<p> This study examined the relationship between intentional father involvement and intergenerational transmission of Christian faith (ITCF) among Evangelical Presbyterian families in South Korea. Although God has assigned fathers as the leaders of the family who should assume the primary responsibility for their children&rsquo;s spiritual formation, many Korean evangelical fathers have overlooked their responsibility. In the meantime, the number of Korean youth who identified as Christians has been decreasing. While there are many studies that have examined parental or maternal influence on faith transmission, not enough empirical studies focused on the role of fathers on ITCF. Moreover, there was sparse, if any, literature that dealt with the relationship between intentional father involvement and ITCF among Korean families. </p><p> Based on review the of theoretical, empirical, and theological literature, this study selected and examined the relationships among four major variables: fathers&rsquo; religiosity, fathers&rsquo; attitude on their role as a father, intentional father involvement with their children, and family faith activities. In addition to the major variables, some demographic variables were also analyzed to better understand the sample and to compare with the preceding literature. </p><p> The target population was Korean Evangelical Presbyterian fathers in South Korea, residing with their children from kindergarteners to middle schoolers (approximate ages from 4 to 14). In this study, a total of 388 fathers from 33 Evangelical Korean Presbyterian churches participated by answering via personal mobile devices an online survey questionnaire (Survey Monkey^&reg;) that measured intentional father involvement (Inventory of Father Involvement), fathering attitude (Theistic Sanctification of Parenting Scale), religiosity (Religious Commitment Inventory-10), family faith activities (Faith Activities In The Home Scale), as well as some demographic background data. The collected data were analyzed through the Spearman&rsquo;s Rank Order correlations, Mann-Whitney&rsquo;s <i>U</i> test, and Kruskal-Wallis <i> H</i> test. </p><p> The results of this study showed that Korean Evangelical Presbyterian fathers&rsquo; intentional involvement in childrearing is associated with intergenerational faith transmission as measured by the frequency of family faith activities at home. The significant results of this study can be summarized as follows: (a) Korean Evangelical Presbyterian fathers highly valued their religious faith and their role as a father, and moderately participated in childrearing, yet they did not actively practice family faith activities; (b) Korean Evangelical fathers&rsquo; personal religiosity, attitude on their role as a father, intentional paternal involvement with their children, and family faith activities were significantly correlated; and (c) fathers&rsquo; graduate level of education, their church offices as pastors/evangelists, and their experience of parenting class attendance were correlated with family faith activities. </p><p> Based on the results of this study, several implications were suggested in order to encourage families and church leaders to help fathers more actively participate in the process of faith transmission. Also, some limitations, and future research recommendations based on the limitations were suggested. </p><p>

<p> Since 9/11, the repercussions of religious intolerance have reached center stage, highlighted by religious hate crime statistics, governmental policies, and documented cases of increased anxiety. Religious illiteracy is also highlighted as a phenomenon across the American landscape. Conceptual arguments hold that knowledge of other religions can promote religious tolerance through intercultural discourse and understanding, elements of a proper civic education. Beyond a practical gap between religious intolerance in the United States and the educational measures taken to resolve the issue, little empirical evidence exists concerning teaching about religion in public education. </p><p> These gaps elicited the main research question of this study: What are the implications of teaching about religion to sixth grade students at a public charter school who learn about religion through the <i>Core Knowledge Sequence</i>? Two subquestions subsequently arose during data collection: (a) What practices and strategies are utilized by teachers and administrators to prepare for and implement a unit on religion? (b) What perceptions do students, teachers, and administrators have on the interplay between teaching about religion and character education? </p><p> I conducted a single, descriptive case study of a sixth grade class engaged in a history unit on Judaism and Christianity at a school that utilized the <i> Core Knowledge Sequence</i> to answer these questions. Daily character education lessons were also integral to the school curriculum and were included in the case. Through a combination of observations during both instructional and noninstructional periods, interviews with students, teachers, and administrators, and collection of pertinent documents related to the unit and school environment, I illustrated the case with rich, thick description. Data analysis began concurrently with data collection through open coding, with patterns identified. Further open and axial coding collapsed patterns into categories before three themes emerged that informed the presentation of the data findings and interpretations of the study: promoting understanding, maintaining respect, and preparing for the future. Potential recommendations based on findings were reflected in a theoretical model for a school and included increasing and tailoring professional development, implementing inquiry-based learning (IBL) strategies with the C3 framework, and fostering a respectful school and classroom environment through character education. As a primarily exploratory study, these findings served to augment the empirical literature on religion and public education for further research.</p><p>

