Thesis (M.S.) in Kinesiology and Phyiscal Education--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 12-14).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 107-121).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 107-121).

Thesis (M.A.)--Lancaster Bible College, Graduate School, 2000. / Includes bibliographical references (leaves 122-123).

Thesis (M.A.(Ed.))--University of Hong Kong, 1969. / Typewritten.

The integration of faith and learning has been an important topic of discussion in regard to the identity of Christian schools and their reason to exist. Christian educators and researchers, however, have provided minimal help to teachers with the task of its practical implementation. Christian school teachers, therefore, talk about the importance of the integration of faith and learning while they often fail to practice it in their daily classroom teaching. In this regard, this dissertation examined Christian elementary school teachers in order to evaluate their proficiency level to integrate faith and learning in their teaching. It also presented the factors that influence teachers when achieving biblical integration. For the purposes of this study, ACSI elementary school teachers in Southeast region and Mid-America region were included. The survey instrument, which was originally developed by Raquel Bouvet de Korniejczuk in her dissertation in 1994 were utilized with a minor revision. The data were analyzed to determine teachers' implementation level of the integration of faith and learning. A t-test was conducted in order to examine if there is any difference in teachers' implementation level according to their educational background or demographic factors. This study also identified the most difficult subject teachers considered when they tried to integrate a biblical worldview and considered the teachers management concerns related to the biblical integration. Finally, a multiple linear regression was run to find out the influential factors on teachers' implementation level of the integration of faith and learning. The study concluded that ACSI elementary school teachers ranked high in regard to the implementation of the integration of faith and learning. They, however, still need to work on changing their teaching techniques, involving students' opinion, and working together with colleagues. Teachers who took classes in theology, participated in training on the biblical integration, and spent more time to prepare for integrating their faith into their daily teaching tended to reach higher levels of implementation. Keywords: Christian elementary school teachers, Christian school education, integration of faith and learning

There is no abstract available for this thesis.

The purpose of this study was to determine what specific teacher characteristics, curricula, and course topics are deemed essential by Christian day school administrators for the Taylor University preparation program for Christian day school teachers.The population of the study consisted of elementary and secondary Christian day school administrators from the National Christian School Education Association, National Association of Christian Schools, Mid-Atlantic Christian Schools Association, and the Western Association of Christian Schools. A ninety item questionnaire was mailed to 160 Christian day school administrators, and eighty-one percent or 131 administrators chose to participate in the study. The questionnaire had four parts. Part I of the instrument included general information about the study and asked respondents to answer five demographic questions. Part II contained thirty items which allowed respondents to cite their preferences for specific personal and professional teaching characteristics. Part III listed the course title and the Taylor University catalog description of twenty-three Bible and philosophy courses offered at Taylor. Administrators were asked to rank the importance of each course for candidates preparing to teach in Christian day schools. Part IV asked each respondent School to rank the importance of thirty-two topics which could be included in a course called "Teaching in a Christian. Analysis of the findings from thirty tables discloses that Christian day school administrators stated that asking a candidate to relate a testimony of his personal salvation loomed as significant. Other personal characteristics which ranked high were: seeking candidates who felt "led" or "called" to teach in a Christian school; asking candidates for a philosophy of Christian education; requiring teachers to sign a statement of faith pledge; hiring persons who possess soul-winning skills; and seeking individuals who possess strong patriotic sentiments. The professional characteristic preferences showed that administrators have firm beliefs that teachers and parents be viewed as partners in the teaching and learning process. They seek evidence that candidates practice strong classroom discipline. Methodology items revealed that administrators hold to beliefs related to a "back to basics" approach. Rote, drill, memorization, and assigned written work composed many of the suggested techniques. Preferential selection of candidates from Bible colleges over those from other institutions appears not to be important among the administrators returning questionnaires. The study revealed that Bible courses were strongly .favored over philosophy courses. A list of the courses in priority order is shown in the study. Administrators cited that a candidate who had twelve to fifteen semester hours in Bible is more likely to be considered for a job than a candidate who had no Bible. Data revealed common beliefs among administrators pertaining to what topics should be selected for the course "Teaching in a Christian School." The selection supported information cited in the literature and research chapter where administrators related the importance of one's personal commitment to Christian day school teaching and his being "called" or "led" by God to the ministry of teaching.

According to Locke and Latham (1990), goal-setting is a powerful motivationa! tool which captivates the individual's attention and sense of effort in pooling all available resources to accomplish a task with accrued determination. Goal-setting has been used successfully in sports and physical activities (Kyllo & Landers, 1995). Positive results have also been realized with low achievers in academic tasks (Bandura & Schunk, 1981). / The purpose of this investigation was to test the effects of goal-setting on basketball free throwing with normally achieving (NA) boys and girls, and with children having learning disabilities (LD), ages 9-13 years. This study also tested the relationship between Perceived Physical Self-Competence (Harter, 1978b) and performance. / Results indicated that the children with LD in the goal-setting group outperformed the control group. However, goal-setting failed to differentiate the performances of NA children. No correlation was established between Perceived Physical Self-competence and the performance of these children. Methodological key points are discussed and suggestions are given for future research with goal-setting and children. (Abstract shortened by UMI.)

The purpose was to develop a valid and reliable survey to determine if physical educators provide students with opportunities for self-determination. It was based on the self-determination model of Wehmeyer et al. (1998) and interviews with four university professors and five physical educators. The survey was sent to 153 physical educators from Montreal and Halifax; a 63.4% return rate resulted. The most frequent aspect of self-determination included in their teaching was the opportunity to "develop a sense of belonging in the class", while "choice-making" was provided least frequently. Class size and inadequate resource material were the most detrimental barriers to self-determination. The temporal stability of the survey was .49 for the elements of self-determination and .84 for barriers to self-determination. Finally four physical education teachers were observed in gymnasium settings, two had scored high on self-determination and two had a low score. Systematic observation techniques revealed that their teaching was consistent with their survey score. It was concluded that the survey had sufficient reliability and validity to warrant further development.