Text in German / This dissertation shows the possibilities of interdisciplinary application of principles and methods in bible didactics, adult education, school education and learning style research to Christian education in evangelical free churches. The research objective is the establishment and development of a bible didactic methodology for practical teaching in order to convey biblical contents to postmodern adults. This objective is achieved by the practical-theological establishment of the necessity of basic biblical education in free churches, the presentation of the postmodernist church pedagogical framework for bible courses, the elaboration of possible applications of didactic principles of bible didactics, adult education and school education for conveying biblical contents in bible courses, and finally, by the compilation of suitable bible didactic principles and methods for bible courses. The dissertation closes by stating the requirements of pastors and teachers in free churches as well as the challenges of church pedagogy training for future pastors. / Practical Theology / M. Th. (Practical Theology)

創業活動為現今一國經濟發展的指標之一，也提供了許多就業機會，許多國家開始重視國內的創業績效，因此發展出許多相關政策。而創業教育也逐漸受到重視，創業家精神、創業機會的認知等相關意識須從小培養，而在各個成長階段又該具備什麼樣的創業相關知識與技能，能透過哪些創業教育類別帶給學童，是值得探討的課題。 不同的國家有著不同的社會環境、人文品種，在不同的國家文化下，創業教育也有所改變，本研究將深入探討台灣、美國、以色列、芬蘭、西班牙、中國、新加坡、韓國、日本九個具代表性的國家在創業教育上之特別作為，並藉由全球創業觀察數據資料來檢視九大國家的創業教育績效是否呼應其創業教育的實施，以表現較良好的國家作為台灣在創業教育上的借鏡，效法其優點，使台灣日趨進步。

本論文共一冊約十萬字，內分五章十三節，茲摘要如下： 第一章 緒論 第一節 研究目的與動機 本論文旨在瞭解美國企管碩士教育課程設計之發展趨勢與需求者對課之期望情況，以 為中華民國企管碩士教育之未來發展方向提出建議。 第二節 研究架構 以最近數年中美所發表之有關企管碩士計劃之期刊、論文歸納出七個主要論題：分析 比較中、美企管研究所在上述論題所做之努力之差異。 以問卷調查之方式來確定國內需求者對上述論題之重視程度。 第二章 研究方法 第一節 內容分析法 應用於文獻探討以瞭解企管碩士教育之發展趨勢；應用於各所之課程目錄分析中，以 瞭解中、美各所之發展重點。 第二節 因素分析法 應用於問卷資料分析上，以瞭解各類需求者對各個論題之重視程度。 第三章 中美企管研究所課程設計之比較 本章共分五節：一、中美基本必修課之相似程度與涵蓋範圍之比較。二、選修課程之 涵蓋廣度與專精深度之比較；三、中美企管所採行專門化或廣泛性企管碩士計劃之比 率比較；四、中美學生平均年齡與工作經驗比較；五、師資、畢業要求修件之比較。 第四章 課程需求情況之研究 本章共分兩節：一、美國的需求情況，根據最近幾年已發表之文獻探討之；二、台灣 地區之需求情況；以７１年畢業之企管碩士為對象，瞭解其對課程安排之看法。 第五章 結論與建議 對前述研究做簡單結論，並對中華民國企管碩士教育未來發展方向提出建議。

It was a goal of this study to identify factors affecting African-American enrollment and intent to enroll in an advanced placement program and other select variables such as prior course work, teacher expectations, academic motivation, peer affiliation, counselor advisement, teacher perception, and student self-efficacy. Pearson correlations, ANOVA, Post Hoc and regression tests were used to analyze the data that had the greatest significance on African-American enrollment in an advanced placement program. The researcher concluded that teacher expectations, peer affiliation, and student intent to enroll have the greatest significance on African-American enrollment in an advanced placement program. Recommendations were suggested for classroom teachers, educational leaders, and future researchers.

This study was concerned with the enrollment patterns in required general education courses by technicaloccupational students in an urban community college. The purposes of this study were to (1) examine the general education course enrollment patterns of technical occupational students in specific programs; (2) determine if completion of an English course yields a higher GPA; (3) profile the characteristics of the students who do and do not enroll in general education courses; (4) determine if students enrolled in certain technical-occupational programs are more likely to enroll in general education than students enrolled in similar programs; and (5) determine if completion of general education courses has a positive effect on overall GPA of students.

This study is an attempt to evaluate the Business Writing course at North Texas State College and to determine whether the course as it is now presented meets the needs and desires of the students.

"The purpose of this study is to present a philosophical exegesis of the five general types of method which have characterized methods courses from years 1920 to 1940 in the North Texas State Teachers College."--1.

This study was made, first, to compile the prerequisites and requirements for a master's degree in music from sixty-two of the colleges and universities of the National Association of Schools of Music; second, to compare the standards found from the observation of these data with those requirements at North Texas State Teachers College; third, to secure such information as would be useful in improving the graduate curriculum in the Department of Music at North Texas State Teachers College. It is the further aim of this investigation to aid any student interested in advanced study in any field of music to determine which college or university offers the most appropriate curriculum for his present need. This is the first study, as far as the investigator knows, ever made of this particular problem.

This study examined differences between adult first-generation (AFG) and adult-continuing generation (ACG) students’ academic self-efficacy with regard to the online courses in which they were currently enrolled. The study used an online survey methodology to collect self-reported quantitative data from 1,768 undergraduate students enrolled in an online course at a mid-sized, four-year public university in the southwestern United States; 325 cases were usable for the study. The t-tests revealed no statistically significant differences between the academic self-efficacy of the AFG and ACG students. Parents’ level of educational attainment was unrelated to adult students’ academic self-efficacy with online courses. Ordinary least-squares analysis was used to evaluate student characteristics that might be associated with academic self-efficacy in the online environment. A combination of gender, GPA, age, race/ethnicity (White, Black, Hispanic, and other), and number of previous online courses predicted a statistically significant 12% of the variance in academic self-efficacy in an online environment (p < .001). Age (p < .001) and self-efficacy were positively correlated, meaning that adult students reported greater academic self-efficacy than did younger students; and number of previous online courses (p < .001) was also positively correlated to academic self-efficacy, indicating that students with greater experience with online courses reported a greater sense of academic self-efficacy in that environment than students who had completed fewer online courses. This study has implications of providing additional insight for higher education practitioners working with adult learners. Identifying additional factors influencing adult learners’ academic self-efficacy in an online academic environment may be useful when building effective strategies to improve online retention and completion rates for these students. Future research should examine a wider variety of variables beyond demographic characteristics. External and internal factors, along with existing theories of behaviors should be investigated to help explain adult persistence and retention online and in face-to-face courses.

Mass Open Online Courses have been a phenomenon in education in the past few years. Although their popularity is globaly on the rise, it is not yet clear how sustainable MOOCs really are in the long run. Lack of academic texts and non- existing set of guidelines for the design and implementation of effective and successful MOOCs is one of today's problems. The aim of this paper is to create such criteria that can assess the MOOC quality and success, and subsequently assess current MOOC approach and effectivity as well as outline steps to increase their efficacy. In the paper, I present a novel analysis method of potential MOOC efficacy indicators. Then, based on created criteria, I define the importance of lector's active role in the course, the need for clear formulation and communication of rules, goals and expectations, and the significance of setting high course standards. At the end, I suggest ways of utilizing this thesis for further research.