of theologia. Differing arrangements to alleviate this were attempted, and integration of (scientia) and (habitus) occurred for some students and at different periods. Structurally, however, the University-approved four-fold programme continued, making pastoral theology�s role remained ambiguous and theologia�s fragmentation inevitable. While the New Zealand Presbyterian Church set its own ministry formation goals from 1961-1997, finance, prestige and educational philosophy prevented development of its own programme. Time and money were put into supporting University theology instead, and the University used to produce an educated ministry. It is now inevitable that the Church has to integrate theology (scientia) and theology (habitus) retrospectively for its students after theological education elsewhere.

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22

Whytock, Jack. "The history and development of Scottish theological education and training, Kirk and Secession (c.1560-c.1850)". Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683179.

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23

Douglas, Stephanie Robyn. "The role of Scripture in the development of new church traditions, a case study of two Kenyan African independent churches". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/MQ36602.pdf.

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24

Robinson, George G. "The ministry of E3 Partners as a case study of strategic cross-cultural short-term missions". Theological Research Exchange Network (TREN) Access this title online, 2007. http://www.tren.com.

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25

Fife, Robert Edward Lee. "From missionary recipient to missionary propeller a case study featuring a church in Goiânia, Brazil, that became mission-minded in the mid-eighties and has since seen thirteen members and counting become cross-cultural missionaries /". Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p062-0285.

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26

Tarczynski-Bowles, M. L. "Assessment of a new speech rhythm sensitivity measure and its relation with children's reading skill development". Thesis, Coventry University, 2013. http://curve.coventry.ac.uk/open/items/e3f9e39c-5251-44ed-8eef-48af248a3e41/1.

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This thesis evaluated a new speech rhythm measure, the Lexical Judgement Task (LJT), by conducting a series of cross-sectional studies. It was examined whether the LJT could be used with children from different age groups, whether associations between speech rhythm sensitivity, phonological awareness and reading skills could be observed and whether speech rhythm sensitivity could predict reading skills cross-sectionally and longitudinally. Study 1 piloted the LJT with 5- to 9-year-old children and assessed the relationship between poor and good readers‟ speech rhythm sensitivity and their reading skills. Analyses showed that poor readers performed lower on the task compared to good readers, indicating that reduced stress sensitivity was related to lower reading proficiency. Examination of the task indicated potential fatigue effects, thus the task was shortened, which resulted in a 12-item tasks that was used through the remainder of the studies. Children between 4- and 11-years old were assessed in three following studies and results showed differential associations between stress sensitivity and reading (related) skills; indicating an involvement of maturation in stress sensitivity‟s development but also highlighting that stress sensitivity is involved in reading skills differently across varying ages. The final study in this thesis examined the longitudinal effect of stress sensitivity on reading skills and it was found that stress sensitivity was not able to account for growth in reading skills, independently from vocabulary or phonological processing skills; although concurrently unique variance in reading skills was accountable to stress sensitivity. Overall, this thesis highlights the importance of stress sensitivity in children‟s reading development, offers supporting evidence for previously found associations between this skills and reading abilities and demonstrates the need to incorporate speech rhythm sensitivity in theoretical reading development models.

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27

Adams, Frederick Allan. "A case study of the Elim Farm Project of the Filipino Free Methodist Church". Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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28

Witt, Jennifer M. "Development and pilot testing of a nutrition education program for adult African American church members". Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07212009-040333/.

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29

Hawkley, Melissa Noel. "Roles and Relationships in Learning and Teaching: A Case Study of the Development and Worldwide Implementation of a New Religious Curriculum". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4204.

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This in-depth case study examines perceptions of teacher and learner roles and relationships that were the basis for common understanding in the creation and implementation of the new youth curriculum, Come, Follow Me: Learning Resources for Youth, for The Church of Jesus Christ of Latter-day Saints. The assumptions and beliefs of teachers and learners directly influence each other in their perception of their roles and thus, directly influence the type of teaching and learning they engage in. The curriculum was intentionally designed to help members of the Church teach and learn for conversion. Teachers who understand both their role and that of the learners, can invite this type of learning through their teaching. Reciprocity of roles, living what you teach, and principle-based teaching, all contribute to correct perceptions of roles and relationships. Teacher councils—where participants counsel together, look for the good in each other's teaching, practice, and then reflect— help facilitate a climate where teachers risk and try new things, break out of old paradigms of misperceptions of roles and relationships, and move toward an effective teacher role.

