The study explores the hypothesis that the New Testament contains a model of church planting that could assist in rural church planting. After reflecting on the ministry of Jesus as portrayed by Mark, the study continues to unpack the Base Christian Community model that emanates from the Brazilian context, before it proceeds to outline the socio-economic background of first-century Palestine. In the main chapter the text, namely Mark 1:35-45, is reflected on against the socio-economic background and through the grid of the Ecclesial Base Community (CEB) model. Having done the above the study concludes that people gravitate towards an individual (as seen in the case of Jesus) who promises an alternative to their experienced reality. This begins a community, which, for the purposes of this study, is the church. Thus, the pattern of developments that led to the emergence of the church after the Crucifixion provides us with a church-planting model. / New Testament / Thesis (M.Th.)

The study explores the hypothesis that the New Testament contains a model of church planting that could assist in rural church planting. After reflecting on the ministry of Jesus as portrayed by Mark, the study continues to unpack the Base Christian Community model that emanates from the Brazilian context, before it proceeds to outline the socio-economic background of first-century Palestine. In the main chapter the text, namely Mark 1:35-45, is reflected on against the socio-economic background and through the grid of the Ecclesial Base Community (CEB) model. Having done the above the study concludes that people gravitate towards an individual (as seen in the case of Jesus) who promises an alternative to their experienced reality. This begins a community, which, for the purposes of this study, is the church. Thus, the pattern of developments that led to the emergence of the church after the Crucifixion provides us with a church-planting model. / New Testament / Thesis (M.Th.)

There is a discrepancy between national school guidelines towards inclusive education, and the current political trend towards economic efficacy, that may be problematic for teachers. The aim of this contextual study is to formulate a contextual understanding of the participating teachers’ perceptions of their effort to help all their students achieve the goals set forth by school curricula, and use this understanding for the purpose of suggesting points of entry for special needs educators´ guidance of teachers’ practices towards more inclusive education. Information was gathered by sending an extensive web questionnaire to all teachers within a given headmaster´s administration, sending web questionnaires to a majority of third grade students taught by those teachers, conducting interviews with a few of the participating teachers as well as with the special needs educators, carrying out a classroom observation, and gathering additional information concerning working conditions and social interactions. The data gathered in this case study has been subjected to an analytical process comprising of an assessment of the degree of inclusive approach, using the Inclusive Approach through Participation as well as the Framework of Participation, technical triangulation of all data post the inclusive assessment, and analysis of context by the Ecology of Human Development/the Bioecological Theory. The analytical process has resulted in a contextual description that has enabled me to suggest possible points of entry to be used in special needs educators’ guidance of teachers’ practices towards inclusive education. The degree to which there exists a collegial sense of security, varied forms of teacher-student interactions, collegial cooperation, pedagogical discussions, a dialogue in search of mutual understanding, and consequent follow-ups appears, in the light of the limited selection of participants, as relevant to these teachers ability to help their students. Further research is needed to identify valid points of entry for special needs educators’ guidance of teachers’ practices towards inclusive education. This contextual study will hopefully inspire further research into teachers´ perceptions of their work to facilitate implementation of inclusive education and thereby improve every student´s ability to achieve the set goals.