Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 2005. / Includes vita. Non-Latin script record. Includes bibliographical references (leaves 115-121, 127-133; Korean leaves 133-139).

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Call number: LD2668 .T4 1962 D87

The purposes of this descriptive study were to determine the reasons for which Anglo and Hispanic parents/guardians send their children to a Catholic high school in the southwestern United States and to investigate the effect of specific demographic elements upon the parents'/guardians' reasons. These elements were sex, age, and ethnicity of student; age, sex, ethnicity, religion, educational level, and social-economic status of parents/guardians; and marital status, family school affiliation, and family configuration, and family mobility. A modified Delphi procedure with two questionnaires was used to both identify the reasons and to investigate the possible effects of the demographic elements. A RVAX computer with SPSSX was used to apply measures of central tendency, factor analysis, and ANOVA to the data. The study revealed that the main reasons for this Catholic school choice were academics and discipline/environment. The secondary reasons were teachers/students, size and programs, and religious instruction and atmosphere. The two remaining reasons were dissatisfaction with public schools and family tradition. The study indicated that the interaction of age, sex, and ethnicity of students did significantly influence the evaluations of discipline/environment, religious instruction and atmosphere, and family tradition. In addition, the evaluations of the seven factors were significantly influenced by various combinations of family mobility, economic status, family configuration, marital status, religion, educational level, and ethnicity, age, and sex of parents/guardians. The study suggested that although parents/guardians in 1986 agree with those in a 1974 study that academics is important, they place much less importance upon religion. Other major findings suggested that the values of specific categories of parents/guardians cannot be accurately predicted and that it should not be assumed that Anglo and Hispanic students are sent to a Catholic school for different reasons. Finally, the study suggested that academics and discipline/environment, the main reasons for which parents/guardians make the Catholic school choice, should be a concern of all schools, whether they are parochial, private, or public.

The purpose of this study is to make an investigation of certain governmental policies in relation to parochial schools and to ascertain reasons why parents enroll their children in parochial schools instead of public schools.

Several Christian schools are becoming insolvent due to competition from larger private and charter schools. The purpose of this explanatory sequential mixed methods study was to determine teacher and administrators’ perception of school climate in the dimension of “Professional Relationships” in two accredited secondary Christian schools in South Florida, identify factors that contribute to healthy interpersonal relationships between the two groups, and determine how each group’s Christian faith influenced their actions. This study was unique because it included the administrators. The Organizational Climate Descriptive Questionnaire Revised for Secondary Schools (OCDQ-RS) survey was administered and results indicated that the participants’ perception of school climate was strongly influenced by their interpersonal relationships with their leaders, and positive interactions with one leader balanced out negative interactions with another leader. The survey results determined that School B’s participants scored above average in all five behaviors, and in “Teacher Engaged Behavior” their high score was an outlier, but the qualitative strand proved the score was appropriate. A t-test proved there was a significant statistical difference between the two research sites. Both schools scored above average in their openness scores, supporting the literature that Christian schools tend to have healthier school climates than public schools. An intrinsic case study was used for the qualitative strand, and the results indicated that teachers appreciate “Intentional Compassionate Leaders” who demonstrate healthy communication skills and compassion, and administrators appreciate “Professional Teachers” who demonstrate healthy communication skills and reciprocal compliance. Teachers appreciate administrators who demonstrate humility, Christian leadership, collaboration, accessibility, and visibility. These findings are significant for all educators because they identify concrete actions that teachers and administrators can take to improve their professional relationships. Christian school leaders could consider conducting a school climate study with a qualitative strand and following the Christian Transformational Leadership style, which encourages leaders to develop professional relationships with teachers, provide teachers with growth opportunities, develop a shared vision with their staff, and incorporates the three R’s, which stand for Christian school leaders who are “responsible” to secure “resources” and implement “reform” to keep their school in business. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

This thesis investigates a new kind of conservative Protestant schooling that emerged in Australia after 1962.Themelic schools developed out of a reaction to secular humanist trends which emerged after World War II. The author argues that these schools constitute a system which warrants greater research. Historical, philosophical and theological work is integrated with a considerable methodological basis in oral history. The research seeks to introduce the schools, clarify their theoretical positions, evaluate their theological and social position and offer criticism and recommendations regarding their educative value. One of the central arguments is that the themelic system of schooling is one of fear and confusion.It is argued that the themelic system is laden with numerous contradictions that have not been addressed and that the schools are reactionary, authoritarian and educationally limited. Some recommendations are made that address organisational and language issues. Though criticism offered is sometimes negative, the intended outcomes of the thesis are positive so as to help these schools establish better environments for education / Doctor of Philosophy (PhD)

A study was conducted to determine agreement between Christian school teachers and administrators regarding the importance of selected teacher evaluation criteria. Thirty-nine criteria were included from Christian school literature and from a list suggested by Manatt and Stow. The populations of the study included participants at the 1986 International Institutes for Christian School Teachers and Administrators and teachers and administrators from selected Midwest Christian schools.An instrument was administered on site to the Institute population and via mail to the Midwest population. Chi-square analyses were run to determine any significant differences of opinion.Findings1. There was a high degree of congruence of opinion between the teachers and administrators regarding the importance of the selected criteria suggesting a core of desirable teacher evaluation criteria for Christian schools.2. Thirty-five criteria, including all 20 suggested by Manatt and Stow, were considered to be very important by 3. Differences of opinion between teachers and administrators included respect for authority, which the administrators thought more important, and lesson plans and effective use of time, materials, and resources, which teachers thought more important.4. No conclusions could be made regarding the influence of any demographic information on the opinions.5. There was no evidence that a teacher's input into teacher evaluation is related to a teacher's satisfaction with teacher evaluation.A list was included in Chapter V of 22 teacher evaluation criteria which were mutually important to Christian school teachers and administrators.

Thesis (M.A.), Memorial University of Newfoundland, 2000. / Bibliography: leaves 92-95.

Thesis (D.Min.)--Liberty Baptist Theological Seminary, 2009. / Includes bibliographical references.