Rozprawy doktorskie na temat „Lutheran schools”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Lutheran schools.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 37 najlepszych rozpraw doktorskich naukowych na temat „Lutheran schools”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
Taylor, Kurt. "Christ's commission and Lutheran schools". Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p028-0265.
Pełny tekst źródła
2
Bartsch, 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 źródłaStreszczenie:
Aim: This study aims to clarify the role of Lutheran confessional theology in informing and shaping policy and practice for Australian Lutheran school education. In doing this, it also seeks to provide another step in the on-going process of developing for Australian Lutheran schools a comprehensive theoretical framework that reflects insights from both Lutheran confessional theology and educational theory and research. Scope: The thesis begins with the presupposition that education is a value-laden process and that schools need shared beliefs and values to function effectively. In the current scenario of change in society in general and in education in particular, such a common vision is difficult to maintain. However, Australian Lutheran schools begin with theology as the starting point for their value base. This means that they can share a common vision drawn from God's revelation in Scripture. However, this theology needs to be expressed in such a way that it can be brought into dialogue with educational theory and research in order to develop insights relevant for determining the nature and purpose of Australian Lutheran schools. Since Lutheran theology sees itself as 'confessional' in nature, and since the Lutheran Church defines itself in relation to its confessional writings, the Book of Concord (1580) is taken as the theological basis for this thesis. While the Book of Concord could be seen as containing documents from a different era, nevertheless it is still the accepted theological basis of Lutheranism and any attempt to provide a theoretical framework for Australian Lutheran schools would need to be consistent with its theology. Before examining the theology of the Book of Concord, the study briefly traces the development of Lutheran schools in Australia and the aims and purposes for which they were established. The role of theology in motivating the establishment of those schools is also considered. The rapid expansion of Australian Lutheran schools during the past three decades is then investigated for the purpose of identifying current issues faced by these schools which need to be addressed through insights from Lutheran confessional theology. The study then turns to the Book of Concord in order to summarise major emphases of Lutheran confessional theology. This is done to identify critical Lutheran theological perspectives which need to be brought into dialogue with the educational challenges faced by Australian Lutheran schools in the current context of rapid social, cultural and educational changes. The central teaching of the Book of Concord, the doctrine of justification by grace through faith on account of Christ, is examined first. This is followed by theology of the cross, law and gospel, the perspective of the 'two kingdoms' and the individual as saint and sinner. Throughout this process, the dialectic nature of Lutheran confessional theology is emphasised. In bringing these major teachings of the Book of Concord into dialogue with the educational issues identified earlier in the thesis, a number of implications are developed for Australian Lutheran school education. In particular, the Australian Lutheran school is considered as a 'confessional community' and examined from the perspective of the 'two kingdoms'. Other educational issues are explored, including Lutheran anthropology of the individual, the place of the Bible in Lutheran schools, the role of the law in Lutheran schools and the implications of 'theology of the cross' for life in the church and the world. Conclusions: In attempting to clarify the role of Lutheran confessional theology for Australian Lutheran school education this study deduces that theology and education exist in a process of 'dialectic dialogue' with each other, 'listening to each other' but also retaining certain levels of dialectic tension as each side responds to the other. However, this study also emphasises the dialectic nature of Lutheran confessional theology which must be preserved in order to avoid the danger that only one side of the theological tension will be considered in the dialogue with education. Thus this study concludes that if Lutheran confessional theology is to play its vital role in developing a comprehensive theoretical framework for Australian Lutheran school education, then a 'double dialectic' needs to be maintained - the dialectic tension within Lutheran confessional theology in dialectic dialogue with educational theory and practice. In this way balance can be maintained in developing insights into the nature and purpose of Australian Lutheran school education based on Lutheran confessional theology.
