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Artykuły w czasopismach na temat "Lutheran schools"
Sandsmark, Signe. "Response to Andrew Wright". Journal of Education and Christian Belief 2, nr 2 (wrzesień 1998): 109–14. http://dx.doi.org/10.1177/205699719800200205.
Pełny tekst źródłaSantos, Ademir Valdir dos. "Education and faith: Luther ideas, German immigration to Brazil and the community-organized schools (19th-20th centuries)". Perspectiva 37, nr 4 (19.12.2019): 1040–58. http://dx.doi.org/10.5007/2175-795x.2019.e53832.
Pełny tekst źródłaBacon, Joan Kent, i Kelsey Elizabeth Erickson. "Special Education in Lutheran Schools". Journal of Religion, Disability & Health 14, nr 4 (29.10.2010): 355–67. http://dx.doi.org/10.1080/15228967.2010.517430.
Pełny tekst źródłaŽak, Lubomir. "Martin Luther, Sergei Nikolaevich Bulgakov and Pavel Alexandrovich Florensky: an unexpected convergence regarding the concept of the “new theology”". Caminhos de Diálogo 10, nr 17 (17.11.2022): 273–89. http://dx.doi.org/10.7213/cd.a10n17p273-289.
Pełny tekst źródłaKuhn, Malcus Cassiano, i Arno Bayer. "A Matemática no Pequeno Luterano na década de 1940". Jornal Internacional de Estudos em Educação Matemática 13, nr 2 (3.10.2020): 172–82. http://dx.doi.org/10.17921/2176-5634.2020v13n2p172-182.
Pełny tekst źródłaRosnes, Ellen Vea. "Negotiating Norwegian Mission Education in Zululand and Natal during World War II". Mission Studies 38, nr 1 (20.05.2021): 31–58. http://dx.doi.org/10.1163/15733831-12341773.
Pełny tekst źródłaNogueira, Sandra Vidal. "A tradiçao luterana e comunitária nas escolas da IECLB: Aproximações com os ideais de democratização da educação". REFLEXUS - Revista Semestral de Teologia e Ciências das Religiões 10, nr 15 (18.07.2016): 35. http://dx.doi.org/10.20890/reflexus.v10i15.356.
Pełny tekst źródłaKuhn, Malcus Cassiano, i Arno Bayer. "O DESENVOLVIMENTO DO PENSAMENTO PROPORCIONAL NAS ESCOLAS PAROQUIAIS LUTERANAS DO RIO GRANDE DO SUL NA PRIMEIRA METADE DO SÉCULO XX". Cadernos de Pesquisa 23, nr 2 (1.09.2016): 89. http://dx.doi.org/10.18764/2178-2229.v23n2p89-106.
Pełny tekst źródłaStrauss, Gerald. "The Social Function of Schools in the Lutheran Reformation in Germany". History of Education Quarterly 28, nr 2 (1988): 191. http://dx.doi.org/10.2307/368489.
Pełny tekst źródłaMeriläinen, Juha. "‘Holy and Important Duty’ – The Finnish Evangelical Lutheran Church in America as a Preserver of the Finnish Language and Culture from the 1890s to 1920s". Journal of Migration History 5, nr 1 (25.04.2019): 160–87. http://dx.doi.org/10.1163/23519924-00501007.
Pełny tekst źródłaRozprawy doktorskie na temat "Lutheran schools"
Taylor, Kurt. "Christ's commission and Lutheran schools". Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p028-0265.
Pełny tekst źródłaBartsch, Malcolm Ian, i 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.
Pełny tekst źródłaJericho, Adrienne John, i 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.
Pełny tekst źródłaJericho, Adrienne John. "Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365186.
Pełny tekst źródłaThesis (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.
Pełny tekst źródłaAlbinger, Kenneth Charles, i 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.
Pełny tekst źródłaAlbinger, 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.
Pełny tekst źródłaThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
Full Text
Ruwoldt, Merryn Jane, i 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.
Pełny tekst źródłaMarks, 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.
Pełny tekst źródłaUlrich, 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.
Pełny tekst źródłaEsta 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.
Książki na temat "Lutheran schools"
Schmidt, Wayne E. The Lutheran parochial school: Dates, documents, events, people. [St. Louis, Mo.]: Concordia Seminary Publications, 2001.
Znajdź pełny tekst źródłaStumme, John R., Project director, Evangelical Lutheran Church in America. Division for Church in Society, Evangelical Lutheran Church in America. Division for Higher Education and Schools, Evangelical Lutheran Church in America. Division for Ministry i Evangelical Lutheran Church in America. Division for Congregational Ministries, red. Our calling in education: A Lutheran study. Chicago, Ill: Evangelical Lutheran Church in America, 2004.
