Thesis--Johns Hopkins University. / Vita. Bibliography: p. 84-86.

Thesis (B.D.)--Western Evangelical Seminary, 1959. / Includes bibliographical references (leaves [172-173]).

Thesis (B.D.)--Western Evangelical Seminary, 1959. / Includes bibliographical references (leaves [172]-[173]).

<p> Global education for global competency in Catholic schools of the Archdiocese of Los Angeles is neither defined nor aligned as a priority for its 21st-century learners. Various schools within the Department of Catholic Schools address global competency through world languages, dual-language immersion, activities, or programs, but no specific global education focus permeates the entire district. The relevance of global competency for nearly 80,000 students from Early Childhood (EC) programs/PreK&ndash;12th grade (high school) Catholic schools in Los Angeles is not just a curricular necessity or spiritual aspiration, it is, at its core, a question of social justice, particularly for students of color and first-generation immigrants who live mostly in underserved communities. </p><p> This study analyzes whether PreK&ndash;12th-grade Catholic schools of the Archdiocese of Los Angeles have unique assets, as well as what challenges the district would face if it were to adapt a more formalized approach to global education. The study researches whether diverse community cultural wealth, demographics, mission, innovation, and Catholic social teachings align or hinder the development of a global education curriculum that addresses the universally adopted United Nations Sustainable Development Goals 2030. The study investigates urgency, opportunity, scalability, and sustainability for this social justice priority. This inquiry also attempts to answer why a globally connected organization, such as the Roman Catholic Church in Los Angeles and its school system, is not virtually connected in its own worldwide network in order to promote global competency for its 21st-century learners. </p><p>

Abstract not available.

<p>Since equipping students for service to God and others is either an implicit or explicit element of the mission statement of every Christ-centered college and university, academic officers at such institutions should give serious consideration to making service-learning one of their regular pedagogical strategies. This paper presents the philosophical, pedagogical, and theological framework upon which a Christian higher education institution could build a shared rationale for a service-learning program. The author discusses a case study of a Christian liberal arts college that is taking steps to develop a campus-wide commitment to service-learning, including the implementation of a pilot program in order to better accomplish their service-oriented mission. The work provides a number of research-based guidelines to assist faculty members who want to learn how to embed a service-learning component into one of their academic courses. These guidelines are organized by use of a mnemonic device developed by Saint Mary's College of California to outline five basic components involved in such a process. The letters O.P.E.R.A. represent outcomes, partnerships, engagement, reflection, and assessment. The author describes each element in some detail, including examples of practice at a number of colleges and universities, and lists a summary of key points for each one. Readers will also find a discussion of an eight-step process, based on a review of best practices, by which the case study institution sought to develop an effective service-learning program within its curriculum. First, the researcher helped lead the college community in a discussion of the alignment of service-learning with its mission in order to develop a shared vision for the program. The provost appointed a service-learning advisory team, which worked with the faculty to develop an institutional definition of service-learning, select instructors to participate in a pilot program, determine the most appropriate means by which to train faculty members in service-learning practice, and assist the initial instructors in the process of developing community partnerships. The writer discusses the implementation of the pilot program in three courses in a single semester and presents the results of the various means of assessment employed at the course and program level. A factor analysis of student survey items provides the basis for a discussion of statistical analyses comparing responses across the three courses and across demographic categories. Although the pilot program did not achieve the specific criteria for success established by the advisory team for the student, faculty, and community partner groups, most participants reported positive impact in many outcome areas. The results confirm the importance of following best practice guidelines in assuring a high quality experience for all participants. The work concludes with an examination of a number of issues that service-learning practitioners suggest a campus community must consider if it desires to institutionalize service-learning and collaboratively integrate it into both the curriculum and co-curriculum. The author also provides recommendations based on the results of the case study institution's pilot program to improve its practice of service-learning as it prepares to expand the use of this strategy into additional courses&mdash;recommendations that could also help other colleges strengthen the implementation of their first pilot programs. Finally, the writer presents topics for further research that could contribute to a program's continuous quality improvement and to the larger body of scholarship on service-learning. </p>

This study traces development of Catholic elementary and secondary schools in Florida, from 1866 through 1992. It examines involvement of religious orders, tracks development of curricula and identifies educational policies adopted by the schools. / The episcopal administrations of the dioceses in Florida provide for natural breaks in the eras studied and bishops are viewed from their individual strengths and how each helped to further the growth of Catholic education in the state. / Certain critical incidents illuminate the connection between educational policies and Catholic school philosophy. The Catholic school experience for blacks in Florida, the impact of Florida's anti-Catholic period, the development of a statewide accreditation program and the advent of federal aid for Catholic school students in Florida are each examined. / A summary of all known schools of the period is provided and enrollment is tracked. Maps depicting diocesan boundaries, the line of succession for diocesan Catholic school superintendents and statements made by the Florida Bishops dealing with Catholic school education are included. Photographs of sisters in the major religious orders involved in Catholic schools are shown. / Catholic schools in this study include elementary schools, diocesan high schools and others run by religious orders. Colleges, universities and early childhood centers are not included. / Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2918. / Major Professor: James R. Robarts. / Thesis (Ph.D.)--The Florida State University, 1993.