3
Jericho, 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 źródłaStreszczenie:
This study was an investigation into participant perceptions of principal appraisal in Australian Lutheran schools where a national, systematic appraisal process for principals, entitled Principal Appraisal for Development (PAD), has been in place since 2000. The study group for the investigation consisted of fifteen principals, ten chairpersons of school councils and two district directors, all of whom had been involved in the process. The literature review indicated that whilst there was substantive scholarly writing on the purpose and methods of principal appraisal, there was a lack of recorded research on the experience and longer term outcomes of appraisal. Accordingly, the focus of the study was an examination of participant perceptions of the experience and impact of appraisal. The study's theoretical underpinning was symbolic interactionism and it adopted a qualitative approach to answer the central research question: What are principal and governing council chairperson perceptions of the efficacy of principal appraisal processes in Australian Lutheran schools? Data for the study were gathered through focus group and individual qualitative interviews. In addition, documents associated with the appraisal process were obtained for analysis. The data were then analysed using grounded theory methods, leading to the generation of three theoretical propositions. The first proposition was that the efficacy of principal appraisal depended on the completion of an explicit process that followed six clearly defined and understood steps; the second: that five perceptions of the efficacy of the appraisal process could be identified amongst participants; and the third: that the role played by key players in a spirit of trust in the process and in one another facilitated perceptions of efficacy in the appraisal process. Furthermore, the context in which the process took place, the actual purpose of the process and the nature of responses by participants emerged as key factors in each proposition. In particular, these factors determined whether the appraisal process advanced through the six defined stages required to ensure meaningful, long-term development for the principal, which of the perceptions of efficacy of the process for development was held by participants, and the extent to which trust in one another and in the process was evident. From these propositions eight statements that describe the experience of study participants were identified. These comprised: their belief that a development purpose must have priority in appraisal for perceptions of efficacy of the process; credible messages needed to emerge from the appraisal process for perceptions of its efficacy; appraisal needed to be perceived as a complex process of change involving meaning-making; principal as agent and initiator in the appraisal process facilitated perceptions of efficacy; a supportive and improvement-oriented environment for professional development was associated with perceptions of efficacy of the process; professional development of the principal needed to be perceived as a complex process; trust in the process and in one another was necessary for perceptions of appraisal's efficacy; and appraisal was recognised as having outcomes that may distract from development. These findings have specific implications for the policy and practice of principal appraisal in Lutheran schools, especially as PAD is reviewed. The findings also have application to other appraisal settings and generated key questions to assist in developing, implementing and evaluating principal appraisal systems. The study also indicated that those involved in the appraisal process need to think through how appraisal, development and accountability are related. These concepts are important and legitimate, and are to be both separated and recognised in any employment context. The study found that appraisal that resulted in development was a complex process of change involving shifts to meaning and behaviour. Such a process needed to be supported through an environment of trust with an improvement focus. The study has indicated that appraisal for development needs to be informed more fully by an understanding of the professional development literature. In summary, the study has contributed to an understanding of the place of appraisal in the learning and development of school principals.
4
Jericho, Adrienne John. "Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365186.
Pełny tekst źródłaStreszczenie:
This study was an investigation into participant perceptions of principal appraisal in Australian Lutheran schools where a national, systematic appraisal process for principals, entitled Principal Appraisal for Development (PAD), has been in place since 2000. The study group for the investigation consisted of fifteen principals, ten chairpersons of school councils and two district directors, all of whom had been involved in the process. The literature review indicated that whilst there was substantive scholarly writing on the purpose and methods of principal appraisal, there was a lack of recorded research on the experience and longer term outcomes of appraisal. Accordingly, the focus of the study was an examination of participant perceptions of the experience and impact of appraisal. The study's theoretical underpinning was symbolic interactionism and it adopted a qualitative approach to answer the central research question: What are principal and governing council chairperson perceptions of the efficacy of principal appraisal processes in Australian Lutheran schools? Data for the study were gathered through focus group and individual qualitative interviews. In addition, documents associated with the appraisal process were obtained for analysis. The data were then analysed using grounded theory methods, leading to the generation of three theoretical propositions. The first proposition was that the efficacy of principal appraisal depended on the completion of an explicit process that followed six clearly defined and understood steps; the second: that five perceptions of the efficacy of the appraisal process could be identified amongst participants; and the third: that the role played by key players in a spirit of trust in the process and in one another facilitated perceptions of efficacy in the appraisal process. Furthermore, the context in which the process took place, the actual purpose of the process and the nature of responses by participants emerged as key factors in each proposition. In particular, these factors determined whether the appraisal process advanced through the six defined stages required to ensure meaningful, long-term development for the principal, which of the perceptions of efficacy of the process for development was held by participants, and the extent to which trust in one another and in the process was evident. From these