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This study explored the relationship between L.D.S. seminary discontinuation and the characteristics of individual dropouts. It also sought to identify distinguishing characteristics of students who continue enrollment in seminary. The seminary teachers and the program itself were considered for their impact on a student's decision to continue attendance. Major factors such as peer associations, Priesthood involvement, parental influence and recruitment practices were considered. The roll of public school academic requirements in connection with premature seminary dissociation were also investigated. Initially a sample of dropout and continuing students form Southern Arizona were interviewed using an open-ended, semi-structured format. This process elicited data in four major domains: (1) discriminating personal characteristics; (2) external factors; (3) structural factors; and (4) church related factors. The responses were analyzed and used to develop a second questionnaire. This second survey was then administered to a larger sample of dropout and continuing students throughout Arizona.

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Proefskrif--PU vir CHO

In this thesis I present a systematic comparison of religious education in state schools in England and Norway. Comparative studies in related fields and pioneering works in comparative RE informed the formulation of a methodology, essentially a template for comparative religious education. This is a synthesis of two sets of ideas. The first is an idea of three dimensions in comparative education: supranational, national and subnational processes. In supranational processes I distinguish between formal and informal processes. Formal processes refer to formal international (educational) policymaking which takes place in international organizations. Informal processes include social and/ or political developments which take place both in and through the formal processes but also outside them and, partly independently of them - such as secularisation, pluralisation and globalisation. My perspective is that comparison in religious education is about the study of the impact of supranational processes on national processes. Subnational processes refer to variations between regions within a country. The second set of ideas is levels of curriculum: societal, institutional, instructional and experiential. The thesis chapters explore these levels examining how they are affected by supranational, national and subnational processes. In discussing the societal level, the focus is on academic debates. The institutional level is represented mainly by relevant legislation plus key policy documents, the Non-Statutory National Framework for RE (QCA 2004) and Local Agreed Syllabuses in England, and the Norwegian National Curriculum for RE (UD 2005).The instructional level includes how teachers plan and deliver the curriculum and the experiential level corresponds to how learners receive the curriculum. The societal and institutional levels are explored through theory and documentary studies, while empirical studies are part of the material for the chapters concerning practice. Civil enculturation, social imaginaries and national imaginaries are important analytical concepts. The suggested methodology and some central findings are discussed further in a concluding chapter.

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<p> This dissertation proposed a quantitative research design to determine if there was a relationship between Wesleyan ministerial education and ministerial effectiveness as measured by the Ministerial Effectiveness Inventory (MEI), an instrument validated in the Church of the Nazarene and United Methodist Church, and used in ministerial effectiveness studies throughout denominations in North America. A survey was sent to ordained senior/solo pastors in the North American Wesleyan Church who have been in service at their local church for at least three years. Participants were asked to take a self -rated MEI, and a sample of the members of their board completed the other-rated MEI. The Wesleyan Church has multiple programs of study that lead to ordination, including seminary, college/university, and adult education programs. Analysis of variance (ANOVA) found a statistically significant difference between the MEI scores of pastoral leaders who had completed adult education and those who completed college.</p>

This thesis examines the work of the National Society of the Church of England in Religious Education, with particular reference to the use of illustrated material in Religious Education textbooks and pupils’ books at the end of the nineteenth century. It begins with an outline of the National Society’s early development and the start of its publishing house, The Depository, in 1845. It then looks at some aspects of teacher training, curricula for Religious Education and the importance attached by the National Society to the moral and Christian training of teachers who later taught in Board Schools as well as Church of England schools. The thesis briefly discusses the reasons for the National Society’s publications in the light of contemporary Victorian ideas and then considers in details the following publications: The life of Our Lord and Saviour Jesus Christ, The Childhood of Christ, The Ministry of Christ, The Passion of Christ and The Resurrection of Christ, the first of these being written by F.T. Palgrave and the others by an unknown author ‘R.E.H’, all being illustrated with twenty-four chromolithographs of Italian Renaissance Christian paintings dating from the fourteenth to the sixteenth centuries. Later materials, produced by the National Society and other publishers are then examined, in order to demonstrate the significance of The Life and The Stories. In revealing this part of educational history the thesis demonstrates that these publications were precursors for modern books, considered a success by contemporary teachers, in order to meet their own standards and the demands of the government regulations. The method used has been archival research into written sources and art historical research into the illustrations, with historical and theological method applied where appropriate.

<p>ABSTRACT Title: An Evaluation of a Mentoring and Partnering Program to Mobilize Small Harlem Churches to Intentional Community Engagement Author: Carlton T Brown Degree: Doctor of Ministry Date: 3-1-17 Adviser: Dr. Frank Chan The purpose of writing "An Evaluation of a Mentoring and Partnering Program to Mobilize Small Harlem Churches to Intentional Community Engagement" is to address and evaluate a mentoring and partnering program designed to mobilize small Harlem churches to intentional community engagement. The approach of the project focuses on the modification of ministry views of the pastor and key leader(s) of small, less resourced churches through the intervention of the Pastor of a large 500 or more member church in the area of community engagement and potential partnership opportunities for that purpose. Chapter 1 provides the purpose, goals, context, and rationale of this project. This chapter includes the Researcher?s inspiration for the research, purpose of the study, ministry problem addressed, Bethel Gospel ministry and community context in which research was conducted, research questions and model of research, definition of terms ?Ark Mentality, black liberation theology, great commission, theology of the priestly and prophetic, storefront churches ? and possible limitations and delimitations of the current project. Chapter 2 provides literature review and theological foundations for historical and current state of the ministry of the black church inner-city and its approach to community engagements and partnerships dealing with the prevailing spiritual and social condition in context of the churches mission. Chapter 3 sets forth the research methodology utilized in approaching managing attitude changes of pastors and leaders of small less resourced churches, the instruments used to establish initial position, procedures employed during mentoring session, and data collection procedure. Chapter 4 presents an analysis of the findings including: quantitative and qualitative data of the 5 areas of assessment and intervention including: Discipleship, Mission and Vision, Community Engagement, Great Commission, and Shared Missional Commitment, along with information gleaned from interview and finally post-intervention Church Philosophy Questionnaire. Chapter 5 summarizes the purpose of the project, the findings as regards the attitudes and commitments of the participants. The research questions are restated. The Researcher?s conclusions include challenges of participants? schedules and ministry commitments, and the possibility of conflicts around theological issues.