Dissertations / Theses: 'Church and education Tonga'

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Pope, Matthew B. "An Exploratory Study of Parent Involvement in Church Schools in Tonga." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8670.

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The majority of research about parent involvement and family engagement indicates a positive relationship between parent involvement and student achievement. However, parent involvement as a useful strategy in education in developing countries is not well known, let alone researched. Until the current study no research has been published specifically about the types and frequency of family engagement in Tonga. This means there is no frame of reference for teachers, administrators and parents in Tonga to evaluate the applicability of existing family engagement research which has been predominantly conducted in developed countries, to schools in Tonga. This research is a descriptive, exploratory study to understand parent involvement in Tonga from the perspective of Tongan parents and teachers. The guiding framework was developed by Hoover-Dempsey and Sandler (1995) who identified three key constructs that influence parents' decisions for involvement -- parent motivational beliefs, invitations to be involved, and life context variables. Quantitative and qualitative methods were used to gather and analyze data that were gathered from teachers (n=88) and parents (n=503) during focus groups and surveys at four schools that are owned and operated by The Church of Jesus Christ of Latter-day Saints in Tonga. The overarching desire was to understand why parents make the choices they do about the types and frequency of their involvement. Factor analysis and reliability tests supported the use of the selected survey instruments in this study. Some findings were similar to those found in research in developed countries including the way Tongan parents and teachers defined what parent involvement is. Further research could identify parent involvement behaviors that are particularly relevant in Tonga which improve student achievement Although the schools involved in this study are English speaking schools, language did not appear to be a strong barrier or enabler for parent involvement. However, a strong culture of respect and duty was repeatedly mentioned as potentially inhibiting parent involvement. Invitations appear to play a significant positive role in promoting parent involvement and may help mitigate parents' reluctance to participate. Encouraging and training teachers to extend effective invitations to parents which include specific suggestions for involvement may help increase the frequency of parent involvement.

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Niumeitolu, Heneli T. "The State and the Church : the state of the church in Tonga." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/2236.

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This dissertation examines the impact of ‘Tongan culture’ as represented by those with power in the Free Wesleyan Church of Tonga (FWC). The word “free” in the name of a church usually denotes the desire to be independent of the State or any other outside control but in this context it was often the contrary. From the outset of the Wesleyan Mission in 1826, the chiefs who embodied and controlled Tonga, welcomed the early European explorers yet with the twin underlying aims of gaining benefits while simultaneously maintaining their supremacy. The dissertation argues that the outcome leaves the FWC in dire need of inculturation, with Gospel challenging ‘Culture.’ Historical and anthropological approaches are used to substantiate this claim. Encouraged by Captain Cook’s report the missionaries arrived and were welcomed by the chiefs. The conversion of the powerful Taufa‘ahau was pivotal to the spread of the Wesleyan Mission yet this marriage of convenience came at a cost because Taufa‘ahau had his own agenda of what a church should be. This study assesses Tongan demeanour prior to the arrival of Europeans and in the early years of settlement, especially the response to Cook in 1773, 74, 77 which set the tone for later interaction. It then looks at how Tongan ways have moulded the FWC since the beginning of the Wesleyan Mission in 1826 by relying on data from archives, interviews, and journals of early explorers and missionaries. This dissertation argues that what is widely accepted as the Tongan way of life, which the FWC represents as the Gospel, is essentially the interest of the elite with power and wealth. From the start the chiefs were not only interested in the Wesleyan Mission for religious but also for political reasons; indeed they made and even still make no such separation. Because of this collusion of the FWC and the state, the FWC is recognized as the supporter of the status quo, its ministers being part of the elite system of social and spiritual control. The ensuing confusion between the church, Christ, and culture leads to a neglect of the poor and marginal and a failure to speak prophetically to the elite.

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Naulu, Sosaia Hakaumotu. "Incidental Effects of Church Activity on Development, Landscapes and Culture: An Example from Tonga." Diss., CLICK HERE for online access, 1990. http://patriot.lib.byu.edu/u?/MTNZ,2353.

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Fasi, 'Uhila-moe-Langi. "Bilingualism and learning mathematics in English as a second language in Tonga." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298727.

