Gotowa bibliografia na temat „Religious education theory”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Religious education theory”.
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.
Artykuły w czasopismach na temat "Religious education theory"
Moore, Allen J. "A SOCIAL THEORY OF RELIGIOUS EDUCATION". Religious Education 82, nr 3 (czerwiec 1987): 415–25. http://dx.doi.org/10.1080/0034408870820309.
Pełny tekst źródłaStan, Lavinia, i Lucian Turcescu. "Religious education in Romania". Communist and Post-Communist Studies 38, nr 3 (1.09.2005): 381–401. http://dx.doi.org/10.1016/j.postcomstud.2005.06.007.
Pełny tekst źródłaRohmah, Siti, M. Syukri Ismail, Moh Anas Kholish i Mona Novita. "Recontextualization of Islamic Peace Education". Fieldwork in Religion 13, nr 2 (20.12.2018): 183–202. http://dx.doi.org/10.1558/firn.37545.
Pełny tekst źródłaPirner, Manfred L. "Public Religious Pedagogy: Linking Public Theology, Social Theory and Educational Theory". International Journal of Public Theology 11, nr 3 (19.10.2017): 328–50. http://dx.doi.org/10.1163/15697320-12341497.
Pełny tekst źródłaGearon, Liam. "The Imagined Other: Postcolonial Theory and Religious Education". British Journal of Religious Education 23, nr 2 (marzec 2001): 98–106. http://dx.doi.org/10.1080/0141620010230204.
Pełny tekst źródłaWright, Andrew. "Hermeneutics and Religious Understanding Part Two: towards a critical theory for religious education". Journal of Beliefs & Values 19, nr 1 (kwiecień 1998): 59–70. http://dx.doi.org/10.1080/1361767980190105.
Pełny tekst źródłaRoebben, Bert, Carla Gober, Heejung Kwon i Stefan Heil. "REVIEW ARTICLE: NEW INTERNATIONAL PERSPECTIVES ON RELIGIOUS EDUCATION THEORY". Religious Education 99, nr 4 (wrzesień 2004): 436. http://dx.doi.org/10.1080/00344080490513216.
Pełny tekst źródłaHoran, Michael P. "Education as Formation: Religious Education Theory as a Source for Educational Practice". Religion & Education 24, nr 1 (czerwiec 1997): 19–22. http://dx.doi.org/10.1080/15507394.1997.11000848.
Pełny tekst źródłaDuoblienė, Lilija. "KRITINĖ TARPTIKYBINĖ PEDAGOGIKA: PRO IR CONTRA". Religija ir kultūra 5, nr 1 (1.01.2008): 98–108. http://dx.doi.org/10.15388/relig.2008.1.2788.
Pełny tekst źródłaAsror, Machfudzil, i Achmad Wahyudi. "Street Children Religious Education Using an Interactional Education Approach". Journal of Development Research 5, nr 1 (31.05.2021): 71–80. http://dx.doi.org/10.28926/jdr.v5i1.131.
Pełny tekst źródłaRozprawy doktorskie na temat "Religious education theory"
White, Dan, i res cand@acu edu au. "Pedagogy – The Missing Link in Religious Education: Implications of brain-based learning theory for the development of a pedagogical framework for religious education". Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp60.29082005.
Pełny tekst źródłaLek, Lauren. "Using a grounded theory approach| Capturing the history and culture of the charism of the Sisters of St. Joseph of Carondelet in sponsored secondary schools". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10248690.
Pełny tekst źródłaThis grounded theory study explored the experiences of lay faculty, administration and Sisters of St. Joseph of Carondelet (CSJ) to capture how the spirit of the CSJ continues in the organizational culture of their sponsored secondary schools. Since 1950, CSJ in the Los Angeles Province, have experienced a very similar decline as other orders of religious across the United States. In order to preserve the culture and history of the CSJ in their sponsored secondary schools, the researcher conducted twenty semi-structured interviews to capture the lived experiences of those currently serving, and those who have served, on the four secondary school campuses.
Utilizing the literature on preserving organizational culture from Edgar Schien, and Lee Bolman and Terrance Deal, the research seemed to conclude that this charism has been preserved even through transitions to lay leadership. A series of seven distinct themes emerged indicating that a CSJ school: consistently incorporates the gospel values into all aspects of the school community; seeks out opportunities to model service to the dear neighbor in how faculty, staff and students serve one another, and in turn impact the broader community; serves a diverse population of students and intentionally creates a culture of unity and support, and a sense of belonging, to cultivate a community of acceptance, love and sisterhood; fosters an environment of excellence through the intentional actions of teachers and leaders to be capacity builders, assisting all young women to become all of “which woman is capable”; recognizes the essential role that leadership plays in fostering a gospel-driven, nurturing environment, evidenced in the faculty, staff and sisters as models; is marked by a spirit of joy and fun that is tangibly felt among the students, the faculty and staff, and throughout the entire school community, and recognizes the challenges with living out the gospel values and being called to building a spirit of unity and love.
The results of the study suggest that the organizational school culture has been able to preserve the charism of the Sisters of St. Joseph of Carondelet, echoing their foundational spirituality dating back to 1650 Le Puy, France.