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30

Terry, George Amos. "A study in developing and implementing an effective strategy for reaching the Lampungese of South Sumatra, Indonesia with the gospel of Jesus Christ". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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31

Evans, John Robert. "Elite rugby union coaches' interpretation and use of Game Sense in Australia and New Zealand : an examination of coaches' habitus, learning and development". Phd thesis, Faculty of Education and Social Work. School of Policy and Practice, 2010. http://hdl.handle.net/2123/9412.

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32

Brandon, Sean Thomas. "Workers as thinkers in new times : critical literacy development in the restructured workplace : a case study". Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36564/1/36564_Brandon_1998.pdf.

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This case study set out to investigate the extent to which and ways in which critical literacy is taught within a workplace language and literacy course at a worksite subject to restructuring. In addressing this research aim the researcher set out to establish why particular teaching strategies were used, how effective these strategies were, how course participants experienced critical literacy education provision and how and why particular discourse influences framed critical literacy as it was taught and enacted during the course. The researcher employed a qualitative case study approach to research design which drew on multiple data gathering and analysis techniques. Central to this approach were a series of theoretical propositions which acted as a guide for data selection and analysis. These propositions emerged out of theory in the fields of workplace literacy education, educational psychology, educational philosophy and corporate management. Research revealed that course development and implementation was largely concordant with study propositions. The pedagogical approach employed was predominantly collaborative and afforded participating workers varying degrees of control over learning strategies and outcomes, both tacit and overt acknowledgment of existing critical literacy capabilities of course participants underpinned class activities, existing work practices and issues were problematised, and a relatively safe and supportive classroom environment gradually developed, in which sensitivity to the cultural contexts of workers' lives was displayed. Hence, research offered a valuable opportunity to ponder the nature and efficacy of a pre-eminently workercentered approach to critical literacy development in a restructured work environment. Evidence presented in this report, suggests that workers undertaking the course gained in self-confidence and demonstrated a greater willingness to engage in decision making and problem solving processes. Moreover, findings implied a link between workers securing control over learning strategies and outcomes and an observable increase in the magnitude and sophistication of critical literacy capabilities as displayed in critical dialogue. It was also found, that problematising issues and events acted as the catalyst for critical dialogue, and that displays of critical dialogue could be attributed, in part, to the teacher's ability to develop a supportive classroom environment. However, whilst course participants demonstrated competency in their capacity for critical dialogue, this was not demonstrated to the same extent in the written medium. A further significant finding was that the concept of critical literacy was developed and enacted overwhelmingly within the Discourses of New Times (an umbrella term describing a myriad of, more or less, characteristic discourse formations and practices allegedly shaping Australian industrial and training reform). Notably, research revealed no aspect of critical literacy development designed to foster metalevel critique of New Times work management reform.

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33

Langena, Desta. "A missiological study of the Ambaricho International Prayer and Missions Movement". Theological Research Exchange Network (TREN), 2009. http://www.tren.com/search.cfm?p002-0849.

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34

Waites, Carol Katherine Education Faculty of Arts &amp Social Sciences UNSW. "The professional life-cycles and professional development of adult teachers of English to speakers of other languages (TESOL)". Awarded by:University of New South Wales. School of Education, 1999. http://handle.unsw.edu.au/1959.4/17832.

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THE PROFESSIONAL LIFE-CYCLES AND PROFESSIONAL DEVELOPMENT OF ADULT TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) This thesis focuses on the findings of a research study conducted in Geneva and Sydney to examine the career cycles of TESOLs. It explores many of the issues investigated in Huberman???s study of 160 secondary school teachers in Geneva (1989, 1993). Seventy-three in-depth interviews were conducted with teachers and trainers / administrators in adult TESOL, and professional development issues were examined in greater detail than in the Huberman study. The central purpose of the study was to test the universality of the Huberman model of career phases. TESOLs were found to have far more variations during their career cycles than school teachers, who were in a more stable and predictable situation. The study focused on particular moments in the career cycle, exploring TESOLs??? levels of satisfaction. TESOLs in the present study were found to have similar intrinsic satisfactions and concerns about working conditions as the findings of other TESOL studies. Although the occupation was reportedly becoming increasingly more professional, its unpredictable nature made it stimulating and rewarding. In spite of the instability of the TESOL career, TESOLs appeared to have more positive career experiences overall than many school teachers with more stable career paths. The study also examined professional development issues by comparing the perceptions of TESOLs and their trainers / administrators. They had many divergent opinions as to the professional development requirements of TESOLs. While there was no conclusive evidence that professional development could be linked to stages, TESOLs in a phase of diversification were found to have different professional development requirements from other phases. Personal, professional and environmental factors also affect the professional development requirements of TESOLs at any stage. In summary, it appears that the traditional career phase model is inappropriate when applied to TESOLs, and perhaps for other similarly unstable careers. With the recent changes in people???s professional lives, requiring increasing mobility and adaptability in the changing job market, other career path models to guide counselling, professional development and other staff management programs will need to be explored.