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Vete, Vili. "Professional development and training needs of school principals in Tonga." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1990. https://ro.ecu.edu.au/theses/1116.

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The main aims of this study were to investigate and identify the perceived professional development needs of the school principals in Tonga in relation to the current situation. The inquiry was designed to provide a description of the understanding and perceptions which the principals and educators held concerning: I. The familiarity of principals and educators with the professional development issues and provisions made for the professional development of school principals . 2. The perceived professional development and training needs of school principals. 3. The extent to which the current provisions offered for professional development of school principals meet the needs of the principals. Data sources included senior personnel from the Tonga Government, Tonga Ministry of Education, representatives of various school systems, ten primary school principals and ten secondary school principals; and documents relating to the work of principals in schools. Interviews and questionnaire techniques were used for data collection. The Interview data were analyses using Helder's (1958) attributional analysis methods and Morris, Fitz-Gibbon's (1978) content analysis methods. The questionnaire data were coded, collated and analysed using the SAS PC+ WRITE computer package. The findings were similar In many ways to the findings of certain. Australian studies, namely, Chapman's (1986) study of Victorian primary school principals, Harvey's (1987) study of the newly appointed principals In Western Australia. Hyde’s (1988) study of the principals In remote area schools In Western Australia. The study found that the needs for professional development among the school principals in Tonga were related to knowledge and skills in four broad areas, namely: I. Management of the Human Resources at the School Level 2. Management of the Curriculum 3. Management of the School's Physical Resources 4. Leadership and Entrepreneurial ship of Human Resources both Internally and within the School's External Environment From these, and In consideration of the current changes In the Tonga education system these findings confirmed that professional development is context bound and a complicated process which occurs In different contexts and for different purposes. In this regard one, emphasis in the determination of professional development needs of principals appears, to be shifting from a central level to the people most directly involved in that process, the principals themselves. The evidence from this study suggested that, for the issues of professional development of principals to be addressed properly, there must be a move away from the notion of principals and educators as master implementers of policies and programmes to a broader perception wherein leadership Is a primary focus.

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Finau, Teukava. "Cognitive Acceleration in Mathematics Education in Tonga: Effects on students’ mathematics achievement, motivation, and self-regulation." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/58985.

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To address the issue of Tongan secondary students’ poor performance in mathematics, this study implemented an innovative teaching approach called Cognitive Acceleration in Mathematics Education (CAME) program, and evaluated its effects on students’ mathematics achievement, motivation, and self-regulation. The results from this quasi-experimental study indicate that the students who learnt through the CAME program improved their performance substantially compared to their counterparts. This findings encapsulated the CAME as possible solution for improving students’ mathematics performance.

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Lee, Kuo-Ching. "Premarital education and church growth." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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Phiri, Lazarus. "Brethren in Christ mission in Zambia, 1906-1978 : a historical study of western missionary leadership patterns and the emergence of Tonga church leaders." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/22557.

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Wingate, Karen Anne. "Mission education in the local church." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Honeycutt, Willie E. "Bioethical education in the local church." Deerfield, IL : Trinity Evangelical Divinity School, 2008. http://dx.doi.org/10.2986/tren.006-1595.

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Connelly, Benjamin P. "Equipping principles of the New Testament church and implications for the church today." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1195.

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Amankwatia, John. "The nature and role of church schools in the mission of the church." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/59/.

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This study addresses the question of church schools’ compatibility with the tradition of liberal education and the extent to which these schools contribute to intolerance in society. Critics of church schools argue that the religious foundation of church schools contributes little to their academic success and that any school with a similar pupil intake will be academically successful. Critics therefore advocate removal of church schools from the English education system. However, using the evidence in the relevant literature, research studies, and eighty Church of England and Roman Catholic schools’ prospectuses, this study argues that church schools understand and express their nature as: (i) denominational; (ii) voluntary-aided; and (iii) comprehensive. This understanding is crucial to the schools’ approach to their role of providing pupils with skills necessary to live in all forms of society. The skills provided in church schools stem from the Christian understanding of Man as made in the image of God to share in, and provide stewardship for, the created order. In conclusion, this study rejects the argument that church schools: (i) contribute to intolerance in society; (ii) indoctrinate pupils; and (iii) undermine pupils’ autonomy for the following reasons: 1. The schools provide Christian education which accepts differences in human nature and prepares individuals to live in diverse communities. 2. Christian education is incompatible with coercion and manipulation. 3. Christian education provides opportunity for pupils either to accept or to reject the Christian faith or teaching.