propositions eight statements that describe the experience of study participants were identified. These comprised: their belief that a development purpose must have priority in appraisal for perceptions of efficacy of the process; credible messages needed to emerge from the appraisal process for perceptions of its efficacy; appraisal needed to be perceived as a complex process of change involving meaning-making; principal as agent and initiator in the appraisal process facilitated perceptions of efficacy; a supportive and improvement-oriented environment for professional development was associated with perceptions of efficacy of the process; professional development of the principal needed to be perceived as a complex process; trust in the process and in one another was necessary for perceptions of appraisal's efficacy; and appraisal was recognised as having outcomes that may distract from development. These findings have specific implications for the policy and practice of principal appraisal in Lutheran schools, especially as PAD is reviewed. The findings also have application to other appraisal settings and generated key questions to assist in developing, implementing and evaluating principal appraisal systems. The study also indicated that those involved in the appraisal process need to think through how appraisal, development and accountability are related. These concepts are important and legitimate, and are to be both separated and recognised in any employment context. The study found that appraisal that resulted in development was a complex process of change involving shifts to meaning and behaviour. Such a process needed to be supported through an environment of trust with an improvement focus. The study has indicated that appraisal for development needs to be informed more fully by an understanding of the professional development literature. In summary, the study has contributed to an understanding of the place of appraisal in the learning and development of school principals.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
5
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 źródła
6
Albinger, 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 źródłaStreszczenie:
Recent studies of effective leadership for schools suggest relationships between the work of principals and beliefs, values and theoretical knowledge. However, it is not clear how these relationships work. In schools of the Lutheran Church of Australia the situation is complicated by expectations that principals will be operating with a Lutheran Christian world view. The precise nature of the role of world view in determining professional action has not been fully researched. This study made use of analysis techniques grounded in symbolic interactionism to examine the construction of meaning and rationale for professional actions by Lutheran secondary school principals. It sought to understand the impact of value on meaning and decision in ethically challenging situations. The central question of this research was: What values influence the reflection of Australian Lutheran secondary school principals as they address ethical dilemmas in their woik? Drawing on the accounts given by three Australian Lutheran secondary pnncipals to provide data for analysis, and making use of membership category analysis techniques, the study found that three statements could be made: 1. There is evidence in the accounts to suggest that the way principals perceive dilemmas is the result of a filtering process where some facts ate not fully considered prior to action. 2. There is evidence in the accounts to suggest that the filtering process is more strongly influenced by sub-rational and trans-rational values than by rational values. 3. There is evidence in the accounts that each piincipal has a world view that is partially shaped by values implicit in the Christian tradition. These findings are tentative because of the limited scope of the research. They have implications for the theoretical literature, suggesting that mote attention needs to be given to the impact of trans-rational and sub-rational values as filters of perception in difficult decisions. 'The findings suggest that any study of the reflection of school principals in ethically challenging situations should take into account the power of non-rational values to be a lens that distorts what is considered in the reflective process'. They also have implications for further research by those interested in Lutheran schools and those interested in the importance of values in shaping perception. Finally they have implications for those who prepare piincipals for Lutheran schools, suggesting the need for a clearer articulation of a philosophy for Lutheran schooling and for the development of the habit of critical reflection in Lutheran principals.
7
Albinger, 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 źródłaStreszczenie:
Recent studies of effective leadership for schools suggest relationships between the work of principals and beliefs, values and theoretical knowledge. However, it is not clear how these relationships work. In schools of the Lutheran Church of Australia the situation is complicated by expectations that principals will be operating with a Lutheran Christian world view. The precise nature of the role of world view in determining professional action has not been fully researched. This study made use of analysis techniques grounded in symbolic interactionism to examine the construction of meaning and rationale for professional actions by Lutheran secondary school principals. It sought to understand the impact of value on meaning and decision in ethically challenging situations. The central question of this research was: What values influence the reflection of Australian Lutheran secondary school principals as they address ethical dilemmas in their work? Drawing on the accounts given by three Australian Lutheran secondary principals to provide data for analysis, and making use of membership category analysis techniques, the study found that three statements could be made: 1. There is evidence in the accounts to suggest that the way principals perceive dilemmas is the result of a filtering process where some facts ate not fully considered prior to action. 2. There is evidence in the accounts to suggest that the filtering process is more strongly influenced by sub-rational and trans-rational values than by rational values. 3. There is evidence in the accounts that each piincipal has a world view that is partially shaped by values implicit in the Christian tradition. These findings are tentative because of the limited scope of the research. They have implications for the theoretical literature, suggesting that mote attention needs to be given to the impact of trans-rational and sub-rational values as filters of perception in difficult decisions. 'The findings suggest that any study of the reflection of school principals in ethically challenging situations should take into account the power of non-rational values to be a lens that distorts what is considered in the reflective process'. They also have implications for further research by those interested in Lutheran schools and those interested in the importance of values in shaping perception. Finally they have implications for those who prepare piincipals for Lutheran schools, suggesting the need for a clearer articulation of a philosophy for Lutheran schooling and for the development of the habit of critical reflection in Lutheran principals.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