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35

Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /". Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.

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36

Hanrahan, Mary U. "Conceptual change and changes of heart: A reflexive study of research in science literacy in the classroom". Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36603/1/36603_Digitised%20Thesis.pdf.

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In this thesis, I present my themes at two levels. On one level I am concerned with learning in secondary school science, which the science education literature has shown to be problematic in some areas, while at the second level, I am concerned with my own learning, which leads me to search for a methodology consistent with my developing theory about learning and change. I have constructed a partial explanation for unsatisfactory learning in science, using a cross-disciplinary body of literature (including that relating to critical literacy teaching, second language learning, social and cognitive psychology, and sociolinguistics). Taken as a whole, the literature seemed to suggest that deep learning and change depend to some extent on the nature of interpersonal relationships in the classroom, and (tacit) cultural rather than rational factors, and that these needed more research in the science education context. As a result my research became focused on teacher-student interpersonal relationships and the language mediating these. After early studies exploring several science education contexts, I finally collaborated with a teacher of a Year 8 science class in trialing an intervention using affirmational dialogue journal writing. This resulted in a more democratic and generally improved psychosocial learning environment, as well as some new insights into the nature of the communication problems associated with typical science classroom discourse. Articles written at different stages of this overall research program were accepted for publication by major science education journals on three continents. At the same time, my desire to use a methodology consistent with my own developing theories about the nature of learning and change led me firstly to using different methodologies in successive case studies (multivariate analysis of survey data, ethnography, and action research). As I became increasing aware of social factors involved in the construction of knowledge, I wrote two articles dealing with emerging methodological issues and these were accepted for publication in international publications. However, I later went on to become more aware of broader ecosocial system factors (cf. Lemke, 1995), and then ecobiological factors (Maturana & Varela, 1992), and this led to my becoming increasingly reflexive about the underlying process implicit in my repeated epistemological and methodological revolutions. I found that non-rational aspects were implicated, and decided that this somewhat intuitive underlying practice needed to be presented explicitly as my metamethodology, not only because ofits apparent productiveness, but because it exemplified and extended the theories about learning that I had developed with my research in science classrooms. This new methodology, which I call "ecobiosocial system analysis", is a synthesis of sociocultural, psychological, and physiological principles in an ecosocial system that includes tacit biological aspects of understanding. Moreover this shifting understanding had serious implications for how I (re)presented my research in the thesis document, which I had originally assumed had to be an objective scientific account. As my epistemological beliefs changed, this became a decision to present first a narrative inquiry (Clandinin & Connelly, 1990), and then a critical action research account (Kemmis, 1994). Finally, however, I realised that such unified narratives misrepresented research practice as I had experienced it and, ifI were to be consistent with my own theories, a new method of presenting my research needed to be found. This series of changes could be seen as an evolution, in which case it would make sense to disregard the earlier thinking and present the research only in relation to the final theoretical paradigm. My preferred perspective is to see my research as moving between paradigms, none of which has ultimate superiority. Hence, I insist on presenting the whole (somewhat messy and multi-paradigmatic) process, by juxtaposing the differently voiced articles and my final meta-account. In fact the knowledge resulting from earlier studies had already been validated by the research communities to which it belonged (by fact of publication), while the final stage of knowledge has yet to gain such validation by researcher peers. As a consequence of my conviction that my learning should be seen as a particular case created by a particular ecobiosocial system, I present a central autobiographical chapter. This focuses on sociocultural and psychological childhood and adult experiences, which I suggest have influenced my epistemological beliefs and research practice at a deeper level than the literature I read during my PhD. Even though the resulting metamethodology is shown to be an implicit one to some extent, often operating at tacit levels, I nevertheless present both design and methods chapters. The design chapter proposes a justification of the (meta)methodology in terms of current theories from a range of fields (cognitive science, organisational change theories, critical theory, and socio-biological ecological system theories). The methods chapter then analyses my somewhat intuitive research process in retrospect, based on samples of my personal journal writing, on-line communications, and other associated activities. In summary, the thesis explores the nature of deep learning and change in two rather different contexts, and proposes that such processes involve a complex of interrelated cognitive, social and biological aspects. This proposition not only has implications for teaching and learning science but led me to a new methodology, ecobiosocial system analysis. It also led me to challenge the traditional thesis structure which represents learning as an entirely rational process and knowledge as unitary. Moreover, given that I challenge the belief that either thought or practice can be significantly changed by a purely logical account, I do not draw explicit conclusions but rather trust to what I have been able to communicate in a more organic way throughout the thesis document.

