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Dissertations / Theses on the topic 'Christian education'

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Published: 4 June 2021

Last updated: 9 June 2025

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1

Harkness, Allan Grant. "Intergenerational Christian education: Reclaiming a significant educational strategy in Christian faith communities." Thesis, Harkness, Allan Grant (1996) Intergenerational Christian education: Reclaiming a significant educational strategy in Christian faith communities. PhD thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/50519/.

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Christian education in Protestant Christian faith communities is under scrutiny because of its perceived ineffectiveness in equipping Christians for relevant mission in postmodern Western society. The dominant model of education within most Christian faith communities is an age-segregated individualistic one, based on the traditional schooling approach to education. This study demonstrates that not only is this model failing pragmatically, but that key elements of the model are at variance with biblical and theological affirmations of the Church concerning the function and principles of education within those communities; and that elements of secular education theory also expose its weaknesses. The study argues that intergenerational Christian education (IGCE) processes in Christian faith communities are a significant and normative strategy to achieve the goals of education, for both individuals and corporate faith communities. The study demonstrates that IGCE processes are normative in the New Testament; have substantial support from the social sciences and current educational theory; are integrative of the major theoretical foci of knowledge, personhood and community in Christian education; and are complementary to, but take primacy over, homogeneousage group strategies. Criteria to distinguish IGCE are formulated and consequent curricular issues for Christian educators are outlined.

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2

Gane, Jennifer Helen. "Fourth century Christian education." Thesis, University of Newcastle upon Tyne, 2012. http://hdl.handle.net/10443/1623.

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This thesis explores Basil’s Ad Adolescentes as the composition of a highly educated bishop who was well grounded in classical paideia, but also deeply influenced by the thoughts and writings of his Christian predecessors. Despite the long-running debate about the appropriateness of a classical education for a Christian, the reality of the Fourth Century meant that officials and clerics alike had been trained by means of traditional literature. In a world where Christianity was no bar to public office, the common educational experience became important since a mutual appreciation of paideia enabled magistrates, bishops and orators to relate to one another regardless of their religious convictions. Consequently, the sons of Christians attended school fully aware of potential career opportunities in the secular sphere, since faith and office appeared no longer at odds. It was in this climate that Basil composed Ad Adolescentes, addressing himself to Christian youths embarking on higher education with a range of possibilities before them. In this thesis Basil’s text is analysed and discussed by a combination of thematic introduction and commentary: the thematic chapters consider the subject, purposes and specific and broader contexts of the Ad Adolescentes and the previous scholarship on the work in this regard; the commentary explicates relevant details in the text and offers close analysis which supports interpretations offered in the introduction. Chapters 1 and 2 consider the views of previous scholars on the text and the educational context relevant to Basil’s audience. The subsequent two chapters address the question of literary influence and the traditional methods employed in the interpretation of classical texts by both Christian and pagan educationalists. The final introductory chapter explores the propaedeutic nature of the text and identifies the manner in which Basil sought to synthesise lessons from traditional literature with homiletic themes, in anticipation of the secular and Christian responsibilities available to his audience.

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3

Zandman, Herm Jan Gerhard. "Physical education in holistic Christian education : a Christian ethical perspective / Zandman, Herm J.G." Thesis, North-West University, 2005. http://hdl.handle.net/10394/824.

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The historical-literary phenomena and all the facets of research have been carefully tested against Biblical principles and indices. During the journey through historical-literary material and in the quantitative and qualitative research that has been undertaken, the striving has continuously been to test each phenomenon, event and research data against the fundamental, Biblical principles that were enumerated in the second chapter, i.e. . The Bible makes a clear case that the whole person needs to develop and be developed for holy service; . God Himself is interested in the body as part of the entirety of the person He created and demonstrates and teaches through His Word against dualism; . Included in the sixth commandment regarding murder is the principle that one should not harm one's own body in any way, but rather nourish it (Vorster, 2004:123). . Christ and the apostles demonstrate in many ways the necessity to serve God as a whole person; . To be fit for service includes being fit to live before God as a well-balanced spiritual, emotional, cerebral and physical being; . Man's fallen-ness has led to imbalance, causing disfuntionality in stewardship and in training for stewardship; . Physical education, as declared in the central theoretical argument and as reasoned throughout the thesis on the basis of Biblical-ethical principles, should be regarded as essential to development of vicegerents under Christ.<br>Thesis (Ph.D. (Ethics))--North-West University, Potchefstroom Campus, 2005.

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4

Kirk, Cheryl Lynn. "Christian education in a digital world, the use of the computer in Christian education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55442.pdf.

