Thesis (doctoral)--Universität, Bremen. / Includes bibliographical references (p. 485-542) and index.

"Since 'religious adjustment is part of the person's total adjustment,' the writer believes that an investigation of the nature of the religious problems which trouble college students might be of some value to those who are concerned with the satisfactory life relationships of undergraduates. The writer also believes that a knowledge of the sources which students seek for help with their religious problems might contribute to a better understanding of students as they attempt to adjust to encountered difficulties. Consequently, the present investigation was undertaken to discover the nature of the religious problems of undergraduate students at Florida State University and to determine the sources sought by students for help with such problems. No attempt was made to find the cause of any problem nor the reason for the absence of problems. No evaluation of the effectiveness of the counseling which students indicated they had received was attempted"--Introduction. / Typescript. / "March, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. F. Cottingham, Professor Directing Paper. / Includes bibliographical references (leaves 74-75).

This thesis is a study of religion and the environment in the Dallas-Fort Worth metroplex and how participants define and interpret their religious duty toward nature. The literature is focused on the field of Christianity and Ecology from its historical development, culminating with a discussion of contemporary religious environmental activism. Utilizing a participatory action research framework, a sustainable education program was developed, focusing on the environmental ethics of Christianity. With my participants we address the topics of sustainability and climate change, religion and the environment, consumption, and advocacy. While the final product of the study was a program on Christianity and Ecology, interfaith ideas can be found throughout the work.

This dissertation represents an instance of evaluation research and an embedded case study of a Catholic nonformal education and social action program in Vicosa, a city in the interior of Brazil. Named Associacao Assistencial e Promocional da Pastoral da Oracao de Vicosa (APOV), the program is devoted to the spiritual and temporal welfare of the poor inhabitants of the neighborhood of Nova Vicosa, 500 of whom currently participate in its activities. Founded in 1980 as a prayer group, APOV gradually evolved increasingly complex education and community development functions and has developed into a full-blown nonformal education strategy. / Data concerning the historical evolution of the program and concerning its current context, resources, processes, results and impact of the program are assembled in the dissertation through a combination of participant observation, document review and field surveys carried out by the researcher over a three-year period. This multiple evidence of APOV's operation is first analyzed from an evaluative or "internal" point of view to see how closely implementation and achievements fit with intentions, what factors explain discrepancies observed, and what lessons the program has learned in the process of its own growth and development. Next the results of the research are contrasted with insights and assertions about nonformal education in Latin American development and the dynamics of Catholic social action drawn from the abundant literature on these topics. / Though APOV follows no detailed and predetermined model, the program generally achieves its intended goals in the areas of individual religious and psychological development. In addition, an impressive quantity of social services is provided to its impoverished clientele, and--given the volunteer labor involved--this is done in a very cost-effective fashion. The program has to date been less successful at addressing the root causes of poverty, durably eliminating it in Nova Vicosa, or promoting full ownership or "empowerment" among its clientele. Recommendations are made in conclusion regarding possible improvements in the program's strategy and further research topics. / Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4636. / Major Professor: Peter A. Easton. / Thesis (Ph.D.)--The Florida State University, 1995.

<p> Over the last decade, many Christian high schools in the United States have been adapting to an exponential increase of Chinese international students. Chinese families have shown increased interest and ability to send their teenage students to American high schools. Public high schools can only host an international student for a year, but private high schools can enroll the students multiple years. There have been few educational research studies for private high schools to refer to if they wanted to read research that would directly aid them in creating supports for their increasing amount of Chinese international students. This study&rsquo;s purpose was to explore what school supports Chinese international secondary students attending Christian high schools in the United States perceived to be effective. Three Christian high schools in California participated, with a total of 23 Chinese international students completing a questionnaire in which they rated existing schools supports and answered open-ended questions. The students showed overall satisfaction with existing schools supports, while also having many ideas for improvement. The students rated the following supports most highly: opportunities to be in service projects, the performing arts, the opportunity to learn about the Bible in club meetings and camps, teachers providing help for international students, and connection with international student alumni. Students voiced that they strongly desired help building stronger connections with local students, more academic support, and more culturally appropriate food.</p><p>

Thesis (Ph. D.)--Catholic University of America, 1934. / Vita. "This examination of the philosophy and the pedagogy of ethical culture [is] from the Catholic standpoint."--P. 167. Bibliography: p. 169-176.

As the percentage of students opting for nonpublic schooling increased in the nineties, private sector choices have diversified, with schools as distinctly different as Afro-centric, Waldorf, Jewish, Muslim, and varieties of Christian schools. Much of the early research in how parents make school choices focused on school climate features rather than curricular considerations. In this study a somewhat isolated population related both by blood and religious association was analyzed in terms of their schooling, choices over a nineteen year period. The PEERS (political, educational, economic, religious, and social attitudes.) Test indicated that although these seven families are highly congruent in their beliefs, their schooling choices were well distributed between public school, a private Christian School with a traditional curriculum, a private Christian school with a continuous progress curriculum (A.C.E.), and homeschooling. The four research questions for this project were: What factors influenced each separate schooling choice? What was the parents' understanding of the curricular differences among their several choices? To what degree did curriculum, affect the parents' final choice of a school? What does the evidence show about parents' ability to make effective choices? The author's participant observation in the test group's cultural milieu for over eight years provided knowledge about the group's thinking processes. Formal exit interviews were recorded and coded for insights on how schooling choices were made. From the analysis of the parents' stated reasons for schooling changes the two most significant findings were the strong influence of adult peer pressure to follow certain trends in schooling choices, and a definite chronological progression ending with strong family commitments to a particular choice. Primary themes which arose, from the exit interviews included parents' ability to recognize individual differences among children, parental understanding of the role of curriculum and the role of the school environment, specifically safety issues and peer influence. Unexpected themes which arose were supervisory concerns, the question of values, and philosophical issues. While curriculum was concluded not to be a strong factor in parents' decision, the results did confirm parent gains in understanding of curriculum, over time. Results also affirmed parental efficacy in educational decision making.

Thesis (doctoral)--Tübingen. / Includes bibliographical references (p. 307-316).

Thesis (doctoral)--Trier, 2008. / Summary in English (p. 325-327). Includes bibliographical references (p. 333-349).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2006. / Includes abstract and vita. "November 2006" Includes bibliographical references (leaves 158-165).