Full Text
8
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 źródłaStreszczenie:
Twenty first century Lutheran secondary schools operate in a complex and demanding social, historical and theological environment. Leadership needs to be conceptualized in a manner which is appropriate for a fluid, dynamic learning community. Contemporary thinking about school leadership explores concepts such as teacher leadership, shared and distributed leadership. Successful school leadership is also perceived to impact positively on student educational outcomes. The leadership of the deputy principal in many school sectors has traditionally been structured on the basis of a bureaucratic, hierarchical model. Such models are increasingly perceived as unhelpful in the school context, yet in response, little has changed for deputy principals. The purpose of the current study was to consider the situation in Lutheran secondary schools. It explored the understandings about leadership embedded in the current role of the deputy principals. This was achieved by comparison of the participants’ perceptions with historical leadership narratives. The key finding of this research is that in Lutheran schools, the leadership role of the deputy is often not as fully developed as would be appropriate in the existing climate, where schools and principals are expected to provide ever expanding services and fulfil multiple purposes. In many schools, the leadership role of the deputy does not provide sufficient training for succession to the principalship. Deputy principals are seen to focus on activity which supports educational leadership, but leaves them on the fringe of it. Deputies are often not involved in major teaching and learning strategic planning, vision and change management. This hinders their preparation for a future role as principal, but also deprives the school of a potentially significant source of leadership activity. Deputy principals are seen to model the Christian ethos of the school through the way they interact with staff and students and their involvement in the devotional life of the school. However, in-depth involvement in ongoing dialogue about Lutheran identity and the church in the school is usually dependent on the interest and passion of the individual deputies, not inherently demanded by the role. There is also a limited understanding of servant leadership influencing the practice of deputy principals in the schools. In order to maximise the effectiveness of the leadership role of the deputy principals in Lutheran secondary schools, it would be timely to draw together key doctrinal statements, leadership theory and Luther’s reflections on vocation, into a cohesive and practical understanding of leadership. This could form the basis for further development of distributed leadership in Lutheran secondary schools and help to ensure that they continue to successfully meet the needs of their communities.
9
Marks, 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 źródłaStreszczenie:
Lutheran schools have a long heritage in Australia of offering Christian education within the theology of the Lutheran church. Early Queensland Lutheran schools developed as schools for children of Lutherans, while schools opened in the last twenty five years have been developed to offer Lutheran education to the wider community. Lutheran church and school literature suggest that Lutheran schools are characterised by a distinctive culture which pervades the school. This thesis presents research which explored the culture of Queensland Lutheran schools, comparing the research results with the rhetoric of the Lutheran church and schools.
10
Ulrich, 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 źródłaStreszczenie:
Conselho Nacional de Desenvolvimento Científico e TecnológicoEsta 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.
11
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.
Pełny tekst źródłaStreszczenie:
In this research the mission of the Lutheran primary school, and the contributions of principals and pastors to that mission, was explored. The concern of the Lutheran Church of Australia about how best to respond to the mission opportunities that are present in schools was addressed. Principal and pastor perceptions of the mission of the Lutheran primary school and their contributions to the mission were investigated. Spiritual leadership of the principal and the pastor was explored. Recommendations are made to assist school leadership and system authorities in advancing professional development programmes and initiatives for school leadership. A social constructionist epistemology was adopted with an interpretivist research paradigm to explore the contributions of principals and pastors to the mission of the Lutheran school. A constructivist grounded theory methodology was used to generate themes and develop a theoretical framework. Exploration of the contributions of principals and pastors to the mission of the Lutheran primary school was limited to six school sites across Australia. Unstructured interviews were conducted with purposely sampled leaders who were located across the three Lutheran Education regions. The emerging themes were presented to all Lutheran primary principals and their local congregational pastor for further clarification and validation through an electronic survey. The research revealed that the principals and pastors conceptualised the mission of the school in terms of witness and the purpose of the school in terms of vocation, and viewed their role in the mission as a calling. They perceived each other’s contribution as uniting the community. They promoted the mission by valuing relationships, and the caring culture, and they contributed to the mission by leading with an attitude of service and prioritising the spiritual dimension. The principals and pastors shared their missional leadership and strived to build bridges between the school and the local faith community. The investigation of contributions to mission provided insights into positive and exemplary school and church partnerships and suggested a framework for missional leadership highlighting the importance of the spiritual leadership of the principal and the pastor for the benefit of the school and church community.
12
Ruwoldt, 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.
