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Dissertations / Theses on the topic 'Missionary training centers'

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Published: 4 June 2021

Last updated: 15 February 2022

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Cates, Shawn R. "Increasing Performance Support for International Missionary Training Centers." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3127.

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In 2011 the Missionary Department sponsored a development project focused on creating performance support tools for international missionary training centers (IMTCs). The purpose of the project was to determine an area where there was a gap between desired performance and actual performance for IMTC training managers and develop tools to support them in improving performance in the chosen area. The target area supported the IMTC training managers in helping part-time teachers improve their effectiveness. Two products were created to help managers work more effectively with their teachers and a third product is currently under development. The first was a teacher competency print resource that managers could use to guide their feedback and evaluations of teachers. The second was a set of standards and suggestions managers could implement to help teachers improve. The third was an electronic teacher-tracking tool that would allow managers to track the progress and goals of each teacher. The design model used was a combination of a rapid prototyping model, cascade design model, and an electronic performance support design model. It included four major iterations for the products. This paper discusses the various stages of the development process, including adjustments to the planned design model, prototypes, and finalized products.

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Harley, C. David. "A comparative study of IMTF-related missionary training centers in the two-thirds world." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Kohler, D. Brian. "Learning to Learn: the Training of Missionaries in Language Learning Strategies at the Missionary Training Center." Diss., CLICK HERE for online access, 1998. http://patriot.lib.byu.edu/u?/MTGM,19192.

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Cates, Shawn R. "A Case Study in Revolutionary Change: From High School to Missionary Training Center." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8666.

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This article focuses on a case study in revolutionary change. A private school in Mexico City that had functioned for 49 years under the educational arm of The Church of Jesus Christ of Latter-day Saints underwent a change in mission, purpose, structure, function, and administration in eight months. Research about organizational change contains many conceptual models and principles intended to guide an organization through large-scale change. However, this change occurred without any strict reliance on a specific change model. This qualitative study is directed at empirically discovering what main factors led to success rather than relying on anecdotal assumptions. The change is separated into three major phases: a five-month announcement and planning period, the three-month start-up phase, and a year-long stabilizing period. Data sources included 14 interviews with people who participated in the change, a focus group with managers, and archival documents related to the functioning of the organization during these phases. Six prominent themes came from the data analysis related to change success factors. The most salient was that individual employee attitude's, beliefs and efforts were the main perceived contributing success factor. Others include continuous planning at multiple levels in the organization, the major difficulty yet positive feeling about the change, how different work teams formed and worked together; the role of experienced leaders, the support given to employees in their responsibilities, and sufficient resourcing. Future research should look at the effect of culture clashes when multiple teams are combined under a new vision and purpose and how these cultural differences are moderated by the relationship between organizational factors and employee factors.

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Lindsay, Elaine T. "Learner Concerns at the Missionary Training Center in the Technology Assisted Language Learning Program." BYU ScholarsArchive, 2000. https://scholarsarchive.byu.edu/etd/4880.

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Chapelle (1997) states the following as a vital question to be asked with respect to computer assisted language learning, “How good is the language experience in CALL for L2 learning?” (n.p.) In order to truly answer this question, investigators need to look to the learner and his concerns. In planning curriculum or designing a program, teachers and administrators normally look toward learner needs. However, these educators are also known to fully implement a new program, at times, without consideration of learner concerns. This appears to be especially true with the use of technology in the second language classroom. Research is needed to look at how the learner feels about technology. Former studies (Fuller, 1969; Hansen, 1996) have focused on the concerns of teachers or preservice teachers, but little research has been done focusing on the actual concerns of the learner.The current study focused on the concerns of over two hundred young adult missionaries from the Church of Jesus Christ of Latter-Day Saints who studied foreign languages at the LDS Missionary Training Center (MTC) for two months, with the aid of a Technology Assisted Language Learning (TALL) program. The subjects answered a background questionnaire upon beginning their study of a foreign language. At the end of their study program, the missionaries responded to a questionnaire where they could express their concerns about learning through technology. In addition, interviews with selected participants were conducted at the end of the missionaries' program.The data were analyzed and categorized and focus was given to the types of concerns expressed and how the concerns differed for language group, learner rate, gender, and other background factors. Four major categories of concerns were identified: instructional, language, software, and none. Most of the concerns expressed by the learners dealt with instructional issues such as the amount of variety and learner control as well as how learners review material and receive feedback from the computer. Chi-square post hoc analyses showed the greatest differences in the number of concerns within the Portuguese learners. Concerns of fast versus slow learners appeared different as well. Tests showed that slower learners were significantly more concerned about the computer going at a pace that worked well for them, becoming bored easily, and not having enough time on certain computer activities. Profiles describing those and other differences were created based on the interviews conducted with several learners.