This comparative qualitative research aimed to explore critical thinking in teachers’ accounts and curriculum documents of religious education in two different sectors in Scottish Education: non-denominational and Roman Catholic. While previous research examined critical thinking in different curriculum areas and there are empirical studies on religious education from different perspectives, there was a lack of research on critical thinking in religious education particularly in the Scottish context. What makes exploring critical thinking in religious education particularly interesting is the complex relationship between faith and reason, and the importance attached to personal beliefs within the subject, unlike in other curriculum areas. My research consists of three different studies to answer the research questions. In the first study, I designed a framework of critical thinking drawing on analysis and synthesis of critical thinking definitions and frameworks dominant in the literature. Having investigated the most-cited taxonomies and frameworks of thinking skills and critical thinking such as those presented by Bloom, Ennis, Halpern and Paul, I designed a hierarchical framework of critical thinking. This conceptual framework covers lower level thinking skills, higher level (cognitive and meta-cognitive) thinking skills and dispositions. In the second study I used this framework to analyse and compare the explicit and implicit incorporation of critical thinking and its elements in RE curriculum documents in the two education sectors. The purpose was to identify different types of critical thinking in these documents. The third study focused on teachers’ understanding of critical thinking in religious education by conducting semi-structured interviews with RE teachers in secondary schools in Scotland: 5 in 5 non-denominational schools and 4 in 3 Roman Catholic schools. Analysis of curriculum documents and teachers’ interviews based on the framework of critical thinking revealed the workability and originality of this designed framework. One of the key findings of this study is that although the elements of critical thinking evident in RE curriculum documents of both sectors and the terminology used in them is the same, different approaches to religion and truth results in different approaches to critical thinking being implicit in those documents: critical thinking within religion, critical thinking between religions and critical thinking concerning religion. Moreover the study shows the vagueness of all RE curriculum documents in defining the term critical thinking and its development, and the lack of comprehensive knowledge amongst teachers of critical thinking integrated in these documents. Another finding of this research is that although there is some similarity in RE teachers’ explicit approaches to critical thinking, teachers have individual perceptions of critical thinking which does not seem to be influenced by the sector in which they worked. I suggest that this is due to their different personal and social backgrounds shaping their understanding, combined with the absence of clear definition of critical thinking in RE curriculum documents. Regarding the intertwined relation between critical thinking and religious education, the study suggests that it would be beneficial to include a clear definition of critical thinking and the methods by which it can be developed in curriculum documents.

Made available in DSpace on 2014-06-11T19:24:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-30Bitstream added on 2014-06-13T19:51:50Z : No. of bitstreams: 1 magri_vcbl_me_rcla.pdf: 4831306 bytes, checksum: d6421c5770c8990c10cf0b5a511f4764 (MD5) / O presente trabalho é resultado de investigação da experiência da disciplina do Ensino Religioso na escola pública da Rede Estadual de Ensino do Estado de Minas Gerais com a delimitação sobre a ação de ensinar do professor em sala de aula. Procuramos identificar as marcas dos conflitos e dos impasses presentes nesta prática docente. Para isso, percorremos uma trajetória de coleta de documentos que registram a implantação do Ensino Religioso, enquanto um componente curricular, observando as suas articulações com o movimento de organização de professores, de modo específico, e com o terreno cultural de Minas Gerais, de modo amplo. Junto à Secretaria Estadual de Educação de Minas Gerais recolhemos documentos e depoimentos, a fim de, construirmos o corpus de nosso estudo. Nesse conjunto de documentos, identificado como registro de memória de práticas docentes, cartografamos o ato de ensinar / This work is the result of research experience of the discipline of Religious Education in the public school of State Schools in the State of Minas Gerais with the division on the action of the teacher teach in the classroom. Tried to identify the marks of conflicts and impasses in this teaching practice. For that we go through a trajectory of collection of documents that records the deployment of religious education as a curricular component, observing their interaction with the movement organization of teachers, specifically, and the cultural realm of Minas Gerais, broadly . Next to the State Department of Education of Minas Gerais collect documents and testimony to, build the corpus of our study. In this set of documents, identified as a memory register of educational practices mapped the act of teaching

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M.A. / Teaching in institutions have come under the spotlight, as a result of inadequate teaching, learning and assessment strategies. Some of the most critical remarks that were made against teaching in institutes of higher education is that that the traditional methods of direct instruction are ineffective in developing learners’ critical thinking powers and problem-solving abilities. Alternative methods of teaching, learning and assessment should be taken into consideration, rather than teaching. The question that arises is whether the Dâr ’al ‘Ulûm, which is also an institute of higher education, are aware of these arguments and whether it strives to implement effective teaching, learning and assessment strategies. In this study the researcher concentrates on the development of criteria for effective teaching, learning and assessment. These criteria are developed by firstly conducting a literature review and then by evaluating the strategies of teaching and assessment in a Dâr ’al ‘Ulûm, to these criteria. The research methodology of this study consist of a qualitative component and it includes observations of the teaching methods in the classroom, document analysis and interviews with the teachers. The aim of the different data gathering methods is to determine the trustworthiness of the data. The same results were achieved each time the data provided was analysed. Furthermore, the consistency of interpreting and analysing the data was also addressed by returning the findings of this study to an external decoder. The empirical research results indicated that this Dâr ’al ‘Ulûm did not meet the criteria that was developed, and that this Dâr ’al ‘Ulûm relies heavily on the traditional method of direct instruction. The Dâr ’al ‘Ulûm is an institute that develops the minds, the values and the attitudes of ‘Ulamâ’. Knowledge, values and attitudes are shaped in this institute. Appropriate teaching and learning strategies are vital for quality education. Research has pointed out that an outcomes-based approach is more effective than the traditional direct instruction approach. It remains the responsibility of the Diyâr ‘al ’Ulûm to ensure that the teachers are trained in teaching skills that will promote effective learning.