Pełny tekst źródłaStreszczenie:
Twenty first century Lutheran secondary schools operate in a complex and demanding social, historical and theological environment. Leadership needs to be conceptualized in a manner which is appropriate for a fluid, dynamic learning community. Contemporary thinking about school leadership explores concepts such as teacher leadership, shared and distributed leadership. Successful school leadership is also perceived to impact positively on student educational outcomes. The leadership of the deputy principal in many school sectors has traditionally been structured on the basis of a bureaucratic, hierarchical model. Such models are increasingly perceived as unhelpful in the school context, yet in response, little has changed for deputy principals. The purpose of the current study was to consider the situation in Lutheran secondary schools. It explored the understandings about leadership embedded in the current role of the deputy principals. This was achieved by comparison of the participants' perceptions with historical leadership narratives. The key finding of this research is that in Lutheran schools, the leadership role of the deputy is often not as fully developed as would be appropriate in the existing climate, where schools and principals are expected to provide ever expanding services and fulfil multiple purposes. In many schools, the leadership role of the deputy does not provide sufficient training for succession to the principalship. Deputy principals are seen to focus on activity which supports educational leadership, but leaves them on the fringe of it. Deputies are often not involved in major teaching and learning strategic planning, vision and change management. This hinders their preparation for a future role as principal, but also deprives the school of a potentially significant source of leadership activity.;Deputy principals are seen to model the Christian ethos of the school through the way they interact with staff and students and their involvement in the devotional life of the school. However, in-depth involvement in ongoing dialogue about Lutheran identity and the church in the school is usually dependent on the interest and passion of the individual deputies, not inherently demanded by the role. There is also a limited understanding of servant leadership influencing the practice of deputy principals in the schools. In order to maximise the effectiveness of the leadership role of the deputy principals in Lutheran secondary schools, it would be timely to draw together key doctrinal statements, leadership theory and Luther's reflections on vocation, into a cohesive and practical understanding of leadership. This could form the basis for further development of distributed leadership in Lutheran secondary schools and help to ensure that they continue to successfully meet the needs of their communities.
13
Oberdeck, 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.
Pełny tekst źródła
14
Messa, 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.
Pełny tekst źródłaStreszczenie:
Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-16T14:53:33Z
No. of bitstreams: 1
Rosângela Markmann Messa.pdf: 2747233 bytes, checksum: 2b29511698a8152e968755e0839f0b96 (MD5)Made 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.
15
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.
Pełny tekst źródłaStreszczenie:
Esta dissertação quer discutir a presença da confessionalidade luterana numa escola da Rede Sinodal de Educação, vinculada à IECLB (Igreja Evangélica de Confissão Luterana no Brasil). A escola em foco é o Instituto Superior e Centro Educacional Luterano Bom Jesus/IELUSC que, desde dezembro de 2006, teve seu nome mudado para Associação Educacional Luterana Bom Jesus/IELUSC. O Bom Jesus/IELUSC tem sua origem em 1866, com a construção da Deutsche Schule (Escola Alemã). Esta é fechada em 1938 e seu prédio é alugado para abrigar o Instituto Bom Jesus, iniciado em 1926, de propriedade da professora Ana Maria Harger. Em 1963, a Comunidade Evangélica de Joinville, dona do imóvel da antiga Deutsche Schule, compra o Instituto Bom Jesus, que passa a ser uma escola da Comunidade e, portanto, com identidade confessional luterana. A forma como essa confessionalidade se expressa, desde 1963 até hoje, é o tema deste trabalho. A partir da aquisição da escola pela CEJ, essa passa a chamar-se Colégio Bom Jesus. A união do pátio da escola com o da Comunidade, e seu conseqüente uso partilhado, tornou-se representativo das novas configurações e relações de poder. Há remodelações, disputas, ampliações e tentativas de novas criações. Esses movimentos geraram tensões e revelaram diferenças entre os objetivos de uma escola confessional e os de uma escola privada/particular. A aparência de uma escola comunitária/confessional nem sempre consegue esconder os valores e prioridades presentes em uma escola privada. Na busca por uma aparência e essência confessionais no Instituto Bom Jesus/IELUSC, foram criados o pastorado escolar e o universitário, que contribuíram para o diálogo entre a teologia luterana e a pedagogia, conforme previsto nas Diretrizes da Política Educacional da IECLB. Contudo, tanto um pastorado quanto o outro foram extintos de forma brusca e conflituosa. A tensão provocada pelos processos de extinção dos pastorados contribuiu também para revelar limites e disputas entre a essência e a aparência do Instituto.This 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.
16
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.
Pełny tekst źródłaStreszczenie:
La presente investigación presenta la propuesta teológico-pedagógica que surge a partir del
análisis de los escritos de Martín Lutero. El reformador responde al contexto histórico, en lo
que a educación se refiere, por lo que se presenta un panorama general de la situación del
sistema educativo en la Edad Media y los antecedentes de la Reforma luterana, con aspectos
biográficos de la vida de Martín Lutero en relación al sistema educativo en la época.
Destacando aspectos que llegaron a ser referenciales para las propuestas educativas del
reformador. Una vez establecidos los sujetos históricos de la época de la Reforma; y
entendida la situación del sistema educativo y los métodos utilizados. Se avanza en el estudio
de conceptos teológicos luteranos que influencian las propuestas pedagógicas del reformador.