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5

Hunsaker, Terry. "Bible storytelling and Christian education." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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6

Simpson, Amy E. Noblit George W. "Christian privilege and public education." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2242.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of the Arts in the School of Education." Discipline: Education; Department/School: Education.

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7

Millis, Brian David, and n/a. "Faith, Learning and Christian Higher Education." Griffith University. School of Curriculum, Teaching and Learning, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061019.120201.

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Responding to the absence of readily available models in Australia for thinking about Christian higher education, this thesis investigates what might constitute its foundational principles and distinctive character. The thesis considers the Western Christian tradition, the history of the university, and the contemporary experience of Christian higher education in the United States to identify models for thinking about Christian higher education. It is argued that a central issue to be addressed in developing a distinctively Christian approach to scholarship is the relationship of faith and reason, an issue to which the Christian tradition offers a range of approaches. The question of faith and reason has a wider cultural significance since, it is argued, Western culture is fundamentally constituted by the relationship of Jerusalem and Athens, in which the inherent tensions do not obscure an ultimate commitment to the unity of truth. In contemporary debates over Christian higher education, the concept of faith-learning integration is a central issue. Given the variety of definitions and models proposed, the thesis considers the approaches which have been adopted in the Christian tradition. The approaches of Philo and the Church Fathers to classical learning are considered, with extended attention given to the 'faith seeking understanding' model attributed to St Augustine. Drawing upon Neoplatonism, Augustine's theory of illumination explained why true knowledge was dependent upon divine revelation. Augustine's approach also held that 'all truth is God's truth', and justified the appropriation of classical learning as analogous to the Hebrews 'spoiling Egypt' at the time of the Exodus. The Augustinian approach offers significant insight into the role of the will and the affections in knowing, and justifies belief as a reliance upon authority. While Augustine's is not the only model that might validly be termed 'Christian', and is not without its problems, it is a model which still has much to offer to Christian higher education today. The Augustinian approach has a profound historical significance since it established the epistemological framework for western Christendom throughout the middle ages. In responding to the criticism that the term 'Christian university' is an oxymoron, the thesis also considers aspects of the history of the medieval and Reformation universities, seeking to establish the extent to which it is possible for the university to be regarded as a Christian institution. It is argued that the university did not arise out of the rediscovery of Aristotelian philosophy, and that it is indeed possible to regard the university as a Christian institution for much of its history. The possibility of a Christian university today is thus not inconsistent with the history and institutional character of the university. The contributions to thinking about faith and learning and Christian higher education of Thomas Aquinas, Martin Luther, John Calvin, and John Henry Newman are also discussed. One of the critical tasks of Christian higher education generally, and of a Christian university specifically, is the synthesis or integration of faith and learning, of which both Augustine and Thomas Aquinas were exemplars. It is argued however that, while the Thomistic approach can validly be termed 'Christian', it has been more successfully pursued in Catholic institutions than in their Protestant counterparts in which a central authority to regulate the boundaries of the domains of faith and reason is absent. A critical issue for Christian higher education today is that of secularising pressures, and thus the recent history of the secularisation of Christian higher education institutions in the United States is also considered. It is argued that the secularisation of these institutions was due particularly to the view of faith and learning which they had adopted. The study concludes that the 'worldview' approach advocated by Abraham Kuyper offers an approach to scholarship which is both resistant to secularisation, and consistent with the Christian tradition, particularly as expressed by Augustine and Calvin.

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8

Woodward, Jonathan David II. "Spiritual Formation in Christian Higher Education." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595350622682958.

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9

Wissmann, Cheryl. "Linking creative drama with Christian education." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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10

Lim, Cheong San. "Christian education utilizing cartoon & animation /." Free full text is available to ORU patrons only; click to view:, 2003. http://wwwlib.umi.com/cr/oru/fullcit?p3112969.

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Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2003.<br>Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 221-230).

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11

Millis, Brian David. "Faith, Learning and Christian Higher Education." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366985.

