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Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes abstract. Includes bibliographical references (leaves 215-229).

The integration of faith and learning has been an important topic of discussion in regard to the identity of Christian schools and their reason to exist. Christian educators and researchers, however, have provided minimal help to teachers with the task of its practical implementation. Christian school teachers, therefore, talk about the importance of the integration of faith and learning while they often fail to practice it in their daily classroom teaching. In this regard, this dissertation examined Christian elementary school teachers in order to evaluate their proficiency level to integrate faith and learning in their teaching. It also presented the factors that influence teachers when achieving biblical integration. For the purposes of this study, ACSI elementary school teachers in Southeast region and Mid-America region were included. The survey instrument, which was originally developed by Raquel Bouvet de Korniejczuk in her dissertation in 1994 were utilized with a minor revision. The data were analyzed to determine teachers' implementation level of the integration of faith and learning. A t-test was conducted in order to examine if there is any difference in teachers' implementation level according to their educational background or demographic factors. This study also identified the most difficult subject teachers considered when they tried to integrate a biblical worldview and considered the teachers management concerns related to the biblical integration. Finally, a multiple linear regression was run to find out the influential factors on teachers' implementation level of the integration of faith and learning. The study concluded that ACSI elementary school teachers ranked high in regard to the implementation of the integration of faith and learning. They, however, still need to work on changing their teaching techniques, involving students' opinion, and working together with colleagues. Teachers who took classes in theology, participated in training on the biblical integration, and spent more time to prepare for integrating their faith into their daily teaching tended to reach higher levels of implementation. Keywords: Christian elementary school teachers, Christian school education, integration of faith and learning

Thesis (Ed. D.)--Trinity Evangelical Divinity School, 1988. / Includes bibliographical references (leaves 209-220).

Field Research Project (M.A.)--Cincinnati Christian University, 2007. / Abstract and vita. Includes bibliographical references (leaves 49-50, 55).

Thesis (M.A.)--Reformed Theological Seminary, 2005. / Includes bibliographical references (leaves 154-160).

Thesis (Ph. D.)--Trinity Theological Seminary, 2002. / Includes bibliographical references (leaves 181-187).

Field Research Project (M.A.)--Cincinnati Christian University, 2007. / Abstract and vita. Includes bibliographical references (leaves 49-50, 55).

Thesis (M.R.E.)--Cincinnati Bible College & Seminary, 1990. / Abstract. Includes bibliographical references (leaves 146-149).