<p> This Institutional Ethnography presents research gathered through interviews with administrators, teachers and students involved in the giving, taking and using of reading assessments to place students in junior high reading intervention. A strong commitment to standardized testing in America and a belief in literacy as the most important skill to be learned in schools has led to an increased focus in literacy assessment and intervention. In analysis of interviews with over 55 individuals impacted by testing in one district, conversations reveal the role that power plays in the ongoing high stakes assessing of readers and the placement of them in classes meant to "fix" their "deficiencies". Findings reveal that these fixes often do more harm than good creating stigma and lost opportunities for students, extra stress for teachers and a disconnect between belief and practice. Radical rethinking how we value and assess all learners in school could lead to better outcomes for individuals, schools and society.</p><p>

<p> School leaders and principals have an obligation to use every tool at their disposal to maximize student achievement. All students deserve the best use of data to inform the decision-making of those entrusted to deliver the finest education available to them. The purpose of this study was to ascertain the perceptions of principals in Los Angeles Archdiocesan high schools about the use of assessment data in their schools by finding how they were using assessment data to inform curricular and pedagogical decisions, and then determining what factors affect the use of assessment data to inform their curricular decision-making. </p><p> This study was a mixed-method investigation using a quantitative survey to find processes in Archdiocesan high schools that capture and utilize assessment data to inform decision-making, as well as to determine the principals&rsquo; perceptions of the benefits and challenges related to assessment data usage. The qualitative aspect of this study consisted of interviews of Archdiocesan high school principals meant to expand upon the findings of the survey. The findings of the study, viewed through the lens of a conceptual framework, suggest a breakdown in the use of data from the very beginning of the process. Standardized assessment data are the information used to drive curricular decisions while data from formative assessments and curriculum maps, are utilized less frequently. The study also found that, while principals feel that their teachers valued the use of data, there was room for growth in the protocols enlisted to analyze assessment data, and in the cultivation of a culture of collaboration and learning.</p><p>

This dissertation describes a qualitative case study which examined the process through which one Quaker elementary school, Brinton Friends School (BFS), is becoming a multicultural, anti-racist institution. The research was conducted over a four-month period in 1990 to explore how a school founded on spiritual principles integrates a multicultural change process. Through interviews, observations, and document analysis three aspects of the school's experience were investigated to provide a glimpse at an on-going change process. The first was a description of the concrete steps the school is taking to achieve its goals. These include participation in a multicultural self-assessment program created by the National Association of Independent Schools, racism awareness workshops for all staff, and an analysis of institutional policies and practices to ensure equity. Emphasis has been placed on creating a racially and culturally heterogeneous community. The second aspect explored in this research was the way staff, particularly White staff, feel about this process. Although some forms of resistance were observed, staff at the school are generally supportive of the multicultural change effort. The third area of research was an examination of the specific ways in which a multicultural, anti-racist focus is woven into the Quaker spiritual values of the school. Some tensions were reported between these values and the multicultural, anti-racist process. This research examined whether intrinsic conflicts exist between these two value systems. The key themes of community, conflict, and spirituality emerged during the research at BFS. These three themes form individual yet interrelated perspectives on the environment of the school and its change process. The feeling of community at BFS was cited as important to participants in this study. This sense of community has been nurtured in part by the Quaker spiritual principles at the heart of the school. Yet as in any community of people there are conflicts. At BFS these include how to solve problems, how to be inclusive, and how to define what spirituality means for the school. This research utilizes these themes to provide a picture of one Quaker school in the process of change.

Syftet med denna kunskapsöversikt är att sammanställa vad forskningen säger om hur elever talar om religion samt hur talet påverkar undervisningen. Vår empiri består av vetenskapliga artiklar och myndighetsdokument primärt mellan åren 2011 till 2019 med fokus på en svensk och norsk kontext. Materialet analyseras och diskuteras i förhållande till den svenska skolan och lärarpraktiken. Resultatet visar bland annat att talet påverkas av en sekulär norm, av huruvida klassrummet upplevs som tryggt samt att konflikter lätt uppstår i friktionen då olika religiösa värderingar yttras.