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37

Lee, Chang-pei, e 李長沛. "On the Study and Development of New Teaching Model with Visual Concept Map Approach". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/05110549447187278048.

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碩士
國立中正大學
資訊工程所
96
In this thesis, a novel system, Visual Concept e-Board (vConcepteBoard) is proposed. It is a system to construct knowledge relations in a student’s mind map, to improve learning efficiency based on the Concept Map and the Cognitive Theory of Multimedia Learning. It also supports different multimedia materials in multi-display environment and Interactive Electronic Whiteboard. The main purposes of this paper summarized as follows: Builds the connections between related teaching materials. The system supports some popular authoring tools such as Microsoft PowerPoint, Word, Excel, and several multimedia objects like images, films, real-time videos from digital camcorder and so on. Constructs a framework called Activity Map for teaching and presentation management. The system provides for instructors to edit teaching flow according to different teaching strategies. Activity Map is powerful in activities transition control and presentation management. Activity Map constructs a visual concept map to show the prerequisite of teaching materials. Provides a managed mechanism of materials for presentation. The system supports different multimedia materials in multi-display environment. It’s convenient for instructors to control materials to present in particular monitor. Presentation management combines with the Activity Map make teaching activity transition easier.

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38

Jones, Robert David. "A biblical-theological study of the new testament church as God's designed agent and setting for the ministry of mutual christian care". Thesis, 2015. http://hdl.handle.net/10500/19053.

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The New Testament writings provide abundant information about the mutual care ministries of church members toward one another. These ministries cover the New Testament landscape, with various examples and commands in both the narratives in Acts and the prescriptive one-another passages in the epistles. Sadly, standard systematic theology manuals give little treatment to this major New Testament theme. Many say little about any form of church ministry, fewer address ministries to members, and fewer still address member-to-member ministries, mentioning only the work of elders and deacons. Chapter one overviews the New Testament evidence and summarizes the deficiencies among systematic theologians. It provides justification for my thesis, namely, that the New Testament presents the church as God’s designed agent and setting for the ministry of mutual Christian care Chapter two explores four ways the New Testament uses the term church: household church, citywide church, regional church, and universal church. We focus on the first two, with the stress on local churches meeting in homes as the normal setting for shared life and mutual ministry. Moreover, the pictures of the church as Christ’s body, God’s family, and God’s new priesthood encouraged members to serve their Christian brothers and sisters. Chapter three demonstrates that the ultimate foundation of all New Testament one-another ministry is found in the salvation work of the triune God. God, Christ, and his Spirit provide models and motives for church members, as recipients of his redemptive grace, to minister to each other. God’s love in Christ, Christ’s self-sacrificial death on the cross, and the Spirit’s relational graces (e.g., the “fruit” of the Spirit) and ministry gifts guide and empower church members to care for each other. Chapter four examines seventeen varied ways that the New Testament describes and prescribes these practical ministries of mutual care, organizing them under three headings—attitudes, actions, and words. These seventeen ministry categories show the wide range of ways in which the New Testament called church members to care for the physical and spiritual needs of fellow members. Chapter five provides a brief conclusion with five summary lessons and some suggestions for further study.
Philosophy, Practical and Systematic Theology
D.Th. (Systematic Theology)

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39

Tang, Ya-Ju, e 湯雅如. "A Study of Reflective Teaching and Professional Development Relationship: Evidence from the Elementary Schools in New Taipei City". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/92322877598814768574.

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碩士
國立臺北教育大學
教育經營與管理學系
100
The purpose of this study was to explore current status of teaching reflection and professional development of elementary school teachers in New Taipei City. The predictive power of the background variables and teaching reflection variables for professional developments was also examined. Targeting the elementary teachers in the New Taipei City, an “Elementary School Teacher Reflection and Professional Development Questionnaire” was used as the survey instrument. A total of 595 questionnaires were issued and 567 were returned, including 552 effective questionnaires, yielding a respone rate of 95.3% and an availability rate of 92.7%. The results of the survey were analyzed by descriptive statistics, t-test, Chi-square test, one-way ANOVA and stepwise multiple regression. The analysis of the survey data revealed that in New Taipei city: 1. The level of teaching reflection among the majority of elementary school teachers was "Critical reflection", and the main type of teaching reflection was "reflection for action". 2. The elementary school teachers rated their professional development as "good". 3. "Gender"was the key factor influenced the level of teaching reflection among elementary teachers. No significant impact was found by the factors of age, education level , year of teaching experience, school size, job positions and related training. 4. "Gender" and "education level" were the central factors influenced the type of teaching reflection among elementary teachers. No significant impact was found by the factors of age, years of teaching experience, school size, job positions and related training. 5. The professional development of the elementary teachers were differentiated by the type and level of their teaching reflection 6. Teaching reflection variables and background variables together have good predictive power for teachers’ professional development. Based on this study, some suggestions were made to the educational administrative authorities, elementary school teachers, and researchers for further studies.

