Thesis (Dr. of Education)--University of Cincinnati, 2004. / Also available via OhioLINK Electronic Theses and Dissertations Center. Includes abstract. Includes bibliographical references.

Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 103-110).

Thesis (Ed.M.)--Boston University

No description available.

Thesis (Ph.D.) - University of Glasgow, 2008. / Ph.D. thesis submitted to the Faculty of Education, Department of Religious Education and the Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 64-72).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 64-72). Also available in print.

This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.

Catholic schools represent the major alternative to government schools in providing formal primary and secondary education for the Australian school-going population. The organisational structure of the Catholic school "system", however, differs significantly from that of government systems. Traditionally, Catholic schools form a decentralised network of administrative and governing authorities. Within this tradition, there are difficulties in developing a conceptual model fur a state or national view of Catholic school structures. During the past couple of decades, changes of a sociopolitical, economic, and ecclesiastical nature have caused public and private education authorities in Australia to view Catholic schools in an aggregated as well as individual sense. Along with increased public subsidies for the establishment and operation of schools, public accountability ana scrutiny for fiscal and other policy development purposes have likewise grown. The future of the Catholic school system is therefore of interest to both government agencies and Catholic authorities. To facilitate an analyses of the broad future for a school system, one useful tool is a model of the system which can be used to project enrolments. Enrolment projections in the very best of organisationally structured environments are precarious predictors of the future, so the business of applying a projection model to base data requires qualification. Since Catholic schools form an irregular organisational pattern which is undergoing change, projections of Catholic school enrolments at state or national levels in Australia require particular qualification. This study is mainly concerned with the development of a model for projecting Catholic school enrolments. It is aimed at taking advantage of data produced by the 1976 Australian Census of Population and Housing when this becomes available. However, it also analyses the historical development of Catholic schools in a general sense, and looks to a number of social, political, and economic trends which may act as pointers towards future developments.

Thesis (EdD) -- Australian Catholic University, 2006. / Submitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 224-242. Also available in an electronic format via the internet.