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Responding to the absence of readily available models in Australia for thinking about Christian higher education, this thesis investigates what might constitute its foundational principles and distinctive character. The thesis considers the Western Christian tradition, the history of the university, and the contemporary experience of Christian higher education in the United States to identify models for thinking about Christian higher education. It is argued that a central issue to be addressed in developing a distinctively Christian approach to scholarship is the relationship of faith and reason, an issue to which the Christian tradition offers a range of approaches. The question of faith and reason has a wider cultural significance since, it is argued, Western culture is fundamentally constituted by the relationship of Jerusalem and Athens, in which the inherent tensions do not obscure an ultimate commitment to the unity of truth. In contemporary debates over Christian higher education, the concept of faith-learning integration is a central issue. Given the variety of definitions and models proposed, the thesis considers the approaches which have been adopted in the Christian tradition. The approaches of Philo and the Church Fathers to classical learning are considered, with extended attention given to the 'faith seeking understanding' model attributed to St Augustine. Drawing upon Neoplatonism, Augustine's theory of illumination explained why true knowledge was dependent upon divine revelation. Augustine's approach also held that 'all truth is God's truth', and justified the appropriation of classical learning as analogous to the Hebrews 'spoiling Egypt' at the time of the Exodus. The Augustinian approach offers significant insight into the role of the will and the affections in knowing, and justifies belief as a reliance upon authority. While Augustine's is not the only model that might validly be termed 'Christian', and is not without its problems, it is a model which still has much to offer to Christian higher education today. The Augustinian approach has a profound historical significance since it established the epistemological framework for western Christendom throughout the middle ages. In responding to the criticism that the term 'Christian university' is an oxymoron, the thesis also considers aspects of the history of the medieval and Reformation universities, seeking to establish the extent to which it is possible for the university to be regarded as a Christian institution. It is argued that the university did not arise out of the rediscovery of Aristotelian philosophy, and that it is indeed possible to regard the university as a Christian institution for much of its history. The possibility of a Christian university today is thus not inconsistent with the history and institutional character of the university. The contributions to thinking about faith and learning and Christian higher education of Thomas Aquinas, Martin Luther, John Calvin, and John Henry Newman are also discussed. One of the critical tasks of Christian higher education generally, and of a Christian university specifically, is the synthesis or integration of faith and learning, of which both Augustine and Thomas Aquinas were exemplars. It is argued however that, while the Thomistic approach can validly be termed 'Christian', it has been more successfully pursued in Catholic institutions than in their Protestant counterparts in which a central authority to regulate the boundaries of the domains of faith and reason is absent. A critical issue for Christian higher education today is that of secularising pressures, and thus the recent history of the secularisation of Christian higher education institutions in the United States is also considered. It is argued that the secularisation of these institutions was due particularly to the view of faith and learning which they had adopted. The study concludes that the 'worldview' approach advocated by Abraham Kuyper offers an approach to scholarship which is both resistant to secularisation, and consistent with the Christian tradition, particularly as expressed by Augustine and Calvin.<br>Thesis (Professional Doctorate)<br>Doctor of Education (EdD)<br>School of Curriculum, Teaching and Learning<br>Full Text

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12

Giblin, Norborne Anthony. "A Survey of the continuing education needs of a director of Christian education in the National Association of Directors of Christian Education." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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13

Grant, Diane B. "Intergenerational education in the church philosophy and strategy /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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14

Shimray, David Luiyainao. "Educational philosophy in India compared and contrasted with Christian philosophy of education." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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15

Marcum, James Ronald. "Implementing a Christian service program at Ozark Christian College." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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16

Oakes, Ronald L. "Christian education ministry in the twenty-first century." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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17

Watanabe, Ken. "Curricular integration between teaching English and Christian education at Japanese Christian schools." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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18

Schwarz, John Edward. "Adult Bible studies a look at 20 popular programs /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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19

Fieleke, Curtis. "The implementation of an adult teacher training manual for South Haven Baptist Church." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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20

Haines, Linda S. "Training children's Sunday School teachers in positive reinforcement and extinction techniques to improve classroom behavior at the First Baptist Church of Macclenny, Florida." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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21

Seo, Kyeong H. "New perspectives for Christian education in the local church toward the 21st century in Korea /." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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22

Verhaalen, Susan E. "Achievement within an accelerated Christian education school." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=728.

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23

Blenkhorne, Ted. "A systemic approach to Christian family education." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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24

Waugh, Allen Swinford. "Developing the need for awareness for the Christian education program." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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25

Baker, Kenneth Alan. "Equipping Christians to integrate faith and work an adult education course for the Christian Reformed Church /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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26

Ryu, Jae-Shin. "A philosophical basis for the new Christian School Movement in Korea (South) / Jae-Shin Ryu." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1308.