Estudiando a Lutero desde el lugar en que se manifiesta sobre la educación: el de un pastor y
teólogo que responde a situaciones específicas y cuestiones elementales. Siendo el carácter
teológico del pensamiento educativo de Lutero sustentado por su preocupación primordial
sobre la relación de Dios con el ser humano y de éste a su vez con el mundo y la sociedad. Por
lo que se consideran la doctrina de la justificación por la fe, central en Lutero; el propósito de
las buenas obras, y de la ley y el evangelio, para comprender el lugar de la educación y la
educabilidad del ser humano a partir de la doctrina de los dos reinos y el concepto de
vocación. Luego se ocupa del estudio y análisis de los principios pedagógicos para una
educación luterana, que surgen de la reflexión en los escritos pedagógicos del reformador. Y
otros que surgen de la investigación bibliográfica y demás escritos teológicos luteranos. A
partir de los cuales se desarrolla la reflexión sobre el pensamiento pedagógico de Lutero, así
como su relación con el humanismo en la educación. Para, finalmente, presentar una
propuesta pedagógica enfocada hacia la escuela luterana, como servicio al Evangelio y al
mundo. En última instancia, la presente investigación concluye que el fundamento de la
educación luterana está en la Palabra de Dios y que la distinción de la escuela cristiana
luterana está en la instrucción y enseñanza cristiana, centro de toda su estructura,
preocupación y quehacer educativoThis 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.
17
Bartel, Kenneth Cyril, i 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.
Pełny tekst źródłaStreszczenie:
This ethnomethodological study focuses on the worldviews of Lutheran school principals and pastors. Essentially, these leaders in a Lutheran school provide direction and vision for the school learning community. The degree to which their worldviews coalesce will naturally result in positive or negative influences on the whole school community. These leaders within the Lutheran school can be seen as a hub for all kinds of learning experiences and interaction in the context of vital Christian communities in mission outreach and quality education. Any dissonance of worldview has potential for impact on school processes and relationships. The Lutheran Church has defined the role of the pastor in the school and the difference from his role in a congregation (Lutheran Church of Australia, 2002). Lutheran principals have a delegated authority from their school councils to be responsible for the complete oversight of the school’s direction, the observance of policies, and the assignment of tasks and duties of staff. The blurring of responsibility occurs over the pastor’s rightful responsibility in regards to a word and sacrament ministry. In a Lutheran school where the Gospel is to inform all learning, such tension can cloud school dynamics and transformation. The Lutheran church policy, Relative responsibilities of pastor and principal within the Lutheran school, identifies three critical areas of required mutual respect for the Principal and School Pastor: theological, professional and personal (Lutheran Church of Australia, 2001, p. 3). Thus, the ‘worldview’ dimensions considered in this research centre around the theological, the educational and the interpersonal domains. The school transformation themes of lifelong learning, postmodernism and curriculum, school organization and change, and school community relationships are used to challenge worldview dimensions of Principals and School Pastors through a series of online ‘stories’, or scenarios, backed by personal interviews and a document study. The identification of school leadership tension points brings about recommendations for action.
18
Bartsch, 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.
Pełny tekst źródłaStreszczenie:
Aim: This study aims to clarify the role of Lutheran confessional theology in informing and shaping policy and practice for Australian Lutheran school education. In doing this, it also seeks to provide another step in the on-going process of developing for Australian Lutheran schools a comprehensive theoretical framework that reflects insights from both Lutheran confessional theology and educational theory and research.
19
Schmitt, 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.
Pełny tekst źródłaStreszczenie:
Federação Luterana MundialUma 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.
20
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.
Pełny tekst źródła
21
Jaatun, 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.
Pełny tekst źródła
22
Bartel, 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.
Pełny tekst źródłaStreszczenie:
This ethnomethodological study focuses on the worldviews of Lutheran school principals and pastors. Essentially, these leaders in a Lutheran school provide direction and vision for the school learning community. The degree to which their worldviews coalesce will naturally result in positive or negative influences on the whole school community. These leaders within the Lutheran school can be seen as a hub for all kinds of learning experiences and interaction in the context of vital Christian communities in mission outreach and quality education. Any dissonance of worldview has potential for impact on school processes and relationships. The Lutheran Church has defined the role of the pastor in the school and the difference from his role in a congregation (Lutheran Church of Australia, 2002). Lutheran principals have a delegated authority from their school councils to be responsible for the complete oversight of the school's direction, the observance of policies, and the assignment of tasks and duties of staff. The blurring of responsibility occurs over the pastor's rightful responsibility in regards to a word and sacrament ministry. In a Lutheran school where the Gospel is to inform all learning, such tension can cloud school dynamics and transformation. The Lutheran church policy, Relative responsibilities of pastor and principal within the Lutheran school, identifies three critical areas of required mutual respect for the Principal and School Pastor: theological, professional and personal (Lutheran Church of Australia, 2001, p. 3). Thus, the 'worldview' dimensions considered in this research centre around the theological, the educational and the interpersonal domains.;The school transformation themes of lifelong learning, postmodernism and curriculum, school organization and change, and school community relationships are used to challenge worldview dimensions of Principals and School Pastors through a series of online 'stories', or scenarios, backed by personal interviews and a document study. The identification of school leadership tension points brings about recommendations for action.