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40

Magagula, Vusumuzi Jan. "A practical theological study of the efficacy of the Roman Catholic Church, Witbank Diocese’s teaching regarding the healing ministry : towards the development of an integrated and intercultural healing ministry". Diss., 2019. http://hdl.handle.net/10500/26390.

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Abstract (sommario):

Sickness is a problem that has not escaped any society and thus is on the agenda of every culture. Since time immemorial cultures have searched for answers to the questions raised by the phenomenon of sickness but none have provided solutions, as it has become clear that sickness is part of our human existence. Many people have resorted to religion in search consolation in times of affliction and the Roman Catholic Church is not immune to this expectation, as we see many leaving the church in search of healing in the African Traditional Religions and other Christian churches because they feel that the church is inadequately dealing with the problem. In this study the author undertakes a research journey within the Diocese of Witbank of the RCC to investigate as to why the church’s healing ministry is not effective. Through engagement with participants in the research field and relevant literature the author discovered that the RCC is seen to be suspicious of the African worldview and consequently does not take its members’ fears and frustrations around the phenomenon of sickness serious as it judges them to be superstitious. This suggests that there is nothing that Western Christianity can learn from African cultures maintaining its superior attitude and further alienating indigenous communities. The author suggests that in order for the RCC to responds with relevance to this problem it needs to reconcile the Christian worldview, which is western, with the African worldview. He puts high on the agenda of Christian theology the urgent call to African theologians to develop an African theology that will give birth to a genuine African Christianity. In conclusion as a solution the author proposes an integrated and intercultural healing ministry for the Diocese of Witbank. This model is aimed at appropriating African values, idioms and language in the RCC to create an atmosphere where the church is seen as a welcome guest who comes bearing gifts but at the same time expects to be taken care of by its host.
Philosophy, Practical and Systematic Theology
M. Th. (Pastoral Therapy)

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41

Weyers, Mario. "The nature of the church in some post-christendom models and according to some authors in the New Testament : a comparative study with missiological implications". Thesis, 2012. http://hdl.handle.net/10500/5968.

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In this thesis the researcher has investigated which of the two concepts: believing before belonging or belonging before believing, is a more accountable perspective in regards to ministry in post-Christendom society. With the final stages of the modern period the power of hegemonic ideologies is coming to an end as people identify less with grand ideologies and more with subcultures related to technology and social and economic networks of different kinds. The post-Christendom phase has begun and is radically challenging Christendom notions of ministry. We have to assume that among post-Christians the familiarity with Christian concepts will fade as the decline of Christendom has meant that Christianity has been losing its status as a lingua franca, only to be understood in the long run, by those who are professing Christians. It is therefore important that the church will anticipate longer journeys towards faith and not move on to disciple new converts too quickly. Post- Christendom evangelization will consequently take longer, start further back and move more slowly. In the context of post-Christendom, knowledge of Christianity is rather limited and people need to come to an understanding of what Christianity entails. For those seekers, exploratory participation at first is safer than making a definite commitment. Postmodern society is also suspicious of institutions and eager to find whether Christian beliefs also work in practice and not only in theory. Therefore is belonging before believing very much necessary for seekers to test whether Christians live out in their communities what they claim to be true?
Christian Spirituality, Church History and Missiology
D. Th. (Missiology)

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42

Weyers, Mario 1973. "The nature of the church in some post-christendom models and according to some authors in the New Testament : a comparative study with missiological implications". Thesis, 2012. http://hdl.handle.net/10500/5968.

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Abstract (sommario):

In this thesis the researcher has investigated which of the two concepts: believing before belonging or belonging before believing, is a more accountable perspective in regards to ministry in post-Christendom society. With the final stages of the modern period the power of hegemonic ideologies is coming to an end as people identify less with grand ideologies and more with subcultures related to technology and social and economic networks of different kinds. The post-Christendom phase has begun and is radically challenging Christendom notions of ministry. We have to assume that among post-Christians the familiarity with Christian concepts will fade as the decline of Christendom has meant that Christianity has been losing its status as a lingua franca, only to be understood in the long run, by those who are professing Christians. It is therefore important that the church will anticipate longer journeys towards faith and not move on to disciple new converts too quickly. Post- Christendom evangelization will consequently take longer, start further back and move more slowly. In the context of post-Christendom, knowledge of Christianity is rather limited and people need to come to an understanding of what Christianity entails. For those seekers, exploratory participation at first is safer than making a definite commitment. Postmodern society is also suspicious of institutions and eager to find whether Christian beliefs also work in practice and not only in theory. Therefore is belonging before believing very much necessary for seekers to test whether Christians live out in their communities what they claim to be true?
Christian Spirituality, Church History and Missiology
D. Th. (Missiology)