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Worley, Charles E. "Training resident church planters and new church core groups a field education approach /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Pabarcus, S. Michael. "Education for urban church planting and ministry." Theological Research Exchange Network (TREN) Access this title online, 1993. http://www.tren.com/search.cfm?p036-0174.

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Flowers, Lena Butler. "Health education in the Black Rural Church." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/3277.

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The purpose of this project was to develop a Health Education program for the Black rural church that would serve to educate and inform the Black church on the health disparities facing a community and to provide programs that lead to healthier lifestyles. The project for this dissertation has three components: 1. Health Fair 2. Health Education Bible Study 3. Enrichment Challenge ( Personal Development of Holistic Healing) Bellview African Methodist Episcopal Church (AME), located in Aragon, Georgia, was the site of the project. The participants were composed of members of varying denominations in Aragon and Rockmart, Georgia, These communities are know for having "good" church and for their ethnic fellowship meals consisting of fried chicken, seasoned collard greens with "fat back," macaroni and cheese, candied yams, potato salad, hot-buttered cornbread, chocolate and caramel cake, and sweet tea. These meals, typically served during the church fellowship, are high in fat, cholesterol, sugar, and salt. A steady diet like this can lead to hypertension and heart disease further resulting in strokes, heart attacks, and eventual death. It was the purpose of this project to provide meaningful health-related educational intervention that would result in healthier lifestyles. The program presented embraces the concept of holistic health. It provided six elements of health intervention: spiritual, intellectual, emotional, social environmental, and physical intervention strategies. The Health Fair model gave the participants the opportunity to check for high blood pressure, diabetes, body fat, and disorders of the feet. This provided the individuals with and awareness of various ailments. Small and large group discussions were held throughout the day. The health fair was a first step focused on eliminating the racial disparities in health in the Black rural church. Te Bible Study model gave the participants an opportunity to study health education with and emphasis on good nutrition. It was a blend of faith and health. Personal development is important to individual growth, therefore, a program of personal development with emphasis on holistic healing was used as a reinforcement activity to strengthen the participant in the area of social, environmental, physical, spiritual and intellectual health. This model of holistic healing with a biblical foundation helped the participant to understand that all six methods of intervention are essential for total healthy growth.

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Peterson, Benjamin Charles. "Pathway: A Gateway to Global Church Education." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6105.

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Education and learning have ever been at the core of The Church of Jesus Christ of Latter-day Saints. Throughout its history that now extends nearly one hundred ninety years, the Church has made numerous attempts to provide educational opportunities for its members. Some attempts have failed, and others were met with some success—though limited, to be sure. In hindsight, most of these efforts were simply laying the foundation for something far greater. At the dawn of the twenty-first century, the groundwork for global Church education had been laid, and the seeds planted. Beginning with a pilot administered through BYU-Idaho, a program known as “Pathway” grew into a worldwide effort that is successfully providing educational opportunities to individuals distanced from such occasion. The Church-affiliated university also created a robust online program, that coupled with Pathway, was providing a largely affordable, yet high-quality education to Church members and even a few other individuals across the globe. Not without its barriers, Pathway and the BYU-Idaho online degree program worked to overcome legal and other limitations in order to create and expand a vigorous offering across cultures, time, and space. Recently, these programs have given root to what is now a global education initiative, collaborating a united effort from each institution affiliated with the Church Educational System.

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Bryan, William Jennings. "Toward pastoral teaching of church history in the local church." Theological Research Exchange Network (TREN), 1986. http://www.tren.com/search.cfm?p100-0078.

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Dunnington, Jason. "Learning gender at church." Available from ProQuest, 2008. http://proquest.umi.com.ezproxy.drew.edu/pqdweb?index=0&sid=3&srchmode=2&vinst=PROD&fmt=6&startpage=-1&clientid=10355&vname=PQD&RQT=309&did=1633768391&scaling=FULL&ts=1263916678&vtype=PQD&rqt=309&TS=1263916689&clientId=10355.

