Thesis (M.A.)--Catholic Theological Union at Chicago, 2003. / Includes bibliographical references (leaves 149-151).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2005. / Vita. "April 2005." Includes bibliographical references (leaves 39-41).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2005. / Vita. "April 2005." Includes bibliographical references (leaves 39-41).

Thesis (D. Min.)--Dallas Theological Seminary, 2006. / Includes abstract. Includes bibliographical references (leaves 184-188).

Thesis (Ph.D.)--Baylor University, 2009. / Includes bibliographical references (p. 277-296).

A dissertation submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy. / This dissertation deals with the forging of identities in twentieth century South Africa.It is undertaken within the discipline of history of education, but, givenithe complexity of the topic, the writer has adopted an interdisciplinary approach, drawing where appropriate on the methodologies provided by other disciplines. (Abbreviation abstract) / AC 2018

No description available.

Title I of the Elementary and Secondary Education Act of 1965 was envisioned as a way to improve society by helping to equalize educational opportunities for economically and educationally deprived school children. The law provided for students in nonpublic schools to receive services commensurate with those received by their public school counterparts. This dissertation describes and analyzes the implementation of Title I of ESEA and amendments, in the Catholic Diocese of Richmond, Virginia, from April 1965 through December 1976. The implementation of Title I in diocesan schools resulted in a conflict between church and state. An historical study in church-state relations, this study provides documentation of the conflict and a view of the issues, events and results. Positions of some officials of the Richmond diocese, the Virginia Department of Education, the U.S. Office of Education, and the U.S. Catholic Conference are presented. Three chronological phases of Title I implementation between April 1965 and December 1976 are identified. Efforts of diocesan officials to secure Title I services for children in schools of the diocese varied in concert with events and issues and the personalities of the leaders throughout the time frame. The study documents that the amounts of services parochial school children received were determined, to a large extent, by external factors not under the control of the Richmond diocesan staff. The issues involving the implementation of Title I (now Chapter I, ECIA) remain unresolved. The dissertation suggests the need for future study regarding the implementation of Title I for the period following December 1976. A number of general hypotheses about church and state relationships; about administrative processes in state, federal, and church bureaucracies; and about leadership emerged from the study. These generalizations are presented as empirical propositions. / Ed. D. / incomplete_metadata

Evangelical Christians have in recent years manifested great dissatisfaction with public schooling. Because evangelicals represent a large segment of the American populace, their dissatisfaction has had a significant effect on the functioning of the public schools. More importantly, dissatisfaction on the part of evangelicals has led them to form private Christian schools which have drawn pupils from the public ones. This study has analyzed the problems evangelicals face in public education, the historical framework of those problems, and the attempts currently being made to solve them. This has been done from an evangelical perspective. In addition to reviewing the literature available on the subject, the author utilized information gleaned from a study of 31 evangelical youth, and a survey of evangelical educators representing all evangelical colleges offering a degree in education. The study dealt with problems stemming from failure within evangelicalism as well as problems attributable to the public schools. Conclusions and proposals for change were stated based upon the information provided in the study. Proposals included the suggestion that preparations be made for the possibility of a complete evangelical break with public education should immediate and effective efforts not begin to regain evangelical confidence. / Ed. D.

In unpacking the concept of teaching as a vocation in Chrisrian tradition, the research aims to articulate the essential interconnectedness between four elements: * Christ as the foundation of Christian vocation - biblical perspectives, focusing particularly on the concepts of discipleship, emulation and charism * The way in which that vocation has developed within Christian tradition - historical perspectives focusing on two Religious Orders, the Salesians of Don Bosco and the Sisters of Mercy. * Current conversations in the academy concerning teaching as a vocation - contemporary perspectives including the notion of spiritual capital, the sacramental perspective, a renewed focus on interiority, vocation as a convergence between self and service and current challenges to the concept of teaching as a vocation. * Vocation demonstrated in the perceptions and motivations of practitioners - quantitative and qualitative research. The former involved in-depth interviews with twelve practitioners encompassing a wide range of ages and stages of career progression. The interviews were patterned in three stages: personal religious commitment. Quantitative research was introduced in an attempt to corroborate the findings emergent from both the critical retireval of literature and the in-depth interviews. The research findings were then analysed in the light of the literature review and this was followed by a chapter in which conclusions were reached, structured around the principal elements of both the literature review and the empirical research. Based on these conclusions, a series of recommendations are put forward, focusing primarily on the maintenance of formation programmes both at Diocesan and Relitious Order level, the challenge to address the complementary aspects of Chrsitain vocation such as family commitments in the context of teaching, then explore futher what might be meant by 'integrity of life'. The thesis concludes strongly that the notion of commitment permeates the empirical evidence to the extent that it echoes that of the first disciples of Jesus and the pioneers within Religious Orders who constituted "an example of the unreserved and gratuitous "gift" of self to the service of others in the spirit of their religious consecration." (Congregation for Catholic Education: 1997).