23
Doyle, 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.
Pełny tekst źródła
24
Givens, Anna. "The Design Integration of an Animal Shelter into Martin Luther King Middle School". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2153.
Pełny tekst źródłaStreszczenie:
This thesis explores the design integration of an animal shelter into an existing school in an at-risk neighborhood. The connection between at-risk students and homeless animals is valuable to the design. A large central courtyard located within Martin Luther King Middle School serves as a connection between both students and animals. Because the animal shelter is located in a central location within the school, students and animals have a greater ability to form a connection necessary for the program to work. This thesis is about the interaction between both animals and students through the process of design.
25
Freese, 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.
Pełny tekst źródłaStreszczenie:
The role of nonpublic schools within American society has often been debated and challenged, yet for over three hundred and fifty years such schools have existed within what is now the United States. A significant portion of these nonpublic schools have been parochial schools operated by Lutheran denominations. Lutheran parochial schools were established by most European Lutheran immigrant groups to the United States, but the majority were established by German immigrants. German Lutheran immigrants to the United States initially established and maintained parochial schools to perpetuate their language, their culture, and their doctrinal standards. During World War I, extraordinary pressures from society and from the state came to bear on German Lutheran parochial schools. This study examined the public opinions and state policies within Nebraska from 1915-1925, as applied to German Lutheran parochial schools. The symbolic approach toward organizations was the analytical frame used for this study.
26
Strong, 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.
Pełny tekst źródła
27
Lee, 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.
Pełny tekst źródłaStreszczenie:
Prior to 1954, blacks in Fairfax County who wanted to receive an education beyond the seventh grade were bussed by the county to Manassas Regional High School in Prince William County or independently attended Dunbar High School, Phelps Vocational Center, Cardoza High School or Armstrong High School in Washington, D.C. The purpose of this dissertation was to describe, record and analyze the events and actions that led to the establishment, operation, desegregation and eventual demise of Luther P. Jackson High School, the first and on1y high school for blacks in Fairfax County, Virginia. This study provides useful information to the Fairfax County School System. The population for the study consisted of representatives from community and civil rights leaders, school administrators, students, teachers and secretaries who were involved with Luther P. Jackson at various stages of its existence.Ed. D.
28
Becker, Tiago. "A gestão na Rede Sinodal de Educação". Faculdades EST, 2014. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=534.
Pełny tekst źródłaStreszczenie:
Este trabalho aborda a gestão escolar na Rede Sinodal de Educação a partir da análise de textos e documentos divulgados pela própria Rede. A primeira parte apresenta o conceito de gestão escolar. Uma escola tem responsabilidade única com a sociedade de garantir o aprendizado dos estudantes. Portanto, a gestão se utiliza de ferramentas que promovam a democratização de seus processos, a participação das pessoas envolvidas, o desenvolvimento e a aprendizagem contínua tanto de seus profissionais como da instituição em si. Na segunda parte, é abordada a gestão escolar realizada na Rede Sinodal de Educação. A pesquisa revelou que a escola evangélico-luterana busca o desenvolvimento contínuo das pessoas que nela atuam. Há um conjunto de iniciativas da Rede voltadas para o desenvolvimento de lideranças que possam atuar na própria instituição ou em escolas coirmãs. Além disso, existe uma clara relação da gestão com os princípios evangélico-luteranos que norteiam a prática pedagógica. Por último, a pesquisa concluiu que um dos maiores desafios da gestão está em procurar a renovação a fim de garantir a sobrevivência das instituições diante das mudanças e das novas exigências.This 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.
29
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.
Pełny tekst źródła
30
Ndawanapo, 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.
Pełny tekst źródłaStreszczenie:
Este trabalho faz uma análise sobre o envolvimento, desde o início da
confessionalidade luterana, com a educação escolar das crianças em Angola. A
primeira parte faz uma abordagem educacional das crianças sob princípio da cultura
e tradição dos povos Bantu em Angola. Esta parte inclui a gestação, a infância, a
adolescência, e os ritos de passagem para meninas e meninos. A implantação da
Igreja em Angola decorre em simultâneo com a fixação do colonialismo. Por isso os
planos da Educação da Igreja eram subordinados às pretensões do sistema colonial.