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Tan, Kang John, and 陳岡. "Church, state and education during decolonization: catholic education in Hong Kong during the pre-1997political transition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29947121.

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O'Donnell, William J. "Auditors in marriage tribunals guidelines for canonical education /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Tan, Kang John. "Church, state and education during decolonization : catholic education in Hong Kong during the pre-1997 political transition /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451400.

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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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Weygandt, Jon William. "Grief education and ministry for church and community." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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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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Sullivan, John William. "Catholic education : distinctive and inclusive." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.

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The thesis examines the coherence of the claim that Catholic education is both distinctive and inclusive. It clarifies the implications for church schools of a Catholic worldview and situates Catholic schools in the context of (and subjects them to scrutiny in the light of) alternative liberal philosophical perspectives in our society. Central questions explored are: what is the nature of, foundation for and implications of the claim that Catholic schools offer a distinctive approach to education? To what extent does the claim to distinctiveness entail exclusiveness or allow for inclusiveness? How far can distinctiveness and inclusiveness (in the context of Catholic education) be reconciled? An extended commentary on key Roman documents about Catholic education is provided. This is related to the particular context of Catholic schools in England and Wales, where an ambivalence in the purposes of Catholic schools is indicated and a way for them to avoid the ambivalence by being both distinctive and inclusive is suggested. The study works at the interface between Christian (and more specifically Catholic) theology, philosophical analysis and educational theory and practice with regard to the raison d'etre of Catholic schools. Through a retrieval and application of the notion of 'living tradition' it is shown that within Catholicism there are intellectual resources which enable Catholic schools to combine distinctiveness with inclusiveness, although there will be limits on the degree of inclusiveness possible. In the face of criticisms of their potentially inward-looking role in a pluralist society, it is argued that Catholic schools contribute to the common good. The argument should enhance clarity about purpose for Catholic educators in England and Wales. It also has implications for Catholic schools elsewhere and for other Christians and for people of other religions in the practice of their oit forms of faithbased education.

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Esplin, Scott Clair. "Education in Transition: Church and State Relationships in Utah Education, 1888-1933." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1194.pdf.

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Fusilier, Lane Allen. "Deep roots for church leaders transferring the body of doctrine to church planters in central Asia /." Theological Research Exchange Network (TREN), 2004. http://www.tren.com.

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Rae, Peter S. "Unholy alliance?, the church and higher education in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ32017.pdf.

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Kwon, Kyong Ho. "Anthropological dualism in Korean church education / Kyong Ho Kwon." Thesis, North-West University, 2007. http://hdl.handle.net/10394/94.

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The Christian church was begun in 19Ih century in the traditionally multi-religious society in Korea. Christianity holds a major position in Korea today and has for the past 20 years been growing rapidly in numbers. Despite its phenomenal growth, the churches. and Christianity in general, have been suffering from several ailments, of which dualistic thinking is not the least. Anthropological dualism amounts to not only distinguishing between soul and body, but also ascribing a separate and independent existence to each of these "components" of the human being. This dualism (as well as others) developed in the church under the influence of traditional Korean religions such as Buddhism, Confucianism and Shamanism that have been teaching such dualisms. The Korean Christian mindset has to this day been dualistic both as a result of such cultural and philosophical influences and o€ ideas brought by the early missionaries to Korea. The influence of Platonic dualism is still widespread in the conservative and gospel church. This study focuses on: + examining the nature of the problem of anthropological (and other forms of) dualism + how the problem has been manifesting itself in Korean churches and in church education + the most momentous influences on Korean Christianity and churches resulting in a dualistic mindset regarding life in general and the human being in particular + the impact of anthropological dualism on church life and especially on education in the context of the church + the Biblical view of the human being, and on + how the pervasive problem of anthropological dualism can be eradicated. It was found that, although the Bible uses a whole variety of words that somehow relate to or describe the human being, these words or t e n s do not refer to "parts" or "components" but rather to different facets of the human being, much like one can refer to the different facets of a polished diamond. Whenever a word is used, it refers to a particular perspective from which the human being is approached or viewed but in the final analysis, it refers to the whole being. Discovery of this perspective was important in view of the dualistic tendencies in Korean churches and in church education. Application of a holistic view of the human being enables one to approach education as the guiding, leading, enabling, equipping and discipling of educands (those who are being guided etc.) as whole, total and integrated persons.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

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Smith, Charity Ruth. "Sexuality education and resource management in the church setting." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/38208.