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43

Sako, Mosima Moses. "They came to him from every corner : a new testament model for rural church planting with reference to Jesus' ministry". Thesis, 2005. http://hdl.handle.net/10500/1804.

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The study explores the hypothesis that the New Testament contains a model of church planting that could assist in rural church planting. After reflecting on the ministry of Jesus as portrayed by Mark, the study continues to unpack the Base Christian Community model that emanates from the Brazilian context, before it proceeds to outline the socio-economic background of first-century Palestine. In the main chapter the text, namely Mark 1:35-45, is reflected on against the socio-economic background and through the grid of the Ecclesial Base Community (CEB) model. Having done the above the study concludes that people gravitate towards an individual (as seen in the case of Jesus) who promises an alternative to their experienced reality. This begins a community, which, for the purposes of this study, is the church. Thus, the pattern of developments that led to the emergence of the church after the Crucifixion provides us with a church-planting model.
New Testament
Thesis (M.Th.)

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44

Ajambo, Nyegenye Rebecca Margaret. "A study of discipleship in Mark 10:35-52 : a model for leadership development of clergy in the church of Uganda (Anglican)". Thesis, 2012. http://hdl.handle.net/10413/8277.

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The study is about discipleship in Mark 10:35-52: a model for leadership development of clergy in the Church of Uganda (Anglican). In this thesis I engage with three contextual models that have impacted on the leadership development of clergy in the Church of Uganda (Anglican) namely: the Ganda model of kingship, the Church Missionary Society (CMS) model and the East African Revival (EAR). Kingship models reflect oppressive codes of patronage and authoritarianism which have influenced all sectors of the church leading to constant struggle for power. The East African Revival emerged as a resistance model against the two “banking models” of Christianity. The movement managed to decode the banking models through their values of simplicity manifested through hospitality, fellowship and Bible study. They overcame the racism and ethnic hostility that had been cultivated by the CMS missionaries and the Ganda. These three models are then brought into dialogue with the Jesus model of servant leadership to develop a model which is both Biblical and contextual. Social historical criticism coupled with the Freirian pedagogical approach is used to analyse and critique both the contextual models and the text of Mark 10:35-52. Oppressive codes such as hierarchy, honour and status, kyriarchy, and patronage have been identified in both the text and contextual models of leadership. These oppressive codes have been decoded using Jesus’ model of servanthood in which he embodied the oppressive codes as the New Human Being, resulting in equality for all irrespective of ones’ social status or gender. Jesus embodied the servant role which was meant for the slaves and the poor by laying down his life as a ransom for many. Jesus’ shameful death was a way of decoding the power of the cross where the slaves, insurrectionists, and servants were crucified. Since then the cross became a symbol of liberation where the slaves, insurrectionists and servants could find victory and justification. The cross brought equality between the oppressed and the oppressors. Women found favour before Jesus in the face of a kyriarchal culture where only a male figure counted. The poor, sick and blind and those considered outcasts in society found victory and liberation in Jesus. Appropriation of Jesus’ discipleship model of servanthood creates a place of dialogue, where the situation in the Church of Uganda (Anglican) can enter into an extended conversation with Jesus’ discipleship model. This thesis suggests that the contextual models of leadership development in the Church of Uganda (Anglican) in dialogue with the Jesus model of leadership can result in a contextual model of an egalitarian church where everybody, irrespective of gender, status and tribe, could enjoy the privilege of being a member of the family of God.
Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

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45

Wilhelm, Hans-Martin. "Walking far together: Theological education and development in African pastoral formation". Thesis, 2003. http://hdl.handle.net/10500/1207.

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1 online resource (388 leaves)
This study examines the intersubjectivity of issues related to pastoral formation. It argues that a local theology of pastoral formation in the African context is most transformative when theological education and development are woven together in a synergistic approach. Such a model of local theology can result from a well thought out synergy between educational theories, developmental theories and theology. It is further argued that equipped pastoral leaders and healthy churches are at the heart of the process for holistic transformation. As such, this study proposes a philosophy and praxis that relevantly addresses the intersubjective context of leadership formation in the African context. It intends to challenge the church in Africa to redefine its task and itself in the face of the social problems posed on all levels of African life.
Christian Spirituality, Church History & Missiology
D. Th. (Missiology)

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46

Akinyemi, Olutosin Solomon. "Pre-service teachers' development of topic specific PCK in kinematics and transferability of PCK competence to a new physics topic". Thesis, 2016. http://hdl.handle.net/10539/21025.

