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Denna studie har som syfte att undersöka elevers intresse för religionskunskap och relationen mellan lärarens planering, ämnesplan och elevernas intresse. Detta ansåg vi som en viktig fråga i dagens klassrum då tidigare studier visade på ett lågt intresse för religionskunskap i det svenska klassrummet. För att svara på våra frågeställningar utfördes en enkätundersökning för att undersöka elevernas intresse och hur de uppfattade lärarens planeringsprocess. Våra resultat visade på en stark positiv trend för religionskunskapsämnet. Eleverna är nöjda med sin undervisning och sin delaktighet i planering. Resultaten visar på en stark koppling mellan aktivt elevdeltagande i undervisningsupplägget och elevernas intresse för ämnet. När eleverna får delta i undervisningens upplägg så skapas ett innehåll som är relevant för eleven och på så vis mer motiverande.

Because of the enormity of the field [Christian education] and in order to be very specific the subject matter will be confined to the curricula of the Sunday Church Schools. More specifically, the aim is to examine the present-day emphases that are to be found in the curricula of Christian education and to offer suggestions for the blending of these emphases that will add to the force and effectiveness of the great job already being done in this area of Christian education.

INTRODUCTION: The picture of the Sunday School teacher as presented In the Indiana Survey reveals the qualities of sincerity response to a strong sense of duty, and a religious attitude, but a sad deficiency in the matter of training and preparation for the delicate task of working with immortal souls. To draw into this great work those with special ability, and to encourage those already in to add training to their devotion, calls for the development of a professional spirit. By this spirit is meant the feeling that they are members of a great profession of teaching, with a pride in their calling and a sense of the worthwhileness of their task. They will realize that real teaching is one of the great enterprises of life, that it demands the best that is in a person, and calls for exercise- of his highest powers, for force, for originality and imagination equal to the powers of mind and spirit that bring to light the secrets of science, that produce the great inventions, and make the great discoveries. [TRUNCATED]

INTRODUCTION AND STATEMENT OF PROBLEM: The American nation has maintained its ideal for democracy through recognition of the fact that intelligence, together with moral integrity, functions in the maintenance of the democratic state. There are at the present time, certain indications which show that large numbers of our citizens are unable to meet successfully the increasing demands of our industrial, social and political life. We have no reason to doubt the intelligence of our citizenship, and yet we must insistently ask, What has brought about this condition which amounts almost to an impasse in citizenship? [TRUNCATED]

An estimated 33% of all college students take at least one online class (Allen & Seaman, 2013). Online classes are offered across a wide range of domains, including courses designed for spiritual development. Little research exists examining students' experiences in these types of classes. The purpose of this research is to help address this gap by describing the phenomenon of spiritual growth in an online religious education course. Brigham Young University-Idaho (BYU-Idaho) offers online courses designed to help students grow spiritually. Semi-structured interviews were conducted with ten students who took one of these classes and who reported positive gains in spirituality as a result of the course on an end-of-course survey. Interviews focused on two major ideas: First, how did students describe the difference between previous face-to-face religious education experiences and their experience in the online course? Second, what elements of the online course encouraged spiritual growth? Ideas from each interview were combined to create some key observations and a potential model for online religious education that reflects these observations. Findings suggest participants took a great deal of ownership of their own spiritual journey. The online course encouraged this through a curriculum that was flexible enough for students to explore, yet at the same time provided a structured environment for growth. Reflection through writing appeared to be important for students' success. Participants felt online instructors played a less prominent role in their spiritual journey than face-to-face instructors. The online course appeared to change the traditional role of the instructor from one who provides direct instruction into one who acts more as a guide and a facilitator. Interactions between students appeared to have minimal impact on spiritual growth as this particular course was designed, but some interviews suggest this is an area for potential impact.