Znajdź pełny tekst źródłaBoye, Vicki. Concordia curriculum guide: Health. Redaktor Concordia Publishing House. Saint Louis: Concordia Pub. House, 2007.
Znajdź pełny tekst źródłaBobb, Donna, Carolyn S. Bergt, Brenda Trunkhill i Rodney L. Rathmann. Concordia curriculum guide: Physical education. Redaktor Concordia Publishing House. St. Louis, MO: Concordia Pub. House, 2009.
Znajdź pełny tekst źródłaSchreiner, Martin. Im Spielraum der Freiheit: Evangelische Schulen als Lernorte christlicher Verantwortung. Göttingen: Vandenhoeck & Ruprecht, 1996.
Znajdź pełny tekst źródłaGo and make disciples: The goal of the Christian teacher. St. Louis: Concordia Pub. House, 1992.
Znajdź pełny tekst źródłaGertrude, Gobbel, red. The Bible: A child's playground. London: SCM, 1986.
Znajdź pełny tekst źródłaIsch, John. The generation to come: Teaching religion in the Lutheran elementary school. New Ulm, Minn: Dr. Martin Luther College, 1990.
Znajdź pełny tekst źródłaGrube, Edward. A home away from home: A manual for Lutheran extended school care programs. St. Louis: Concordia Pub. House, 1992.
Znajdź pełny tekst źródłaAugustana College (Sioux Falls, S.D.). Centennial Observance Committee. i Augustana College (Sioux Falls, S.D.). Center for Western Studies., red. A noble calling: Teacher education at Lutheran Normal School and Augustana College, 1889-1989. Sioux Falls, S.D: Center for Western Studies, Augustana College, 1990.
Znajdź pełny tekst źródłaCzęści książek na temat "Lutheran schools"
Diefenthaler, Jon. "Lutheran Schools". W Information, Computer and Application Engineering, 211–31. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-14.
Pełny tekst źródłaAndrone, Mihai. "The Reform(ation) of the Church, School, and Person". W Martin Luther, 55–100. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52418-0_4.
Pełny tekst źródłaRoos, Merethe. "An Introduction to Nordic Lutheran Identity, School and Education in Nineteenth-Century Norway". W International Impact on 19th Century Norwegian Education, 3–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_1.
Pełny tekst źródłaLundberg, Mattias. "Vos ad se pueri: Exegesis, Learning, and Piety in Lutheran School Songs 1521-c. 1650". W Epitome musical, 191–210. Turnhout, Belgium: Brepols Publishers, 2019. http://dx.doi.org/10.1484/m.em-eb.5.116365.
Pełny tekst źródłaChrist, Martin. "Bartholomäus Scultetus (1540–1614)". W Biographies of a Reformation, 92–114. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198868156.003.0005.
Pełny tekst źródłaPowers, Jillian R. "Parochial School Teachers Instructional Use of the Interactive Whiteboard". W Handbook of Research on Human Development in the Digital Age, 109–34. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2838-8.ch006.
Pełny tekst źródłaKerceva, Galina. "Миграционные процессы в истории формирования национально-конфессиональной структуры и городского пространства г. Владикавказа в 1861-1917 гг." W Eurasiatica. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-211-6/011.
Pełny tekst źródłaSaarinen, Risto, i Minna Hietamäki. "Finnish Luther Studies, Lutheran Dialogues, and Ecclesial Learning". W Receptive Ecumenism as Transformative Ecclesial Learning, 86–97. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192845108.003.0008.
Pełny tekst źródłaHolland, Barbara. "Emerging Trends in Digital Libraries". W Advances in Wireless Technologies and Telecommunication, 229–50. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4715-2.ch013.
Pełny tekst źródłaGrobien, Gifford A. "Union with Christ and Its Bearing on New Character". W Christian Character Formation, 84–117. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198746195.003.0005.
Pełny tekst źródłaStreszczenia konferencji na temat "Lutheran schools"
Busono, Tjahyani, Nanang Dalil Herman, Erna Krisnanto, Johar Maknun i Nitih Indra Komala Dewi. "Luther’s Model Implementation on Multimedia Development for Building Construction Subject in Vocational High School (SMK)". W Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.76.
Pełny tekst źródłaCeastina, Ala. "The outstanding architect Alexander Iosifovich Bernardazzi (1831–1907)". W Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.20.
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