Most institutions of higher education within North America originated as Christian Institutions, with the purpose of preparing students to work in vocational Christian ministry. During the nineteenth and twentieth century, due to secularization and the enlightenment movement, most of these same colleges and universities have transitioned away from their original Christian mission and biblical values. Liberal arts colleges that remain true to biblical values and a commitment to a Christian mission are considered confessional institutions. Liberal arts colleges that no longer remain true to biblical values and do not hold to a Christian mission and value system are considered non-confessional. Today, there exists only a small subset of North American colleges that would be considered confessional. This qualitative research study explores the variance of epistemological development in pre-ministry students attending confessional Christian liberal arts colleges or universities versus pre-ministry students attending non-confessional Christian liberal arts college and universities, using the Perry Scheme as the theoretical lens. This research supplements a previous study conducted in 2012 by John David Trentham. Trentham’s original research sought to examine epistemological development for pre-ministry students attending Bible colleges, confessional Christian liberal arts colleges and universities, or secular universities. This new study seeks to add to the original body of research by also examining pre-ministry students attending nonconfessional institutions.

Freshman composition instructors at Christian institutions face a disturbing predicament: competing pedagogies, administrative pressure to prove freshman composition’s merit, public clamoring for greater return on the college investment, technology redefining what “writing” is, a postmodern audience, and most concerning, the challenge to find an instructional model in a sea of pedagogies void of Christian ideology. The field of composition and rhetoric, unlike literature and other disciplines, does not have a pedagogy that successfully reconciles faith and scholarship. The purpose of this Doctor of Education thesis is to ignite a conversation among Christian composition faculty by introducing a prototype Christian freshman composition pedagogy built on a Christian theological, philosophical, and educational foundation rather than maintaining the common practice of overlaying Christian ideas on secular pedagogies. The proposed writing pedagogy is beyond a perfunctory skills and service course because communication through writing is not only divinely modeled, it is essential for human flourishing. The structure of this Trinitarian writing theory is dually aimed at both the writing pedagogue, by providing the resources from which the teacher can develop an instructional pathway, and the student writer, by providing the resources from which the learner develops functional writing strategies encased within a biblically-grounded motivation for writing. Rooted in Kevin Vanhoozer’s Trinitarian Theology of Communication, this Christian writing pedagogical theory unfolds through a series of similarly-shaped triune-based structures that move from theological formation to methodological practice. Chapter 1 argues that composition pedagogy is in crisis, not only at Christian colleges and universities, but secular institutions as well. Providing a context for the aforementioned crisis, chapter 2 historically traces composition instruction trends in America. While Christian scholars have proposed ways to apply faith and learning in other academic fields, no thoroughly Christian writing pedagogy has yet been created. Chapter 3 overviews secular strategies developed in response to the composition instruction crisis and those strategies’ lack of effectiveness. Chapter 4 serves to build the theological and philosophical foundation of a new instructional design theory. Chapters 5-9 provide a detailed progression of the new writing theory from its theological inception to the methodological and practical culmination as an act of worship for the student writer. Craig Bartholomew’s Tree of Knowledge provides the systematic method this project uses to rebuild composition theory; Kevin Vanhoozer's Trinitarian Theology of Communication model is the theological base that provides the key theoretical categories of the new writing pedagogy. Chapters 10-12 examine how the theory’s biblically-based distinctives translate to the classroom.

This study was designed to compare the college choice decisions of first-year students in the fall of 1993 attending selected private Christian institutions of higher learning with a national sample of colleges. The data for the study were collected using the Entering Student Survey (ESS), published by the American College Testing program (ACT).

The purpose of this study was to explore the impact of the Civil rights Restoration Act of 1987 on America's Protestant institutions of higher education and to examine whether the new law, without the expanded religious exemption, is perceived by the presidents of these institutions as inpinging upon the religious liberty guaranteed under the First Amendment.

王家健. / "2007年9月". / 論文(哲學碩士)--香港中文大學, 2007. / 參考文獻(leaves 95-100). / "2007 nian 9 yue". / Abstract also in English. / Wang Jiajian. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (leaves 95-100). / Chapter 第一章 --- 前言 --- p.1-8 / Chapter 第二章 --- 十九世紀傳教士在廣州辦學情況 / Chapter 第一節 --- 十九世紀傳教士在廣州創辦教會學校的背景 --- p.9-11 / Chapter 第二節 --- 十九世紀傳教士在廣州創辦教會學校的槪況 --- p.11-15 / Chapter 第三節 --- 十九世紀傳教士在廣州創辦教會學校的特色 --- p.15-17 / Chapter 第四節 --- 十九世紀廣州教會學校對社會的影響 --- p.17-18 / Chapter 第五節 --- 小結 --- p.18 / Chapter 第三章 --- 廣州培正學校的創辦 / Chapter 第一節 --- 培正學校創辦緣起 --- p.19-23 / Chapter 第二節 --- 培正學校辦學槪況及特色 --- p.23-30 / Chapter 第三節 --- 小結 --- p.30-31 / Chapter 第四章 --- 二十世紀初期的廣州培正學校 / Chapter 第一節 --- 教會學校師生們的友愛與關懷 --- p.32-40 / Chapter 第二節 --- 培正學校與民國時期教育的變遷 --- p.40-53 / Chapter 第三節 --- 小結 --- p.53 / Chapter 第五章 --- 抗戰時期的廣州培正學校（1937-1944) / Chapter 第一節 --- 戰時教學活動的調整 --- p.54-61 / Chapter 第二節 --- 戰時社會服務 --- p.61-63 / Chapter 第三節 --- 小結 --- p.63-64 / Chapter 第六章 --- 校友貢獻 / Chapter 第一節 --- 校友在19世紀末至20世紀中期的變化 --- p.65-69 / Chapter 第二節 --- 校友自1920年代後往海外繼續學業日多 --- p.69-70 / Chapter 第三節 --- 校友在體育、藝術事業方面的貢獻 --- p.70-74 / Chapter 第四節 --- 校友在工業、科學事業及醫學方面的貢獻 --- p.74-77 / Chapter 第五節 --- 校友在政治方面的貢獻 --- p.77-78 / Chapter 第六節 --- 校友在商業方面的貢獻 --- p.78-79 / Chapter 第七節 --- 小結 --- p.79 / Chapter 第七章 --- 結論 --- p.80-82 / Chapter 第八章 --- 附錄 / 附錄一 1889-1944培正學校發展大事年表 --- p.83-84 / 附錄二李錦綸生平介紹 --- p.85 / 附錄三黃啓明生平介紹 --- p.86 / 附錄四楊元勛生平介紹 --- p.87 / 附錄五黃汝光先生訪問稿 --- p.88-89 / 附錄六鄺文熾先生訪問稿 --- p.90-91 / 附錄七洗子昌先生訪問稿 --- p.92 / 附錄八1890-1936年培正學校統計年表 --- p.93-94 / 參考書目 --- p.95-100

Thesis (D. Min.)--Liberty Baptist Theological Seminary, 1997. / Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--Queen's University, 2002. / Includes bibliographical references.

No description available.

Thesis (Ph. D.)--University of Notre Dame, 2006. / Includes bibliographical references (leaves 326-332). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Notre Dame, 2006. / Includes bibliographical references (leaves 326-332).