Aaron, Scott T. "A grounded theory of how Jewish Experiential Education impacts the identity development of Jewish Emerging Adults". Thesis, Loyola University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566513.
Pełny tekst źródłaThe Jewish community has increasingly relied upon Experiential Education as a pedagogical approach to instilling Jewish identity and communal affiliation over the past twenty years. The Experiential Education format of travel programs has specifically been emphasized and promoted for Jewish Emerging Adults for this purpose, and outcome studies of these trip programs have demonstrated success in instilling identification and affiliation with both the Jewish community and the state of Israel among their participants. However, little is actually empirically known about the processes that impact the participant during the trip experience – the so-called "black box" – or how significant a participant's predisposition towards Israel and Judaism are in how they process their trip experiences. Even less is empirically known about the identity development of Jewish Emerging Adults in large part due to a pre-disposition to study Jews developmentally only as affiliates of a religion rather than members of a distinctly multi-layered group.
This grounded theory study examines participants in two different trip experiences, Taglit Birthright Israel and an Alternative Spring Break, through post-trip interviews. The emergent theory suggests three conclusions: The predisposition of a participant towards their own Jewish identity can influence how they process their experiences on the trip; the actual trip experience can be best understood as repeatedly processing multiple and ongoing experiences within the trip itself; the processing of those experiences can be descriptively modeled as a theory that allows an glimpse in to the "black box." Such a theoretical model can be used to better train trip staff on how the trip experience impacts the Jewish identity of those participants and also to plan trip itineraries to optimize the trip's experiential impact on participant Jewish and Zionist identity and communal affiliation.
Hannam, Patricia M. "What should religious education aim to achieve? : an investigation into the purpose of religious education in the public sphere". Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24013.
Pełny tekst źródłaDunn, Jeffery W. "Neoliberalism and the `Religious' Work of Schools: The Teacher as Prophet in Dewey's Democratic Society". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491497413183457.
Pełny tekst źródłaHalverson, Taylor David. "Improving blended learning environments for biblical studies applications of the "innovations in distance education" theory /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3238499.
Pełny tekst źródła"Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3695. Adviser: Charles M. Reigeluth.
Hayward, Mary. "The representation of Christianity in religious education in England : the shaping of a tradition". Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/36435/.
Pełny tekst źródłaCush, Denise. "Championing the underdog : a positive pluralist approach to religious education for equality and diversity". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50282/.
Pełny tekst źródłaMcCaffry, Anthony J. "Theology for parishioners : an analysis of the theory and practice of an adult religious education project, 1982-1984". Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/2388/.
Pełny tekst źródłaFleming, Gerard Patrick, i res cand@acu edu au. "An Analysis of Religious Education Coordinators’ Perceptions of their Role in Catholic Secondary Schools in the Archdiocese of Melbourne". Australian Catholic University. School of Religious Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp17.16082005.
Pełny tekst źródłaKsiążki na temat "Religious education theory"
Coe, George Albert. A social theory of religious education. New York: C. Scribner's Sons, 1986.
Znajdź pełny tekst źródłaSong, Nam Soon. Character education theory in Protestantism: A theological and educational reconsideration. Richmond, Va: [s.l.], 1987.
Znajdź pełny tekst źródłaBurgess, Harold William. Models of religious education: Theory and practice in historical and contemporary perspective. Wheatin, Ill: BridgePoint, 1996.
Znajdź pełny tekst źródłaBurgess, Harold William. Models of religious education: Theory and practice in historical and contemporary perspective. Wheaton, Ill: Victor Books, 1996.
Znajdź pełny tekst źródłaBurgess, Harold William. Models of religious education: Theory and practice in historical and contemporary perspective. Nappanee, Ind: Evangel Pub. House, 2001.
Znajdź pełny tekst źródłaIslamic tahdhib and akhlaq: Theory and practice. Chicago: IQRAʼ International Educational Foundation, 1997.
Znajdź pełny tekst źródłaSchmack, B. L. A critique of the theory and practice of a creation centred religious education programme. [Guildford]: [University of Surrey], 1992.
Znajdź pełny tekst źródłaLeBar, Lois E. The contribution to Protestant curriculum theory of the organizing principle of the 1948-49 Presbyterian "Faith and life" curriculum for the children's division. Ann Arbor, Mich: UMI Dissertation Services, 1997.
Znajdź pełny tekst źródłaIntergenerational religious education: Models, theory, and prescription for interage life and learning in the faith community. Birmingham, Ala: Religious Education Press, 1988.
Znajdź pełny tekst źródłaA new vision of religious education: Theory, history, practice, and spirituality for DREs, catechists, and teachers. Mystic, Conn: Twenty-Third Publications, 1993.
Znajdź pełny tekst źródłaCzęści książek na temat "Religious education theory"
Taştan, Osman. "Human Rights and Religious Education through Islamic Legal Theory". W Religious Education, 261–69. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_17.
Pełny tekst źródłaEngebretson, Kathleen. "Phenomenology and religious education theory". W International Handbooks of Religion and Education, 651–65. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_46.
