Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 118-126). Also available in print.

Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Kansas, 2005. / Includes bibliographical references (leaves 134-146). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Kansas, 2005. / Includes bibliographical references (leaves 134-146)

Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references.

Thesis (MScSportSc)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The premise of this study focused on the holistic approach to the human body, mainly the connection between the brain and the body. According to Sibley and Etnier (2003:243) both the brain and the body are involved in all forms of learning and should not be considered as separate entities. Therefore, interdependent entities, in other words, what happens to one will affect the other. It is important to realize that learners attend school as holistic beings and that both the body and the brain require sufficient stimulation throughout the day. The purpose of this study focused on the effect of intervention programmes ([1] an integrated academic skills and physical development programme and [2] a moderately intensive physical activity programme) on Grade 2 learners' academic abilities, particularly with regard to literacy and numeracy skills. The study took place at two Afrikaans primary schools (a Quintile 5 school [School A] and a Quintile 1 school [School B]) in the Stellenbosch area. Six Grade 2 classes these schools were used for the purpose of this study. These six groups served as the sample. In this study a quasi-experimental design was used where participants were selected through a convenience sample. The participants that were divided into already existing class groups were made available by the schools. It was thus not possible to select learners randomly. Two Grade 2 groups (the experimental groups) from each school [A1 (n = 25), A2 (n = 26), B1 (n = 23) and B2 (n = 23)], took part in the two intervention programmes, whereas one Grade 2 group from each school (the control group) [A3 (n = 25), and B3 (n = 27)], did not participate in the intervention programmes. The Grade 2 groups consisted of both boys and girls. In the experimental group 48 boys and 49 girls took part in two intervention programmes (N = 97). The control group consisted of 22 boys and 30 girls participants (N = 52). Data was collected by means of a questionnaire and a pre- and post-test. The experimental and control groups completed the questionnaire and pre-test before the start of the intervention and the post-test after the intervention. The measuring instruments that were used during the pre- and post-tests were the VASSI Mathematical skills test and the ESSI Reading and Spelling Test. The two research schools used for the purpose of this study are located in diverse communities. School A is embedded in a more affluent community and School B in a less affluent community. School A is largely regarded as a functional and School B as a dysfunctional school. This means that in School A good school management, discipline and order, good knowledge of the curriculum content, low teacher / pupil absenteeism, good opportunities and resources, low repetition rates and little or no early school leaving by learners takes place. School B complies with the opposite characteristics and find it difficult to uphold the above-mentioned standards. Before the start of the study it became clear that the participants of the respective schools’ differed in literacy and numeracy abilities, as well as in participation in physical activities. Test results using the VASSI Mathematical skill test and the ESSI Reading and Spelling Test indicated that School A and B’s participants’ abilities differed in relation to literacy and numeracy skills. School A did better than School B in both literacy and numeracy during the pre-test. Through the information gathered using the questionnaire, it can be concluded that the two schools offer different opportunities to their learners with respect to movement experiences. School A's learners take part in sport and physical education (PE) throughout the year whereas School B did not offer these opportunities to learners. After the intervention programmes and through the use of the post-tests the results indicated that School A and B both showed progress in literacy and numeracy, although it was not statistically significant (p <0.01). Compared to the pre-test results and information gathered through the questionnaire the post-test results indicated that School B, with the least amount of movement opportunities, showed the greatest progress. Specifically the experimental group that took part in the moderately intensive physical activity programme indicated good progress