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Because of the many shortcomings of public school education in Korea, an alternative school movement has begun to surface. Analysis of the philosophical foundations of this alternative movement reveals, however, that its programmes have thus far also been inspired by motives that have been characteristic for some time now of public schools, namely serious competition for places in higher education institutions. The purpose of this project was to, on the one hand, discover the shortcomings of current public and alternative schools in Korea, and on the other to reflect on replacing their current philosophies with a Christian approach and philosophy to schooling and education. The first step in understanding present day Korean education schooling was tracing the history and philosophy of Korean public and Christian alternative education. It emerged from this analysis that the biggest problem for Korean education is that education is knowledge-centred and intended for preparing students for entrance examinations to universities. instead of educating the whole person. The next step was to analise the history and philosophy of Australian Christian alternative schools. Christian schooling in Australia has contributed significantly to the development of a biblical understanding of' education. The Christian Parent Controlled Schools (CPCS) has for instance been emphasising parents' right of educating their children in schools of their choice and which suit their life views. Christian Community Schools (CCS), on the other hand, has put emphasis on the importance of the school a? a learning community where relationships arc more important than how they teach or even what they teach. Based on this comparative study and a study of a biblical philosophy of education, an educational philosophy for Korean Christian alternative schools could be suggested. Christian alternative schools have to teach education based on a Christian worldview and philosophy. Korean education. public as well as non-government school education, has thus far been totally dualistic in that it has tended to separate fact and \due, public realm from private. The Christian school rejects such dualisms and educates its students as complete and total persons to know this world, to live and survive in it, to practice their God-given calling of stewardship of reality, to maintain their cultural mandate, to serve God in doing so. and to love and serve their fellowmen.<br>Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007

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27

Jackson, Carol A. "A Christian education curriculum design for children age four to seven." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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28

Baker, Heidi G. "A Christian dance-drama curriculum for ministry training in Hong Kong." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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29

Blake, Joylynn. "What is Christian education? An analysis of contemporary Christian schooling according to the epistemological and educational theories of Nicholas Wolterstorff /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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30

Brinks, Raymond G. "The formation of a non-formal education team." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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31

Onguya, Maurice Ochieng. "Christian education in children's school : an approach to contemporary challenges of children's Christian education in the slum Churches in Nairobi /." Berlin : Viademica-Verl, 2009. http://d-nb.info/99280938X/04.

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32

Lawler, Steven W. C. "The use of story in Christian religious education." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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33

Scaramanga, Jonathan Theodore. "Systems of indoctrination : accelerated Christian education in England." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1556460/.

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Accelerated Christian Education (ACE) is an individualised curriculum used in some private schools. It is known for its conservative Protestant stance and largely literal interpretation of the Bible, and for teaching every academic subject from a biblical perspective. ACE claims the curriculum is used in more than 6,000 schools worldwide, but there has so far been minimal academic research into the curriculum or students' experiences of it. I attended an ACE school for some of my secondary education, and this thesis combines reflections on my experiences and analysis of qualitative interviews with students who were educated at ACE schools in England. These interviews give a sense of what it is like to attend an ACE school, students' perceptions of their education and its effect on their subsequent lives. ACE promotional materials have in the past said the system is "designed for programming the mind to see life from God's point of view". From a liberal perspective, this raises concerns about indoctrination. I conceptualise indoctrination as education which makes students closed-minded, and argue that closed-mindedness is linked to cognitive biases and cognitive dissonance. I then examine ways in which ACE is likely to instill closed-mindedness in its students through the use of forced compliance, conformity pressures, and extrinsic rewards. While some participants found their ACE experience beneficial, the majority experienced inadequate education, sexism, homophobia, excessive punishment, and discrimination against those considered 'ungodly'. Many participants described continued effects of indoctrination despite their rejection of ACE's teachings. Inspection reports from ACE schools do not indicate awareness of these issues. The thesis concludes with a discussion of the possible effects of increased regulation on these schools.

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34

Goins, Mervyn L. "Harold W. Reed : contributions to Christian higher education /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1991.

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35

Watkins, Mary Thompson. "Restructuring Christian education in an African-American church." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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36

Greentree, Jacqueline M. "Wrestling with neoliberalism in Christian schools." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/225974/1/Jacqueline_Greentree_Thesis.pdf.

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This research investigated intersections between Christian schooling and neoliberal policy environments by interrogating how values and purposes of schooling are articulated within the public-facing self-authored digital texts of Christian schools. The findings show how discourses such as excellence, choice and vocation can reflect a range of underlying values when communicating to a broad audience through public websites. Texts and visual representations were analysed using Gee’s discourse analysis tools and an Order of Worth framework. Methodological insights and practical support for Australian Christian Schools are provided.

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37

Marshall, Craig Lithgow. "Mormon student religiosity and higher education." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11281/.