A segunda parte analisa o quanto a Missão Evangélica Luterana em Angola
valorizou a educação da criança, começando com a própria tradição luterana. Nesta
parte fala-se alto a catequese desde a Reforma na Alemanha até ao surgimento da
Igreja Luterana em Angola. Esta é a parte do trabalho que é emocionante no ponto
de vista histórico. Porque traz à tona histórias de pessoas que morreram pela
implantação da Igreja Luterana em Angola. Aqui percebe-se que o sistema colonial
ofereceu ao povo angolano, principalmente àqueles que tinham como opção a
confissão Luterana uma igreja, uma língua para o ensino escolar e prisão ou morte
aos reticentes. A terceira e última parte fala da Igreja Evangélica Luterana de
Angola, em sua relevância para a Educação escolar das crianças a partir da grande
comissão de Jesus Cristo em Mateus 28.19-20. Aborda sobre a criança na Bíblia e
as relações das crianças com a família moderna em Angola, mostrando o quanto a
confessionalidade luterana valoriza a educação da criança e termina com o
delineamento de um projecto educativo da IELA que é um desafio. O trabalho
começa com uma introdução sucinta e encerra com uma conclusão sintética.This 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.
31
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.
Pełny tekst źródłaStreszczenie:
This 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.
32
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.
Pełny tekst źródłaStreszczenie:
This study focuses on the students who participate in acts of racism. The study examines the degree to which students who commit acts of racism and engage in cultural clashes are outsiders or nonparticipants in their schools as well as in their communities.
33
Wirström, 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.
Pełny tekst źródłaStreszczenie:
Vad som inspirerade mig till att skriva denna studie var påve Franciskus besök i Lund och Malmö den 31 oktober 2016 i samband med det gemensamma luthersk-katolska uppmärksammandet av 500 års minnet av reformationen. Syftet med min studie är att undersöka hur reformationen och den katolska kyrkan skildras i sex stycken läroböcker i religionskunskap för gymnasiet och hur skildringarna förhåller sig objektivt i enlighet med skolans läroplan. För analysen av läroböckerna har jag använt mig av en kvalitativ textanalys. Mitt förväntade resultat var att skildringen av reformationen skulle ha en lutherskt präglad syn på konflikten och dess konsekvenser och att jag skulle finna objektivitetsbrister i skildringen av reformationen. Studiens resultat styrker min hypotes då Martin Luther och den lutherska reformationen utgjorde det övervägande utrymmet i alla läroböcker förutom en samt att den katolska reformationen endast skildras i en av de sex läroböckerna. Av de undersökta läroböckerna bedöms endast en som objektiv i förhållande till läroplanen.What 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.
34
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.
Pełny tekst źródła
35
Ruwoldt, 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.
Pełny tekst źródłaStreszczenie:
Thesis (EdD) -- Australian Catholic University, 2006.Submitted 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.
36
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.
Pełny tekst źródłaStreszczenie:
The integration of faith and learning has been the object of study of men and women in the Canadian Calvinistic school movement ever since Dr. Abraham Kuyper pointed out that there could be no dichotomy between the sacred and the secular in the life of a Christian. Acting on the traditions, influences and beliefs these `Reformed' Christians had imbibed in their homeland, the Dutch Calvinistic immigrants who came to British Columbia after WW II built Christian schools as soon as they arrived. As they became more established, they formed curriculum committees of teachers who wrote curriculum for each subject area from a Christian perspective, intentionally planning to integrate their faith and learning in all subject areas.
By looking at the history and Bible textbooks of not only the Calvinistic (Reformed) Christian day schools in British Columbia and then branching out to the history and Bible textbooks of three other denominational schools, the Mennonite, the Pentecostal and the Lutheran, I have tried to discover how the faith beliefs of each of these groups are brought to bear on the teaching of Bible. In soliciting the strengths of each of these groups from their history, current practise and teacher comments, I have pitched my own proposal as to how the integration of faith and learning can be enhanced in the teaching of Bible.
By blending goals, curricula and best practice, as well combining certain faith belief frameworks in interpreting God's Word, by learning in community, and by listening to the Holy Spirit in the text, I believe the teaching of Bible can become `Spirited teaching'.Religious Studies and Arabic
D.Th.
37
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.
Pełny tekst źródłaStreszczenie:
The Rorke's Drift Art and Craft Centre is examined in its historical context. In order to place the pottery workshop in the context of the Evangelical Lutheran Church (ELC) Arts and Crafts Centre, the history of the centre's other workshops, Fabric printing and Weaving as well as the Fine Art School will be compared and contrasted. The pottery workshop is investigated and compared with the printmaking of Rorke's Drift. A selection of Rorke's Drift ceramics from the Durban Art Gallery's collection has been selected and examined to determine some of the stylistic changes that have occurred in the Rorke's Drift Pottery studio from 1970 to 1994. Fifteen works appear in an illustrated catalogue which examines the imagery and stylistic content of each work. The similarities between the prints of Rorke's Drift artists and the ceramics are explored; gender issues are analysed.Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005