Thesis (Ed.D.)--Teachers College, Columbia University, 1975. / Typescript; issued also on microfilm. Sponsor: Dwayne E. Huebner. Dissertation Committee: Arno Bellack, Joseph S. Lukinsky, . Includes bibliographical references.

In early 1983, the Catholic Education Authority in Sydney issued a major curriculum document for the systems 210 Primary schools on Religious Education. One year after the documents' release there was evidence of its negligible impact in classrooms. Studies of overseas, Australian, and local system-level changes supported the view that there was relatively limited documentation of the processes followed in the implementation of system-level change. As its starting point, the Field Study pursues the development in eight schools of a system-stimulated implementation process over twelve months. A historical perspective of the system is given; implementation of change is defined; and the approach used in the study is sited in the theoretical context of Action Research. The body of the study is written in an 'inter-leaving' style. In each Chapter a chronological descriptive approach is followed and, as appropriate, theoretical considerations are introduced as a method of reflection and interpretation of the process. Among the processes under investigation, major consideration is given to planning, monitoring and collaborative staff development. The specific strategy of change developed is that of a Co-operative Peer Support Scheme, based on Goodlad's concept of a "league". Concerns - Based Adoption Methodology (CBAM) is used as a monitoring technique. An original contribution to the monitoring processes is the invention and application of a micro-computer program for analysis of the Stages of Concern of the teacher participants in the Project. The salient findings of the Study are that the particular plan had been effective, and that system planning can only be directional. Monitoring procedures that are are amenable to use in system-level change were demonstrated to have been useful. Clear focussing of issues, the generation of locally produced learning materials, and conscious use of adult learning process enhances the outcomes of the Project. Finally, the goal-free descriptive approach followed identifies more sharply new questions requiring further exploration: mechanisms leading to group formation; the interrelationship between psychic-group and socio-group processes; the roles of change-agents and the support system; and the quality of use rather than the percentage of users.

<p> The project director serves as the director of operations for the New Breed Church Planting Network (NBCPN). A necessity for developing a reproducible disciple-making strategy for the church planters of NBCPN existed. The project exists to develop a reproducible disciple-making practicum to meet the needs of NBCPN.</p><p> Within the first chapter, the project director explored the ministry project proposal and purpose. Listing main objectives, limitations, assumptions, term definitions, and a detailed project rationale explain the project process. The project director researched four North American church planting organizations to assess the respective utilization of disciple-making processes, while providing an explanation for NBCPN&rsquo;s need for a reproducible strategy.</p><p> Within the second chapter, the project director examined two separate passages of scripture. The texts of Matt 28:18&ndash;20 and Acts 1:8 (ESV) became the foundational basis upon which the project director analyzed and made reproducible disciple-making conclusions. Chapter two consists of exegesis, exposition, and application of the chosen texts and explained the biblical and theological foundation of the ministry project.</p><p> Within chapter three, the project director provided research for the ministry foundations aspect of the project. The project director identified and explored past and present ecclesiological disciple-making procedures. The project director&rsquo;s goal for chapter three provided information concerning the development of historical and 11 contemporary reproducible disciple-making, as well as, examining theoretical and application models.</p><p> Within chapter four, the project director described the development of the ministry project. The chapter focused on the project director&rsquo;s seven-practicum reproducible disciple-making strategy for the church planters of NBCPN. The project director&rsquo;s compiling of information regarding the utilization of an expert panel, incorporated Great Commission components, integrated research of chapters two and three, and implemented expectation, completed the chapter. </p><p> In chapter five, the project director documented an overall summation of the ministry project. The director examined the evaluation of the project process, analysis of the findings, and an overview of the lessons learned. The strengths, weaknesses, and personal reflection of the ministry project offered descriptive insight to the project director and for reader clarity. </p><p>

This study documents a critical evaluation of the religious education curriculum used in Uganda's secondary schools. The study focused on goals and objectives, methods, content, and public perception of religious education instruction. The evaluation was based on a qualitative investigation that employed three methods to collect data: document analysis, classroom observation, and interviews. The investigation was guided by a series of research questions that included the following: What are the overall goals and objectives of religious education instruction? What are the attitudes from the community regarding religious education? What are the roles of religious leaders during implementation of this curriculum? How does the curriculum prepare students for the pluralistic nature of the society? What qualifications and training do the teachers have? What are the politics involved in curriculum implementation? What is the philosophy of religious education instruction as defined by policy makers and how is it implemented?

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: H. S. Elliott. Dissertation Committee: E. S. Evenden, F. E. Johnson. Includes bibliographical references (leaves 163-174).

This study has explored and described how Religious Education (RE) in Secondary Schools in Zimbabwe has developed in response to pluralism. It has been inspired by my teaching experience in different secondary schools in the country. There has been a growing need in Zimbabwe to expand the horizon for RE as the nation is becoming more sensitive to religious diversity among the learners. The government through its Ministry of Primary and Secondary Education has been implementing changes in RE secondary schools with the hope of making it open to pluralism. This study shows that despite the government's efforts, little has changed in the teaching of RE in the classroom. This has been a result of failure by the government to engage teachers in the implementation of the proposed changes. There is a strong relationship between teachers and religious education in schools. They are the main determinant of the quality of education learners receive as they make choices, both conscious and unconscious, in regard to how to structure academic and social relationships in the classroom. Their perceptions towards religious pluralism also influences the way they teach about religion in the classroom. Unfortunately, this relationship between teachers and religious education was not given much attention in the development of the subject in secondary schools in Zimbabwe. This study investigates this relationship and contributes some knowledge in this area for further discussion.

The thesis follows up development of methods, goals and contents of teaching religious education since 1990. Thesis is divided into 5 chapters. In the first chapter, there is a list of methods, goals and contents from common didactics' point of view. In the second chapter, are methods, goals and contents addressed from religious education's point of view and also the difference between catechesis and religious education. In the third chapter are methods, goals and contents described from point of view of church and school documents. We can also find there goals and contents of each edition of outlines. In the fourth chapter is then investigation of development of methods, goals and contents and didactical levels of selected teachers in Sušicko- nepomucký vicarage. In the fifth chapter is the final summary of the investigation.