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A research report submitted to the Faculty of Science, School of Education, University of the Witwatersrand, Johannesburg, South Africa, in partial fulfilment of the award of Master of Science (MSc.) in Science Education May, 2016
There have been indications of inadequate content knowledge of South African physical science teachers and poor pedagogical content knowledge in making the concepts accessible to students. With this, the pre-service teachers are considered a part of the science education foremost links to schools and young science learners. Empirically, it has been reported that this unique teacher knowledge could be developed particularly in pre-service teachers in a planning context and that the new technique of developing pre-service teachers’ PCK within a topic helps in their good mastery of teaching concepts and thus making them specialists in topics. The Topic Specific PCK (TSPCK) construct focuses on the transformation of the understanding of content of a particular topic. This study investigated the extent to which focus on kinematics improves pre-service teachers’ PCK in the topic and possible transferability of the learnt pedagogical competence to a new physics topic – electric circuits. Guiding this study were two research questions: What is the impact of the intervention on the quality of pre-service teachers’ Topic Specific PCK in Kinematics? To what extent is the preservice teachers’ learnt pedagogical transformation competence transferrable to their planning of a new topic in physics topic – Electric circuits? This study used mixed methods to investigate TSPCK in pre-service teachers. It was located in the methodology class of Twenty-three (23) 4th year physical science majors. The study included an intervention where the theoretical framework for TSPCK was used to introduce the construct in Kinematics. The intervention explains each of the five components of Topic Specific PCK using the knowledge concepts of Kinematics. Data were collected using three instruments: an instrument measuring content knowledge in kinematics; an instrument measuring the quality of Topic Specific PCK in kinematics administered as a set of pre/post intervention tests; and an instrument measuring transferability of learnt competence in planning for teaching a new topic electricity. The pre-service teachers’ written responses to the TSPCK kinematics tool were analyzed qualitatively and quantitatively. Both methods of analysis revealed that the pre-service teachers improved in their quality of TSPCK in kinematics following the intervention. It was also found out that the pre-service teachers’ improvement in the quality of TSPCK in kinematics was as result of rigorous engagement with the TSPCK components at varying degrees. Similarly, on the topic of transfer, electricity which was not discussed during the intervention, TSPCK tool in electric circuits was administered to the pre-service teachers and few records of their actual classroom teaching were analyzed. This was done to examine possible transferability of learnt pedagogical transformation competence to the new physics topic of electricity. The findings revealed that the pre-service teachers had ‘developing level’ of TSPCK in the topic of transfer similar to the finding in the topic of kinematics. The study demonstrated that focus on a single topic in a methodology course will enable transfer to another topic provided the teachers have the pre-requisite content knowledge. The findings of this study would contribute to the training of the Physical science student teachers and specifically improve their planning of other physics topics to enhance effective teaching and learning process.

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47

"The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science)". CAPELLA UNIVERSITY, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=3310716.

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48

Chang, Sheng-Chieh, e 張盛傑. "A Study of the Relationship between the Participation of Teacher Evaluation for Professional Development and Teaching Reflection of Teachers in New Taipei City Elementary Schools". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/24419669245533594302.

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碩士
臺北市立大學
教育行政與評鑑研究所碩士在職專班
104
This study aims to explore the relationship between the participation of teacher evaluation for professional development and teaching reflection of teachers in New Taipei City elementary schools. This study is conducted using the questionnaire method. Taking ”Questionnaire of the Relationship between the Participation of Teacher Evaluation for Professional Development and Teaching Reflection of Teachers in New Taipei City elementary schools” as the research tool. By the questionnaire, this research involve 535 questionnaires are distributed, and 358 valid responses remains elementary school teachers in New Taipei City.This responses are analyzed on SPSS for 20.0 using descriptive statistics, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. According to the research findings, the conclusions are as follows： 1.The content situation of teacher evaluation for professional development of elementary schools in New Taipei City is the upper middle performance. 2.For situation of teacher evaluation for professional development of elementary schools in New Taipei City in every aspect, significant differences were found in terms of “years of teaching”, “position”, and “school size”. 3.The content situation of teaching reflection of elementary schools in New Taipei City has a high performance. 4.For situation of teaching reflection of elementary schools in New Taipei City has significant difference in “years of teaching”. 5.There is a positive relationship between teacher evaluation for professional development and teaching reflection. 6.The teacher evaluation for professional development can predict teaching reflection. Finally, according to the conclusions of this study mentioned above, the suggestions are proposed to educational authorities, elementary schools, teachers of elementary schools, and further studies.