in spelling. The afore-mentioned was not statistically significant and is only regarded as a tendency that warrants further research. Based on the results obtained by the current study general recommendations were made for education practice. It is essential that the importance of physical activity must be recognised. Physical activities can have an effect on the holistic development of the child. Hacker (2008:1) supports the afore-mentioned and believes that physical activities facilitate the development of the building blocks upon which learning processes rests. Thus, policy makers, education departments, teachers, parents and students need to understand the role of physical activity in the learning process. It is also of importance that teachers receive the necessary training in PE. It could be beneficial if refreshment courses or workshops with information regarding gross motor development are offered annually (or more) to PE teachers. Another recommendation eludes to the amount of time spent in schools on PE. The intense focus as on other scholastic subjects should be applied with the same intensity to PE. Additionally, in the South African education system PE should enjoy greater prominence. Thus, it is important that PE should have a daily slot in the school timetable. Recommendations for further research that could have played a role in the results of the present study refers to the sample size. The sample of the present study does not necessarily represent the rest of the Grade 2 groups in South Africa. Therefore, it is proposed that similar studies in future make use of larger samples sizes. It is important to choose the appropriate period in which the study should take place. It could be beneficial to perform a similar study later in the year, especially with regard to the transition from Grade 1 to Grade 2. This will enable the participants to have the necessary reading skills to complete the pre-and post-tests. Specific arrangements regarding space should be cleared up with schools and teachers. A schedule should be drawn up for the duration of the study. It is also recommended that the study be carried out over a longer period. The assumption is that if the intervention takes place over a longer period of time the effect of physical activity on several domains (cognitive, emotional, social and physical) may have been greater. With all the information put forward by the study, it is strongly recommended that the role of PE in schools be reconsidered. / AFRIKAANSE OPSOMMING: Die uitgangspunt van hierdie studie het op die holistiese benadering tot die menslike liggaam gefokus, hoofsaaklik die verbintenis tussen die brein en die liggaam. Volgens Sibley en Etnier (2003:243) betrek enige vorm van leer beide die brein en die liggaam en word beide nie as aparte entiteite beskou nie. Dus, interafhanklike entiteite, met ander woorde wat met die een gebeur sal die ander affekteer. Dit is van belang om te besef dat ‘n leerder skool as ‘n totaliteitswese bywoon en dat beide die liggaam en die brein genoegsame stimulering gedurende die dag moet ontvang. Die doel van hierdie studie het op die invloed wat intervensieprogramme ([1] ‘n geïntegreerde akademiese vaardigheid en fisieke ontwikkelingsprogram en [2] ‘n matig-intensiewe fisieke aktiwiteitsprogram) op Graad 2-leerders se akademiese vermoëns, spesifiek in terme van geletterdheid en syfervaardighede, gefokus. Die studie het by twee Afrikaanse laerskole (‘n Kwintiel 5 [Skool A] en ‘n Kwintiel 2 skool [Skool B]) in die Stellenbosch omgewing plaasgevind. Ses Graad 2-klasse in hierdie skole is vir die doel van hierdie studie gebruik. Hierdie ses groepe het as die steekproef gedien. In hierdie studie is daar van ‘n kwasi-eksperimentele ontwerp gebruik gemaak waar deelnemers deur middel van ‘n gerieflikheidsteekproef geselekteer is. Die deelnemers wat in reeds bestaande klasgroepe verdeel was, is deur die skole beskikbaar gestel. Dit was dus nie moontlik om leerders ewekansig te selekteer nie. Twee Graad 2-groepe (die eksperimentelegroepe) uit elke skool [A1 (n=25), A2 (n=26), B1(n=23) en B2 (n=23)] het aan die twee intervensieprogramme deelgeneem, terwyl een Graad 2-groep uit elke skool (die kontrolegroepe) [A3 (n=25) en B3 (n=27)] nie aan die intervensieprogramme deelgeneem het nie. Die Graad 2-groepe het uit seuns sowel as meisies bestaan. In die eksperimentelegroepe het 48 seuns en 49 meisies aan die twee intervensieprogramme deelgeneem (N=97). Die kontrolegroepe het uit 22 seuns en 30 meisies bestaan (N=52). Data is deur middel van ‘n vraelys en ‘n voor- en na-toets ingesamel. Die eksperimentele- en kontrolegroepe het voor die aanvang van die intervensieprogramme ‘n vraelys en voor-toets voltooi en na afloop van die intervensieprogramme ’n na-toets. Die meetinstrumente