This study reflects a synthesis of art, art education, and Southern Baptist education's role in the transmission of values as a foundation for articulating a conceptual and theoretical basis for teaching art in Southern Baptist colleges and universities. The primary focus of this study was to examine ways in which values are transmitted through art, art education, and Southern Baptist education. Each of these three areas was related to (a) the educational setting, (b) the curriculum, (c) the teacher, and (d) the student as a means of structuring the discussion. / As a foundation, art was examined in relation to its role in communication and as transmitter of values. Art educators' statements of art's role in the transmission of values were then examined and synthesized. The following art educators were selected based on their contributions to the field: Laura Chapman, Michael Day, Arthur Efland, Elliot Eisner, Edmund Feldman, Dwaine Greer, Karen Hamblen, Vincent Lanier, June McFee, Jean Rush, Ralph Smith, Brent and Marjorie Wilson, and Michael Youngblood. Literature published in cooperation with the Education Commission of the Southern Baptist Convention and the Association of Southern Baptist Colleges and Schools was then examined to determine the theoretical role of Southern Baptist education as a vehicle for values transmission. A synthesis was then developed which postulates a potential role for art in Southern Baptist colleges and universities. / Results of this study suggest that art can be viewed as a communicative instrument that can serve the aims and goals of Southern Baptist higher education. One of the primary functions of art in the context of Southern Baptist education is that it can be used as a vehicle for values education. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3829. / Major Professor: Tom Anderson. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this study was to determine variables which were associated with participation in continuing education by clergy in the Eleventh Episcopal District (Florida and the Bahamas) of the African Methodist Episcopal Church. The specific objectives of this study were (1) to determine the nature and scope of African Methodist Episcopal ministers participation in continuing education and (2) to determine the association between selected demographic, dispositional, situational, and institutional variables and participation in continuing education. One hundred twenty-four ministers were requested to respond to a fifty item mail questionnaire; from the sample seventy-five usable instruments were returned. / Data collected for objective one were descriptive. The data provided information relevant to the nature and scope of ministers participation in continuing education. Objective two was operationalized through a series of four research questions. The four research questions were analyzed using Spearman's Rho, Pearson Product Moment Correlation, and the Contingency Coefficient. / For research question one significant associations were found between income from ministerial sources and number of activities attended, providers used, and hours studied. For research question two significant associations were found between value of improved pastoring and the number of activities attended and providers used. For research question three significant associations were found between length of professional experience and hours studied, and between work obligations and size of church and the number of activities attended. In research question four significant associations were found between scheduling and number of providers; knowledge of educational offering from other ministers and number of hours studied; and fees--amount spent by ministers and number of activities attended, providers utilized and hours studied. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3996. / Major Professor: Irwin Jahns. / Thesis (Ph.D.)--The Florida State University, 1990.

This dissertation identifies communication competencies needed by Southern Baptist clergy. These competencies are compared with the status of speech education in Southern Baptist colleges and seminaries. This dissertation utilized a questionnaire created by a task force commissioned by the Speech Communication Association. The questionnaire was adapted for a survey of ministers in Georgia and a similar survey of teachers of communication in Southern Baptist higher education. The survey contained two major sections. One section listed seven communication activities. The second section listed fifty-three communication skills or competencies grouped into three areas: speaking skills, listening skills, and human relations skills. Ministers were asked to rate the importance of the skills on a Likert-type scale. Educators were asked to indicate whether each skill was required, recommended, or available at their respective institutions. / Three hundred and thirty ministers responded, constituting a return rate of over forty-two percent of the surveys mailed. Forty-six responses were received from Southern Baptist institutions representing a return rate of over eighty-eight percent of all fifty-two Southern Baptist institutions. / A majority of ministers considered all fifty-three skills at least "Necessary." Ministers ranked listening skills as the most important area, followed by human relations skills. The least important area was speaking skills. However, responses from educators indicated that at Southern Baptist institutions, speaking skills are emphasized the most, listening skills, second, and human relations skills least. According to these respondents, many listening and human relations skills that are considered necessary to ministers are not required, recommended or available at Southern Baptist institutions. / Source: Dissertation Abstracts International, Volume: 52-10, Section: A, page: 3477. / Major Professor: Gregg Phifer. / Thesis (Ph.D.)--The Florida State University, 1991.