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49

Lin, Chia-Hui, e 林佳慧. "A Study on Preschool Educators’ Perceptions of the Relationship between Satisfaction for Professional Development Guidance and Teaching Effectiveness in Keelung﹐Taipei and New Taipei City". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/893x2f.

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碩士
國立臺灣海洋大學
教育研究所
107
Professional development guidance is provided to improve the quality of preschool courses and teaching. Preschool educators’ teaching effectiveness is the key to preschoolers’ learning effectiveness. Therefore, this study explored public preschool educators’ satisfaction with professional development guidance, their teaching effectiveness, and the relationship between professional development guidance and teaching effectiveness. To achieve this objective, this study adopted a questionnaire survey method and sampled educators in public preschools located in the Taipei–Keelung metropolitan area as the participants. The sampling process was divided into two stages. First, 47 preschools were sampled proportionally according to the region. Second, the researchers distribute questionnaire copies to all educators in the 47 sampled preschools. A total of 419 questionnaire copies were distributed and 411 were returned, yielding a return rate of 98%. Among the responses, 392 were valid, yielding a valid return rate of 93%. The data collected through the questionnaire survey were used for a descriptive statistics, t test, analysis of variance, product-moment correlation analysis, and multiple stepwise regression analysis. The results of this study are as follows: (1) The preschool educators in the Taipei–Keelung metropolitan area had moderate-to-high satisfaction with professional development guidance in general and the satisfaction with the guidance personnel dimension was the highest. (2) The preschool educators’ teaching effectiveness reached a moderate-to-high level in general and the mean was highest in the teaching interaction dimension. (3) Varying durations of guidance time affected the preschool educators’ satisfaction with professional development guidance. (4) Different seniority levels in teaching, current positions, and durations of guidance time affected the preschool educators’ teaching effectiveness. (5) The preschool educators’ satisfaction with professional development guidance had low positive correlation with their teaching effectiveness. Guidance effectiveness could best predict teaching effectiveness, and it’s explanatory power reaching to 15.8%. Based on the aforementioned results, this study proposed suggestions for schools, preschool educators, education administration authorities, and future studies.

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50

Weng, Jingjing. "Magic moments : a second language teacher's zone of professional development". Thesis, 2010. http://handle.uws.edu.au:8081/1959.7/489413.

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Abstract (sommario):

This research reports on the experiences of a Volunteer Teacher-researcher (VTR) from Ningbo China, who taught Mandarin in a voluntary capacity in three NSW public schools. The study focuses on her development as a teacher-researcher. The purpose of this investigation is to analyse the process of her constructing, observing and understanding her own multiple Zones of Proximal Development (ZPDs). As a self-study, the research involved recording, analysing and discussing the creation of and journey through multiple ZPDs for a novice L2 teacher. It investigated the use a beginning L2 teacher makes of the guidance and assistance provided by more capable others in constructing ZPDs. In addition, it highlights the value of research for a teacher solving idiosyncratic novel problems. The theoretical concept of the ZPD was first used by Lev Vygotsky, who saw it as a means of describing the process of learning rather than the product of learning (Vygotsky, 1978). Vygotsky died before he could complete formulation of his theory, and more recent interpretations of his concept diverge in varying degrees from his conception (Daniels, 2001; Kell, 2005; Lantolf, 2000; Wertsch, 1985). Essentially, most research has been on learning in the early years, with the novice assumed to be a student and the expert assumed to be the teacher. There are few, if any, research studies on the notion of the ZPD in the development processes of beginning teachers. Using the ZPD as a conceptual tool to analyse evidence of professional learning, this research examines the value of mediational tools in the context of a beginning L2 teacher and the events that lead to learning. The guiding question was: How are physical and psychological tools internalised and mediated by the VTR (Volunteer Teacher-researcher) in resolving multiple idiosyncratic novel problems in the process of learning while also teaching and researching. Data sources included a reflective journal and observation feedback. This self-study of the ZPD identifies a range of interactions and reflective writing as key mediational tools to professional learning. In doing so it, questions the identities of experts and novices, expanding current understandings of Vygotsky‘s original theoretical concept. This study concludes that it is possible for the adult learner, as a beginning teacher-researcher, to construct her own ZPD, arguing that active participation from a mentor, and reflective writing as mediational tools for internalisation, are necessary for an adult learner to construct his/her own ZPD.

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