wat gedurende die voor- en na-toets gebruik is, was die VASSI-Wiskundige vaardigheidstoets en die ESSI-Lees- en Speltoets. Die twee navorsingskole wat vir die studie gebruik is, is in uiteenlopende gemeenskappe geleë. Skool A is in ‘n meer welvarende gemeenskap geleë en Skool B in ‘n minder welvarende gemeenskap. Skool A kan hoofsaaklik as ‘n funksionele skool bestempel word en Skool B as ‘n disfunksionele skool. Dit beteken dat Skool A vir goeie skoolbestuur, dissipline en orde, goeie kennis van die kurrikuluminhoud, lae onderwyser/leerder-afwesigheid, goeie geleenthede en hulpbronne, lae herhalingsyfers en min of geen vroeë skoolverlating deur leerders bekend is. Skool B voldoen aan die teenoorgestelde eienskappe en sukkel om aan laasgenoemde standaarde te voldoen. Voor die aanvang van die studie het dit duidelik geblyk dat die deelnemers in die onderskeie skole se vermoëns in geletterdheid en syfervaardigheid, asook deelname aan fisieke aktiwiteite, verskil het. Voor-toets resultate wat met behulp van die VASSI-Wiskundige vaardigheidstoets en ESSI-Leesen Speltoets bekom is, het daarop gedui dat Skool A en B se deelnemers se vermoë met betrekking tot geletterdheid en syfervaardighede verskil. Skool A het beter as Skool B in beide geletterdheid en syfervaardigheid gedurende die voor-toets gevaar. Vanuit die inligting wat met behulp van die vraelyste ingesamel is, kan daar afgelei word dat die twee skole verskillende geleenthede ten opsigte van bewegingservarings aan hulle leerders bied. Skool A se leerders neem regdeur die jaar aan sport en Liggaamlike Opvoeding (LO) deel, terwyl Skool B nie hierdie geleenthede aan die leerders bied nie. Na afloop van die intervensieprogramme en met behulp van die na-toets het resultate getoon dat vordering in geletterdheid en syfervaardigheid by Skool A en B voorgekom het, alhoewel nie statisties beduidend (p<0.01) nie. In vergelyking met die voor-toets resultate en die inligting wat uit die vraelys bekom is, het die na-toets resultate getoon dat Skool B wat oor die minste bewegingsgeleenthede beskik, die grootste vordering getoon het. Spesifiek die eksperimentelegroep wat aan die matig-intensiewe fisieke aktiwiteitsprogram deelgeneem het, het goeie vordering in spelvermoëns getoon. Laasgenoemde is nie statisties beduidend nie en word slegs as ‘n tendens beskou wat verdere navorsing regverdig. Op grond van die resultate is algemene aanbevelings vir die onderwyspraktyk vanuit die studie gemaak. Dit is van belang dat die belangrikheid van fisieke aktiwiteite herken word. Fisieke aktiwiteite kan ‘n effek op die holistiese ontwikkeling van die kind hê. Hacker (2008:1) ondersteun laasgenoemde en is van mening dat fisieke aktiwiteit die ontwikkeling van die boustene waarop die leerproses gebou word fasiliteer. Dus, moet beleidmakers, onderwysdepartemente, onderwysers, ouers en leerders die rol van fisieke aktiwiteite in die leerproses verstaan. Dit is ook van belang dat onderwysers die nodige opleiding in LO ontvang. Dit kan voordelig wees as opknappings kursusse of werkswinkels met inligting aangaande grootmotoriese ontwikkeling jaarliks (of meer) aan LO onderwysers aangebied kan word. Nog ‘n aanbeveling dui op die tyd wat aan LO by skole gespandeer moet word. Die intense fokus op ander skolastiese vakke moet met dieselfde erns op LO toegepas word en in die Suid-Afrikaanse onderwyssisteem moet LO groter prominensie geniet. Dus, is dit van belang dat LO daagliks ‘n tydgleuf op die skoolrooster moet hê. Aanbevelings vir verdere navorsing wat ‘n rol in die resultate van die huidige studie kon gehad het, verwys na die grootte van die steekproef. Die steekproef van die huidige studie verteenwoordig nie noodwendig die res van die Graad-2 groepe in Suid-Afrika nie. Dus, word daar voorgestel dat toekomstige soortgelyke studies groter steekproewe gebruik. Dit is van belang om die regte tydperk waarin die studie gaan plaasvind te kies. Dit kan voordelig wees om soortgelyke studie later in die jaar uit te voer, veral met betrekking tot die oorgang van Graad 1 na Graad 2. Dit sal die deelnemers in staat stel om oor die nodige leesvaardighede te beskik wat hulle benodig om die voor- en na-toets te voltooi. Vasgestelde logistieke ten opsigte van ruimte moet met die skole en onderwysers uitgeklaar word. ‘n Skedule moet opgestel word vir die tydperk waarin die studie gaan plaasvind. Daar word ook sterk aanbeveel dat die studie oor ‘n langer tydperk uitgevoer word. Die veronderstelling is dat indien die intervensieprogramme oor ‘n langer tydperk plaasvind die moontlike effek van fisieke aktiwiteite op verskeie domeine (kognitief, emosioneel, sosiaal en fisiek) groter kan wees. Met al die inligting wat deur die studie na vore gebring is, word daar sterk aanbeveel dat die rol van LO in skole heroorweeg word.