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Master of Science
School of Family Studies and Human Services
Karen S. Myers-Bowman
This study explores the link between resources and sexuality education within the Lutheran Church Missouri Synod (LCMS). Six churches were involved in this study representing small, medium, and large congregations based on the full-time employed staff. Both church staff and volunteers were interviewed to learn the following: 1) What kind of sexuality education services does the church provide? 2) What are the sexuality education needs of the church membership? 3) What resources are necessary for providing sexuality education? 4) What are the barriers to providing sexuality education? The findings indicate that all churches were providing sexuality education; however, there were great variations. Each church also had unique resources and barriers for providing additional sexuality education for parishioners in various life stages. It was found that resources have a huge impact on the availability of sexuality education within a church setting. These resources were found to be tangible and intangible along with internal and external to the church.

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Wiley, Debra T. "Sex Education and Faith: Implications for the Black Church." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277465340.

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Fretwell, Matthew T. "Developing a Disciple-Making Training Strategy for the Church Planters of New Breed Church Planting Network." Thesis, Southeastern Baptist Theological Seminary, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635779.

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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.

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’s need for a reproducible strategy.

Within the second chapter, the project director examined two separate passages of scripture. The texts of Matt 28:18–20 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.

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’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.

Within chapter four, the project director described the development of the ministry project. The chapter focused on the project director’s seven-practicum reproducible disciple-making strategy for the church planters of NBCPN. The project director’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.

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.

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Seaton, Leslie Theodore. "The rationale for higher education in the reformed church in America, with particular reference to Hope College and its relationships with New Brunswick and western theological seminaries /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10583932.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1985.
Typescript; issued also on microfilm. Sponsor: Douglas M. Sloan. Dissertation Committee: Trygve R. Tholfsen. Bibliography: leaves 143-151.

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34

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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Tampson, Margaret D. "The church as a vehicle for health education : a study of clergy and seminary student perceptions in the Evangelical Lutheran Church in America /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777170405875.

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Ogbonnaya, John A. "Adapting Nigerian church leadership style for the North American context." Thesis, Biola University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261390.

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The transition from a usually autocratic to generally participative style of leadership has been a process full of frustration, anxiety, and concerns for Nigerian immigrant pastors in The Apostolic Church (TAC) North America. These pastors have brought the values, concepts, practices, and behavior which they learned in Nigeria to lead the American church, but their inability to identify differences between the two cultures and make the necessary changes for easy adaptation has often led to conflict and power struggle between church authorities, pastors, and members in TAC North America. Thus, this study examined how Nigerian pastors in TAC North America are adapting the leadership style they learned in Nigeria to the North American context.

The study used the mixed method approach and data was gathered through self-reported questionnaires and semi-structured in-depth interviews. A purposeful sampling method was used in conjunction with snowball sampling. Ten churches with congregations of 100 and above were purposefully selected. The participants included the pastor, an elder, and a member. A total of three participants from each church representing an overall total of thirty participants contributed to the study. The self-report questionnaires provided information on the demographic characteristics of the respondents as well as their cultural dimension and perception of leadership style. Semi-structured in-depth interviews were also used to provide a more thorough understanding of the pastor’s life history, experiences, and leadership styles.

The results obtained showed that most of the participants scored low on power distance, but scored high on uncertainty avoidance, individualism, masculinity, and long-term orientation. On the perceived leadership behavior scale, a greater number of the elders and members perceived their pastor’s behavior as being high on Instrumental Leadership (IL), supportive leadership (SL), and participative leadership (PL). The pastors interviewed expressed some of their frustrations which includes their accents preventing them from reaching out to people who are not Africans, lack of funds to finance church projects, seemingly lack of respect for pastors as well as the congregation’s lack of commitment, and poor attendance to church services. Some doctrinal challenges include men and women sitting together in church, women not covering their hair and wearing pants/trousers to church, allowing unmarried couples to partake in holy communion and even be ordained as church officers, and tithes and offering were concerns for the pastors.