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This study examines the religiosity of Mormon college students in Britain and its relationship with higher education and their church. Past research has demonstrated a negative association between the level and length of education and religiosity. However, many American studies identify in Mormon students an exception to this general trend. The initial hypothesis to be tested is that British Mormons will show the same resistance to the secularizing influence of higher education as their American counterparts, despite an apparently less favourable social environment. A further proposal is that various agencies of Church support, particularly the Institutes of Religion, are an important element in sustaining religious commitment. Research methods include questionnaire surveys of students, Church administrators and Institute instructors. Religiosity scales are developed from the student questionnaire through factor analysis, utilizing procedures developed in America. Differences between the British and American scales underline the complex nature of religiosity and reflect the generally contradictory and inconclusive character of wider research in this field. The scales are used to measure student religiosity and correlations with other variables are calculated. Results confirm that for Mormon students in Britain there is no significant association between years of higher education and religiosity. Associations are demonstrated between religiosity and various Church agencies, including Institute, thus supporting the second hypothesis; however the dependency in several relationships is problematic and the influence of these agencies is not conclusive. This result stimulated a consideration of other areas of belief and practice likely to be important; characteristics of LDS faith are identified which may be significant for the resilience of Mormon religiosity.

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38

Armes, Adrienne Leigh Thompson. "Changing the world of children's curriculum introducing a children's curriculum based on the Old Testament /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p062-0304.

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39

Pike, Freddie Raymond. "Designing a Bible teaching skills course for adult teachers." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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40

Baker, Thomas A. "A vacation Bible school curriculum with special emphasis on mission work in Kazakhstan." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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41

Chung, John. "The status of training for Christian education leaders as offered in Korean seminaries." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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42

Lewis, Stewart Jameson. "Christian higher education in the Christian churches of the Maritime Provinces past, present and future /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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43

Messer, Doug. "Review of current multicultural education resources and curriculum, with special attention given to their relevance to Christian education in the church." Theological Research Exchange Network (TREN) Access this title online, 2001. http://www.tren.com/search.cfm?p068-0259.

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44

Rodriguez, Dawn H. "Caregivers' Highly Valued Factors for Enrolling Their Children in California ACSI Christian Schools." Thesis, Columbia International University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3644526.

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<p> This study investigated the caregivers' most highly valued factors for enrolling their children in Christian schools. Caregivers (N = 297) were included from more than 39 California Association of Christian Schools International (ACSI) schools. They responded to survey questions regarding their most highly valued factors for enrolling their children in Christian schools. The survey considered factors from five categories: (a) biblical values, (b) academics, (c) school culture, (d) student-centeredness, and (e) economic considerations. The study found their highest valued factors to be biblical values and care of the student. Quality academics, safe environment, and number of highly qualified teachers were also found to be highly valued factors. Factors that were found not likely to be important to caregivers were adherence to state standards, attention to special learning needs, technology in the classroom, fine arts, athletic programs, tuition and other school expenses, and distance from the home.</p>

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45

Lincoln, Lawrence H. "The message and ministry of Howard G. Hendricks in Christian higher education." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2791/.

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Howard G. Hendricks influenced generations of leaders in Christian education during the last half of the 20th century through the practical communication of his unique message and the personal nature of his teaching ministry. This study explored his life through interpretive biography, compared his message with current models of secular and religious education, and evaluated his ministry through case study research. Hendricks has contributed to the field of Christian higher education through the publication of several books and periodical articles, as well as film series, audiotapes, and videotapes. He has presented thousands of messages across America and in over 75 countries worldwide. Hendricks has spent his entire 50-year educational career at Dallas Theological Seminary, teaching in the classroom, mentoring his students, and modeling positive values of Christian leadership. Chapter 1 introduces the study, explains the purpose and significance of the project, and defines key terms. Chapter 2 describes the methodology employed for the study. Chapter 3 provides an interpretive biography of Hendricks, and chapter 4 compares the educational philosophy of Hendricks with secular and Christian models. Chapter 5 examines the ministry of Hendricks in a case study approach. Chapter 6 summarizes the study and offers conclusions and implications for future research.

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46

Morrison, Larry. "Developing and conducting a training plan for potential Sunday school leaders." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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47

Olson, Vernon Eugene. "The development of a competency-based leadership model for the educational ministry of a small evangelical church." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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48

Warren, Jeffrey Lee. "Training youth workers to teach youth basic Christian apologetics." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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49

Heywood, David Stephen. "Revelation and Christian learning." Thesis, Durham University, 1989. http://etheses.dur.ac.uk/1538/.

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50

Jun, Carolyn. "Toward understanding of Christian education from the Reformed perspective its educational ideas and theological foundations /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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