A large body of research indicates that worry, anxiety, and depression are present in the modern American psyche at increasingly high levels. Everyday worry can lead to further mental health issues, interpersonal problems, and reduced physical wellbeing and should be reduced when possible. Previous research has examined the benefits of church attendance with varied results; however, understanding the relationship between church attendance and everyday worry could be useful in reducing the effects of worry on this population. The purpose of this quantitative study was to measure self-reported levels and causes of everyday worry among church-goers from three congregations and to examine the relationship among peers when sorted by frequency of church attendance and demographic group. Participants completed demographic questions and the Penn State Worry Questionnaire online. The survey was distributed among 3 congregations in the Raleigh, North Carolina area. The 3 congregations represented a spectrum of churches from the Baptist tradition in an attempt to determine if there were significant differences among conservative, moderate, and liberal churches. Two hundred sixty-six usable surveys were returned, an 84% response rate. Results from the statistical analysis indicated that more frequent church attendance was associated with less worry. Women tended to worry more than men, and younger people tended to worry more than older people. There was no significant relationship between level of worry and church type (conservative, moderate, or liberal).

The Ward method of music education was created in the early part of the twentieth century to promote the use of liturgical chant by teaching children vocal music reading skills. Its author, Justine Bayard Ward, was a newcomer to the Catholic Church and to the field of education, yet her approach proved successful and spread throughout the United States, Europe and other parts of the world. The goal of this dissertation is twofold: to document the influences that led the author to write and promote her method, and to trace its origins from pedagogical and notational antecedents. The ancient tradition of choral training in the Church, Wards upbringing, her musical training and aesthetic inclinations, and her zeal in furthering the liturgical and musical reforms of Pius X fostered the ideal environment for the creation of the Ward method. Evidence shows, however, that the materials and procedures were largely appropriations of pre-existing ideas. For example, the work in sight-singing was taken from the Galin-Paris-Chevé school, which flourished in nineteenth-century France, and the educational philosophy originated from her publisher, Rev. Thomas Shields. Ward's mentor, Rev. John Young, S.J., had combined bel canto vocal technique with Chevé exercises and, under Shields's guidance, Ward reshaped it. Separation of musical elements, principally rhythm and pitch, and graduated exercises were key ingredients Ward inherited from Chevé. Students learned accurate pitch discrimination through daily sight-singing drills where numbers corresponded to the sung solfège syllables in moveable “do.” Justine Ward's contributions lie in skillfully incorporating the Chevé sight-singing drills, Young's vocal training, and Shields' theories of aesthetics and childhood development to attain her goal of teaching children music of quality. The repertoire consisted of classical melodies, European folk tunes, and Gregorian chant. The Ward method spread through several avenues. Catholic Education Press began systematic publication of textbooks in the 1910s. Leaders in Catholic education were won over by demonstrations led by Justine Ward. More importantly, the Ward method spread through teacher training courses. It evolved in subsequent publications largely due to her recasting the material to reflect trends in music education and newer rhythmic theories in Gregorian chant.

From the beginning of the COVID-19 pandemic in early 2020, life in the United States fractured over political and social unrest. The fracturing spilled into churches in the United States and caused grief over the loss of members, friendships, and community. Churches and their members often lack the language to process the experienced trauma and grief. This project seeks to equip church communities with the language needed to name and process their grief by introducing lament into the regular rhythms of the church year through experiential participation in the practices of lament. By reclaiming practices and language of lament, persons, and congregations may find healing through renewed connection with God, with ourselves, and with each other.

The primary purpose of this study was to determine the predictive power of items regarding career appraisal in correctly classifying the status of burnout among Church Education System educators with six to ten years of service. Also, the factors considered most effective as deterrents to burnout were determined.It was found that those who (1) did not feel they were progressing in their careers and (2) would change careers if possible were most likely to report burnout. Feeling needed in one's assignment and being recognized and appreciated for one's accomplishments, besides having a happy marriage, enjoying life, and living Gospel principles, were some of the factors ranked as most significant in deterring burnout.