Despite all the hindrances and challenges, the pastors expressed their determination to fulfill their calling and in their efforts to adapt and accept the democratic and participatory style of leadership, as opposed to the generally hierarchical and autocratic approach used in TAC Nigeria. Nigerian pastors in TAC North America and the executives in Nigeria need to examine these challenges and formulate better policies for sending and supporting missionary pastors in TAC North America.

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Abshier, Richard G. "Classical Christian education : developing a biblical worldview in the 21st century." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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Dalseno, Michael Peter, and n/a. "Made in the Image of the Church: The Transmission of Church-Based Values." Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030731.102027.

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Following the completion of four minor research projects as part of a doctoral program at Griffith University, Brisbane, Australia, the writer developed an interest in the church-based values and beliefs held by students in Ministry Training Colleges (MTCs). The four minor projects revealed that a strongly embedded culture seemed to exist within the Assemblies Of God (AOG) in Australia. The aim of this study was to investigate the transmission of church-based values to students in an AOG, Ministry Training College (MTC) context. It undertakes this task by asking five Research Questions: What values are transmitted in AOG church contexts? ; From what principal sources do the values come? ; Why are the values transmitted in AOG church contexts? ; How, and by what means, are these values transmitted? ; and How and why would students choose to acquire these values? After briefly describing the religious context in Australia, defining the meaning of values, and examining various models of transfer, the dissertation includes a review of the literature relevant to values processes. The review is organized according to the Research Questions. From this, a theoretical explanation is produced that anticipates how values processes may impact on MTC students in an AOG context. A suitable method was selected, namely interactive interviews, from which to obtain data relevant to the Research Questions. Six student subjects from a MTC in Australia, as a selected group of AOG participants, were subsequently interviewed and the data were organized, presented and analyzed. The data analysis and interpretation confirmed the theoretical position taken as far as their overall applicability to values transfer was concerned, namely: the values transmitted are primarily charismatic values, with some lesser emphasis on character values; the sources from which the values come are primarily Christian-influenced; the values are transmitted in AOG contexts because AOG churches, departments and ministries aim to be change agents in the community, to promote church continuance, and to a lesser extent, to motivate their members; the values are transmitted through various AOG communicative methods and through utilizing suitable venues for facilitating transmission. Low-Road conditions (i.e., transferring values across highly similar situations) are utilized; and MTC students choose to acquire values because of their personal interests and passions, including their desire to be accepted within the AOG church. However, the data also indicate that the unique, personal characteristics of MTC students strongly impact on the way they engage with values processes. In short, the students are highly compliant and committed to the church. However, each student respondent has his/her own set of reasons and characteristics for cooperating with church-based values. The dissertation concludes by identifying a number of issues raised by the data, that need further investigation, and by discussing some of the implications arising from the data. Its key finding is that AOG students tend to eagerly acquire church-based values, even though they have different reasons for doing so, and that they present themselves to the AOG church as highly compliant. In this sense, students may be seen as "made in the image of the church".

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Childs, David J. "The Black Church and African American Education: The African Methodist Episcopal Church Educating for Liberation, 1816-1893." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250397808.

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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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Bohall, Steven T. "Academic freedom and tenure in a church-related university." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3189146.

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Thesis (Ed.D.)--Indiana University, 2005.
Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3226. Chair: Edward P. St. John. Title from dissertation home page (viewed Oct. 10, 2006).

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Davidson, Julie Elaine, and n/a. "Schools for the people? : church, state, and educational control in Scotland to 1872." University of Otago. School of Social Science, 2004. http://adt.otago.ac.nz/public/adt-NZDU20051020.182314.

