Inaug.-diss.--Würzburg. / Lebenslauf. Leaf with "Druckfehler-berichtung" inserted after p. [4]. "Benutzte werke": p. [2]-3.

Thesis (Ph. D.)--Catholic University of America, 1941. / Bibliography: p. 212-223.

Thesis (Ph. D.)--Catholic University of America, 1944. / Bibliography: p. 184-204.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems and Technology and Religious Studies, 2006. / "Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3695. Adviser: Charles M. Reigeluth.

Thesis (PH.D.) -- Syracuse University, 2006. / "Publication number AAT 3251757."

<p> This research study examined the organizational identification process of lay church leaders. The organizational identification process is important to all organizations, as it increases an individual&rsquo;s connection to the organization and thus has the potential to increase attendance, commitment, group behaviors, and the enactment of organizational policies. Lay leaders are key to the success of churches, as the weight of leadership lies within these structured leadership positions of small, established ministries. </p><p> One research question guided this study: <i>What is the role of leadership development of lay leaders in enhancing their organizational identification? </i> The research site for this single descriptive case study was First Baptist Church of Highland Park, a large, African American Protestant church located near Washington, DC. Data were collected through interviews with lay leaders of three ministries of this church&mdash;deacons, ministers, and trustees&mdash;as well as observation and document analysis. Lay leaders were selected as the participants for this study since most roles and positions of leadership within the church involve this volunteer, lay leader base, and these individuals are trained for the ministry through an extensive leadership development process developed and provided by the church. </p><p> This study found that (1) the early life of lay leaders made a difference in how the leadership development program affected their organizational identification; (2) the associated ministry roles and responsibilities, as refined in the leadership development process, enhanced their process of organizational identification; (3) the self-esteem of the lay leaders developed through their leader training process and was an important factor in further enhancing their process of organizational identification; and (4) the church&rsquo;s identity and specific aspects of its mission and values were central in the organizational identification process.</p><p>

This item was digitized by the Internet Archive. Thesis (M.A.)--Boston University / https://archive.org/details/thecatechismascu00pont

<p> The purpose of this grounded theory research study was to discover the transformational learning elements of a small group experience at an Evangelical Christian church that fosters personal transformation. Given the lack of Evangelical Christians experiencing personal transformation within small groups, leaders and teachers could learn much from transformational learning theory that continues to be the predominant framework for research in the area of adult education. The source of data for this study was interviews with small group leaders, teachers, and participants who had experienced a personal transformation while attending a small group. Analysis of the data found that participants faced a variety of circumstances that were personal, meaningful, and transformative, revealing 8 elements, mostly relational, within the small group experience that fostered personal transformation. The concluding theory for this study is that the relational elements of small groups, such as love, care, prayer, and connection create a transformative learning environment where personal transformation is likely to take place through the transparency and development of close relationships with others in the group. Implications of this study include pastors and leaders incorporating relational elements into small groups by taking intentional steps to match individuals, set expectations, set an example, be open and honest, know members, focus on the Bible, be ready to learn, and assess throughout. Creating a life-changing small group experience is an essential mission of Evangelical churches and by incorporating these elements churches can make great strides in fostering spiritual growth and personal transformation in individuals&rsquo; lives.</p><p>

<p> This study examined principals&rsquo; perceptions of faith-based schools in Southern California. A 6-item survey was distributed by hard copy to 217 Catholic principals affiliated with the Archdiocese of Los Angeles and by e-mail to 218 Protestant school principals affiliated with the Association of Christian School International. The survey was completed by 148 principals (101 from Catholic schools and 47 from Protestant schools, 34% of population), suggesting that hand-delivered surveys yielded a higher return. However, the Protestant principals who responded exclusively online completed significantly more comprehensive written comments or transcripts to the survey. </p><p> Both groups of principals revealed high parent engagement in both types of schools and the selection by parents of a faith-based school was based upon personal values. However, highlights revealed that these administrators placed a high level of importance on open and consistent communication with parents and being visibly present on the campus. Principals were present at morning drop-off, visible on-site throughout the day, and at pick-up. In addition, the schools maintained a current website, frequent parent conferences by teachers and principals, and weekly or daily messages using various technological forms. Principals commented that they desired that every interaction with the school was positive and informative. Principals indicated that parent volunteer activity tended to be different in the two types of schools. Catholic school parents were expected to volunteer to work at the school, and participate in fund raising activities for the school. These parental expectations were vital to the school&rsquo;s financial base, as nuns continue to be replaced by lay teachers. In addition, Catholic school parents were required to supervise completion of a child&rsquo;s homework and support school rules, such as children wearing uniforms. Protestant school principals indicated that their parents were active in school-based activities such as sports, the performing arts, classroom support, as well as in school-wide activities such as open houses and fundraisers. Although the Catholic and Protestant schools provided opportunities for parents to participate in the school decision-making process, few principals reported all parent school boards or parents making the primary decisions beyond participation in the selection of the school principal.</p><p>

<p> The purpose of this study was to explore personal and organizational values, their influence and alignment, in the ethical decision-making of Catholic school principals. Semi-structured interviews allowed the 12 participants to explore personal and school values, areas of congruence and dissonance, methods for resolving dissonance, the process of values alignment, and the influence of the Catholic school culture. Site observations and analyses of mission statements provided insight as to community values for each of the participating schools. </p><p> The review of the literature yielded a means by which to connect values of the principal with those of the school community. The individual level examined the formation of the school leader through personal values, professional preparation programs, and ongoing self-reflection. The communal level analyzed the nature of school culture, namely the Catholic school framework, and how community members perceived their organizational climate. The process of ethical decision-making through multiple paradigms formed the active connection relating individual and communal value sets. </p><p> The conceptual framework depicted the aforementioned values relationship. Values alignment and values congruence formed the theoretical framework, exploring how to bring personal and organizational values into alignment and the resulting congruence or dissonance between them. Although prevalent in the business sector, this study&rsquo;s application of the theory in education suggested ramifications for decision-making, job satisfaction, and professional success. </p><p> Findings showed salient values across participant responses, observations, and documents and highlighted concepts of organizational fit, prayer as process of reflection, and individual versus communal goods. Further, values awareness and values negotiation were found to be layers in the dynamic process of alignment by which an appreciation of pre-existing stakeholder values could be brought to bear in discerning potential success or failure of change through ethical decision-making. The Catholic school culture, consisting of a seemingly unified values framework, provided a common sense of mission, vernacular, and expression through artifacts and d&eacute;cor. Recommendations were posited for &ldquo;match&rdquo; programs that could connect aspiring principals with schools of similar values. Delving more deeply into values awareness and negotiation by further examining principal motive and collecting broader stakeholder feedback could stimulate additional research.</p><p>