Thesis (PhD)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The purpose of this study is to identify didactic strategies for the use of lyrics in children's religious education. This is done to enhance and facilitate children's spiritual growth by means of singing lyrics. The study pays particular attention to the recognition of the role of lyrics in Christian religious education as a maturing agent. Lyrics help to provide children with the opportunity to communicate with God by revealing God's characteristics through theoretical and doctrinal content in an artistic form. Lyrics enrich children's religious development by helping them to express their joy and praise of God. Lyrics can also help children to experience a special quality of fellowship when they sing together. Lyrics ease the stiffness which can occur during the process of education. The survey of lyrics in Christian history also reveals that lyrics played an essential role in the lives of Christians throughout history. Lyrics have been used for worship, education, evangelisation and fellowship. Lyrics have functioned as a medium in which people have conversations with God and worship Him. They have also been a delightful source through which people learn about God through joyful experiences. Lyrics have helped Christians to establish true fellowship in their faith by singing together. The study reveals, however, that lyrics today do not seem to be effective in supporting people, including children, in their encounters with God. As much as lyrics can help children, they can also be obstacles to children's spiritual growth because of their inappropriate contents or improper ways of presentation. Children might misunderstand religious concepts by acquiring "unfamiliar" doctrine from lyrics. It seems that children can also develop inappropriate ideas and attitudes about worshipping under the influence of self-oriented or fun-seeking styles of lyrics. This potential of lyrics to influence children either positively or negatively is often overlooked. The question that may be raised is: what should be done to facilitate the lyric's maturing role and to keep it from being a hindrance in children's religious education? This study attempts to identify systematic and scientific didactic approaches of teaching lyrics as a way of heightening the positive role of lyrics in children's spiritual growth. For the identification of didactic strategies which are best suited for children's spiritual growth, the study presents approaches in which systems of coherent ideas, findings, activities and views concerning instruction and learning are performed. The didactic strategies are illustrated in three main phases, i.e. introductory, executive and assessment phases. Essential characteristics of the instruction-learning phenomenon in all its facets are absorbed into the theory as an overall guide for every teaching situation. The study makes an effort to apply these didactic strategies to the practical situation of teaching lyrics. Korean children are chosen as the subjects for the teaching oflyrics and their religious development is empirically investigated as the basic research on the understanding of the learner in the didactic situation. The application of the general approaches to the definite and specific situation of teaching Korean children is explained. Didactic approaches are redesigned, taking the specific didactic situation of Korea, including Korean children's specific religious characteristics, into consideration. These programmes can be effectively applied to other didactic situations, keeping them flexible in the light of the uniqueness of each lesson. The ultimate aim of this study - the recognition of systematically organised didactic strategies and exemplification of their practical application to the detailed situation of teaching lyrics - is to maximise the effectiveness of lyrics for children's spiritual goodness, particularly in enriching children's religious knowledge and experience. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om didaktiese strategieë te identifiseer vir die gebruik van lirieke in kinders se religieuse opvoeding. Dit word gedoen om leerders se sprituele groei deur middel van die sing van liedjies te fasiliteer. Die studie fokus in die besonder op die herkenning van die rol wat lirieke, in hoofsaaklik Christelike religieuse onderrig, in die proses van volwassewording speel. Lirieke verskaf aan kinders die geleentheid om met God te kommunikeer deurdat God se eienskappe deur middel van teoretiese en dogmatiese inhoud as 'n vorm van kuns openbaar word. Lirieke verryk kinders se religieuse ontwikkeling deurdat dit hulle help om hul blydskap en eer vir God uit te druk. Lirieke kan kinders ook help om 'n besondere kwaliteit van gemeenskap ("fellowship") te ervaar wanneer hulle saam sing. Deur die gebruik van lirieke kan die stramheid wat dikwels met die opvoedingsproses gepaard gaan, in 'n groot mate verlig word. Die opname wat van lirieke in die Christelike geskiedenis gedoen is toon aan dat lirieke dwarsdeur die geskiedenis 'n baie belangrike rol gespeel het in die lewens van Christene. Lirieke is deur die eeue gebruik vir aanbidding, opvoeding, evangelisasie en geloofsgemeenskap. Lirieke funksioneer as 'n medium waardeur mense in gesprek tree met God en Hom aanbid. Dit dien ook as 'n bron waardeur mense deur vreugdevolle ervaring van God leer. Lirieke help Christene om ware geloofsgemeenskap deur hul samesang te bewerkstellig. Dit blyk uit die studie dat lirieke vandag nie meer effektief is om mense, insluitende kinders, in hulontmoeting met God te ondersteun nie. Alhoewel lirieke kinders kan help, kan hulle in dieselfde mate struikelblokke wees in kinders se sprituele groei weens onaanvaarbare inhoud of onvanpaste aanbieding. Kinders kan religieuse konsepte misverstaan deurdat hulle met "vreemde" dogmas vanuit lirieke gekonfronteer word. Dit blyk dat kinders ook onaanvaarbare idees en houdings oor aanbidding kan ontwikkel weens die invloed van die selfgeoriënteerde of pretsoekende styl van sommige lirieke. Die potensiaal van lirieke om kinders óf positief óf negatief te beïnvloed word dikwels misgekyk. Die vraag wat ontstaan is: Wat moet gedoen word om die lirieke se rol in die verwerwing van volwassenheid te fasiliteer en te verhoed dat dit 'n hindernis in kinders se religieuse opvoeding word? Hierdie studie poog om sistematiese en wetenskaplik-didaktiese benaderings te identifiseer om die onderrig van lirieke te bevorder ten einde die positiewe rol van lirieke in kinders se spritiuele groei te versterk. Om didaktiese strategieë te identifiseer wat die beste by kinders se spirituele groei pas, bied die studie benaderings aan wat stelsels van samehangende idees, bevindinge, aktiwiteite en sieninge betreffende onderrig en leer behels. Die didaktiese strategieë word in drie hooffases geïllustreer, nl. die inleidende fase, die uitvoerende fase en die assesseringsfase. Essensiële kenmerke van die onderrig-leerverskynsel in alle fasette daarvan is in die teorie opgeneem as 'n allesomvattende riglyn vir elke leersituasie. Die studie poog voorts om hierdie didaktiese strategieë toe te pas in 'n praktiese lirieke-onderrigsituasie. Koreaanse kinders is gekies as proefpersone vir die onderrig van lirieke, en hul religieuse ontwikkeling is empmes ondersoek as die basiese navorsing ten opsigte van die begrip van die leerder in die didaktiese situasie. Die toepassing van die algemene benaderings tot die bepalende en spesifieke situasie van onderrig aan Koreaanse kinders word verduidelik. Didaktiese benaderings word herontwerp met inagneming van die spesifieke didaktiese situasie in Korea. Koreaanse kinders se besondere religieuse karaktertrekke word tegelykertyd in aanmerking geneem. Hierdie plooibare programme kan ook effektief op ander didaktiese situasies toegepas word, wat beteken dat hulle by elke unieke les aangepas kan word. Die uiteindelike doel van hierdie studie - die erkenning van sistematies georganiseerde didaktiese strategieë en die toeligting van hul praktiese aanwending in die onderrig van lirieke - is om die effektiwiteit van lirieke vir kinders se sprituele welsyn te optimaliseer en veralom leerders se religieuse kennis en ervaring te verryk.