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This thesis is concerned with the changing face of educational provision in nineteenth-century Scotland. In particular, it examines the reasons behind the Church of Scotland�s loss of official authority over schooling in 1872. From the time of the Reformation, the Church had been empowered to supervise all education in Scotland, to play the major role in the appointment of teachers, and to ensure that landowners assumed their responsibilities in the placing of a school in every parish. However, this authority had never operated straightforwardly, and in 1803 an Education Act transferred significant aspects of the Church�s power over the appointment of teachers in parochial schools - and therefore over the curriculum of those schools - to local landowners. In the course of the nineteenth century, the Church�s position was eroded still more substantially, until the Education Act of 1872 formally gave control over State sponsored establishments to locally-elected School Boards. The Church�s loss of power was directly connected with the formation of a system of universal, compulsory schooling for Scotland�s children. The study is structured in seven chapters. Chapter 1 considers the background to the educational developments of the nineteenth century: the profound social and ecclesiastical consequences of demographic change, industrialisation, and urbanisation. Section A (Chapters 2-4) explores the history of the Church of Scotland�s work in education, and the emergence of other churches which actively developed additional and rival schools in the 1800s. Chapter 2 examines the origins and working of the Church of Scotland�s system of parochial schools, and the responses of this system to a changing educational environment. Chapters 3-4 assess the place of the Church of Scotland�s ancillary institutions, Sessional and Assembly schools, and the activities of the Scottish Society for Propagating Christian Knowledge (SSPCK). Detailed consideration is given to the educational efforts of four other major denominations - the Free Church of Scotland, the United Presbyterian Church, the Scottish Episcopal Church, and the Roman Catholic Church - and to the schools established by the Society of Friends. The demonstrable inability of the Church of Scotland to meet its statutory obligations in both rural and urban areas, and the sheer scale of the educational provision made by other bodies, fostered a growing perception that responsibility for schooling could not be entrusted to any single voluntary institution, but required to be vested in the State. Section B (Chapters 5-7) examines the evolving ideals of rescue and reformation of the �perishing classes� in the work of Sunday, ragged, industrial, and reformatory schools, and the parts played by such schools in educating the poorest members of British society in the nineteenth century. As these parts can all be seen to be interconnected, it emerges that the Church of Scotland�s withdrawal from Sunday-school provision in 1799 compromised its capacity to meet the needs of a growing constituency of vulnerable children, and exacerbated its inability to provide appropriate instruction for those most affected by the turmoil of industrialisation. The lay composition of the committees that managed all of these schools also contributed to the marginalisation of the institutional voice of the Church in administering Scotland�s education. In the end, the Church of Scotland lost control to the State in 1872 because it was unable to adapt its parochial structure sufficiently to provide appropriate schooling to meet the challenges of a changed world.

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Dolson, Christopher W. "The challenges of preaching to the university church." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Chambers, Kristy LeAnn. "Stewardship of creation: A guidebook for the Episcopal Church." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3206.

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Castelli, Michael J. "Studies on church schools, faith schools, religious education and dialogue." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/studies-on-church-schools-faith-schools-religious-education-and-dialogue(9a468b4f-399e-43b0-87d1-1e773f67ed73).html.

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MacNeill, Molly. "Church and state, public education and the American religious right." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0026/MQ50542.pdf.

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Southorn, Dale Edward. "Contextual theological education and pastoral formation in a global church." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p075-0068.

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Leland, June E. "American cultural patterns in Christian education in the local church." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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MacNeill, Molly. "Church and state : public education and the American religious right." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21237.

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In the late 1970's and 1980's, education issues formed a pivotal part of the American religious conservative agenda. The issues of school prayer, textbook content and the teaching of evolution in particular inspired lively debate and committed activism on the part of conservative Protestant leaders and activists. Confronting the behemoth of secular humanism, these leaders sought to win converts and to foment action in the converted through two separate modes of rhetoric: the emotional, which used impassioned arguments, and the intellectual, a more phlegmatic approach used to achieve political ends. Finding their roots in the 1920's, conservative Protestants have placed paramount importance on education issues throughout American history, believing that the United States is a fundamentally Christian nation, founded on a normative Protestant world view, and that American children should be taught according to these principles.

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DeLuca, Lorraine Susanna. "Adult education and the ambivalence of the Catholic Church towards modern American society, in the Archdiocese of New York: 1860-1911/by Lorraine Susanna DeLuca." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11586825.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Typescript; issued also on microfilm. Sponsor: Douglas M. Sloan. Dissertation Committee: William B. Kennedy. Includes bibliographical references (leaves 308-323).

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Dissertations / Theses on the topic 'Church and education Tonga'

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