Pełny tekst źródłaHemel, Ulrich. "Religious Education Theory, Roman-Catholic, Southern Europe". W Encyclopedia of Sciences and Religions, 2015–19. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_977.
Pełny tekst źródłaUcan, Ayse Demirel. "Applying the Framework of Critical Religious Education and Variation Theory to Islamic Religious Education". W Improving the Pedagogy of Islamic Religious Education in Secondary Schools, 44–69. New York, NY : Routledge, 2020 | Series: Routledge research in religion and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429055706-3.
Pełny tekst źródłaFrancis, Leslie J. "Psychological Type Theory and Religious and Spiritual Experiences". W International Handbooks of Religion and Education, 125–45. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9018-9_8.
Pełny tekst źródłaMcElhinney, Eugene P. "Applying René Girard’s Mimetic Theory in the Religious Education Classroom". W Global Perspectives on Catholic Religious Education in Schools, 457–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_37.
Pełny tekst źródłaGrümme, Bernhard. "A Theory of Alterity as a Perspective for Interreligious Learning". W Global Perspectives on Catholic Religious Education in Schools, 601–13. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_48.
Pełny tekst źródłaUcan, Ayse Demirel. "Implementation of Critical Religious Education and Variation Theory in RE Lessons". W Improving the Pedagogy of Islamic Religious Education in Secondary Schools, 93–145. New York, NY : Routledge, 2020 | Series: Routledge research in religion and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429055706-5.
Pełny tekst źródłaUcan, Ayse Demirel. "Implementation of Critical Religious Education and Variation Theory in RE Lessons". W Improving the Pedagogy of Islamic Religious Education in Secondary Schools, 146–89. New York, NY : Routledge, 2020 | Series: Routledge research in religion and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429055706-6.
Pełny tekst źródłaAvest, Ina ter. "On the Edge: A Biographical Approach to Pedagogical Theory Development". W On the Edge: (Auto)biography and Pedagogical Theories on Religious Education, 1–10. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-175-7_1.
Pełny tekst źródłaStreszczenia konferencji na temat "Religious education theory"
Gusmaneli, Gusmaneli, Khadijah Khadijah i Radhiatul Hasnah. "Free learning: study of humanistic theory in islamic religious education". W International Conference Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Imam Bonjol Padang. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/icftk418.
Pełny tekst źródłaOtaya, Lian G. "The Assumption Testing and Compatibility Model of Final Examination in Islamic Religious Education by Item Response Theory". W International Conference on Islamic Education (ICIE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icie-18.2018.5.
Pełny tekst źródłaRelela, Mokgadi, i Lydia Mavuru. "LIFE SCIENCES TEACHERS’ CONCEPTIONS ABOUT SOCIOSCIENTIFIC ISSUES IN THE TOPIC EVOLUTION". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end009.
Pełny tekst źródłaJanis, Yanice, Yuni Labobar, Hotliong Verawaty i Alon Nainggolan. "An Analysis on the Dehumanization’s Paulo Freire Theory for Christian Education at Destructive Era". W Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302115.
Pełny tekst źródłaZheng, Ya'nan, i Chunying Chang. "Discussion on the Necessity and Ways of Developing Religious Education in Middle School Ideological and Political Theory Courses Against the Background of Multiculturalism". W Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.123.
Pełny tekst źródłaFloroaia, Mihai. "The role of religious education in the development of competencies specific to the training profile of high school graduates". W Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p268-273.
Pełny tekst źródłaMorrone, Michelle Henault, i Yumi Matsuyama. "BLUEPRINTS FOR CHANGE: WHAT MULTICULTURAL EXPERIENCE OFFERS INSTRUCTORS OF PRE-SERVICE EARLY EDUCATION TEACHERS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end143.
Pełny tekst źródłaSafina, Natalia A. "The Srivaisnava Way of Life: Daily Religious Duties and Their Foundation". W Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.430.
Pełny tekst źródłaTubaishat, Abdallah, Arif Bhatti i Eyas El-Qawasmeh. "ICT Experiences in Two Different Middle Eastern Universities". W InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3036.
Pełny tekst źródła"Extracting and Tagging Unstructured Citation of a Hebrew Religious Document". W InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4345.
Pełny tekst źródłaRaporty organizacyjne na temat "Religious education theory"
Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/creid.2020.013.
Pełny tekst źródłaMaheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/creid.2020.012.
Pełny tekst źródłaSultan, Sadiqa, Maryam Kanwer i Jaffer Mirza. A Multi-layered Minority: Hazara Shia Women in Pakistan. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/creid.2020.011.
Pełny tekst źródłaCarter, Becky. Strengthening Gender Equality in Decision-making in Somaliland. Institute of Development Studies (IDS), luty 2021. http://dx.doi.org/10.19088/k4d.2021.078.
Pełny tekst źródłaM., K. Discrimination, Marginalisation and Targeting of Ahmadi Muslim Women in Pakistan. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/creid.2020.014.
Pełny tekst źródłaTuko Pamoja: A guide for talking with young people about their reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1017.
Pełny tekst źródła