The purpose of this paper was to monitor the heart rates of-first, third, and fifth grade students during physical education classes to determine if the classes contribute to improvement in cardiovascular fitness levels. The study determined the average heart rate of students in physical education classes and determined the percent of time the heart rate remained in, above, and below a predetermined heart rate range of 140 to 180 beats per minute.Students from seven schools were involved in this study which included: 338 first graders, 236 third graders, and 217 fifth graders. Each school was visited three times.The measurement of heart rates was accomplished by placing a heart rate monitor on each student during their regular physical education class. The results indicated that the average heart rate for all first graders was 142.28 beats per minute (bpm), for all third graders was 141.68 bpm, and for all fifth graders was 142.85 bpm. The percentage of time spent in the pre-determined heart rate range for first grade students was 39.98%, third grade was 37.78%, and 40.64% for fifth grade. The percentage of time spent above the pre-determined heart rate range for first grade was 15.59%, 15.76% for third grade, and 13.91% for fifth grade. The percentage of time spent below the predetermined heart rate range for first grade was 43.99%, for third grade 46.32%, and 47.00% for fifth grade. The above findings revealed that the average heart rates did increase, although when further examining the percentage IN, ABOVE, and BELOW the pre-determined heart rate range the figures indicated that heart rates were not maintained at an appropriate level of intensity for the adequate time needed to increase cardiovascular fitness levels. If cardiovascular fitness is a goal in these classes, changes in class drills and games will be required to accomplish this goal. / School of Physical Education

This thesis considers the education of children of immigrants in Finland, focusing on attainment and transitions around the age of 16. It is the first detailed representative study on the topic in Finland. Compared to international research it is amongst the ones to most fully explore the different aspects of education around this age. For the most part, it is limited to studying structural explanations for differences between students and ethnic groups. The majority of the analyses in the thesis are done using register data. Statistical modelling of this data is done using multivariate regression analyses. The results are supplemented with evidence from interviews with both majority students and children of immigrants. With regards to school achievement at the end of comprehensive school, many immigrant-origin groups are seen to have lower average grades than the majority. However, this is explained by lower parental resources. After controlling for parental resources, very few disadvantages remain. On the other hand, the gender gap evident amongst the majority is not found amongst many immigrant-origin groups. Looking at continuation to upper secondary education compared to dropping out, most children of immigrants are seen to have a higher probability of dropping out than the majority. This is explained by their lower school achievement and higher parental non-employment. Nevertheless, the difference between children of immigrants and the majority remains evident at the very low end of the achievement scale. Considering the choice of upper secondary school type, children of immigrants can be seen to be more likely than the majority to continue to vocational school. Yet, after controlling for prior school achievement and parental resources, almost all immigrant-origin groups are more likely than the majority to continue to general rather than vocational school. Interviews suggest that when considering their school choices, majority students tend to be driven by their interests and see their decision making as being independent of others. On the other hand, children of immigrants tend to have more specific future plans and to take the wishes of their parents more into consideration.

In this holistic, multiple-case, replication study, key informant interviews, focus group interviews, documents, and field notes were gathered, coded, and analyzed from three stratified, randomly selected Hmong C&MA churches to discover the family ministry perceptions and practices of these Hmong churches. These family ministry perceptions and practices were then compared to the religious education of children within the traditional Hmong religion in order to identify areas for contextualization. The Hmong are a collective, clan-kinship, indigenous people group of southern China and Southeast Asia who converted to Christianity in 1949 through the missionary work of the Christian and Missionary Alliance (C&MA). Prior to conversion, the Hmong practiced animism, shamanism, ancestral worship, and reincarnation. Children were religiously instructed through informal, oral, experiential, and intergenerational learning. The home was the central shrine for religious instruction via altars, offerings, sacrifices, and rituals. Fathers were the primary religious instructors of children, followed by clan spirit fathers, and the shaman and religious experts. Through this research, it was discovered that since conversion, the Hmong churches have experienced a paradigm shift in the religious education of their children: from an oral, informal, ritual-oriented, home-centered, father-led religious education paradigm to a literate, semi-formal, classroom-oriented, church-centered, pastor-led Christian education paradigm. The segmented programmatic model of family ministry was established in the early Hmong church by C&MA missionaries, and has continued to be perpetuated in the three case studies. The age-segmented children’s church and Sunday school were the principle Christian education programs utilized in these churches. The effects of the segmented programmatic family model in the Hmong churches have been both positive and negative. Some children have been evangelized and discipled in the Christian faith. Some have drifted from the Christian faith due to lack of parental involvement, and the lack of mature adult teachers. To develop a more contextualized family ministry within the Hmong church context, children need to be equally valued, fathers elevated as primary spiritual leaders, the home re-established as the center for Christian education, and intergenerational mentoring increased so that Christian faith can be transmitted to the next generations.