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Ryoo, Gyoung-ae Lydia. "Discovering a set of core values for Korean missionary training in Korean context for effective ministry in cross-cultural missions a case study of Global Missionary Training Center in Seoul, Korea /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Moulton, Sara E. "Elicited Imitation Testing as a Measure of Oral Language Proficiency at the Missionary Training Center." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3137.

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This research study aimed to create an alternative method of measuring the language proficiency of English as a Second Language (ESL) missionaries at the Missionary Training Center (MTC). Elicited imitation (EI) testing was used as this measure of language proficiency and an instrument was designed and tested with 30 ESL missionaries at the MTC. Results from the EI test were compared with an existing Language Speaking Assessment (LSA) currently in use at the MTC. EI tests were rated by human raters and also by a computer utilizing automatic speech recognition technology. Scores were compared across instruments and across scoring types. The EI test correlated highly with the LSA using both scoring methods providing initial validity for future testing and use of the instrument in measuring language proficiency at the MTC.

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Burdis, Jacob R. "Designing and Evaluating a Russian Elicited Imitation Test to Be Used at the Missionary Training Center." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4008.

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Elicited Imitation (EI) is an assessment approach that uses sentence imitation tasks to gauge the oral proficiency level of test takers. EI tests have been created for several of the world's languages, including English, Spanish, Japanese, French, and Mandarin. Little research has been conducted for using the EI approach with learners of Russian. This dissertation describes a multi-faceted study that was presented in two journal articles for the creation and analysis of a Russian EI test. The EI test was created for and tested with Russian-speaking missionaries and employees at the Missionary Training Center (MTC) in Provo, UT. The first article describes the creation of the test and analyzes its ability to predict oral language proficiency by comparing individuals' scores on the EI to their scores on the Oral Proficiency Interview (OPI). The test was found to effectively predict an individual's OPI score (R2 = .86). The second article analyzes the difference in person ability estimates and item difficulty measures between items from a general content bank and a religious content bank. The mean score for the content specific items (x̄ = .51) was significantly higher than the mean score for the general test (x̄ = .44, p < 0.001). Additionally, the item difficulties for the religious items were significantly less than the item difficulties for the general items (p < 0.05).

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Rudd, Chandler Scott. "Planning Their First Language Lesson: Applying Constructivist Values to the Design of Objective Training for Part-Time Teachers at the Missionary Training Center." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3044.pdf.

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Bichon, Laura Millet. "The Effects of Use of A Metacognitive Strategy on the Language Anxiety of Missionaries at the Missionary Training Center." Diss., CLICK HERE for online access, 2000. http://contentdm.lib.byu.edu/u?/MTAF,35122.

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Thompson, Carrie A. "The Development and Validation of a Spanish Elicited imitation Test of Oral Language Proficiency for the Missionary Training Center." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3602.

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The Missionary Training Center (MTC), affiliated with the Church of Jesus Christ of Latter-day Saints, needs a reliable and cost effective way to measure the oral language proficiency of missionaries learning Spanish. The MTC needed to measure incoming missionaries' Spanish language proficiency for training and classroom assignment as well as to provide exit measures of institutional progress. Oral proficiency interviews and semi-direct assessments require highly trained raters, which is costly and time-consuming. The Elicited Imitation (EI) test is a computerized, automated test that measures oral language proficiency by having the participant hear and repeat utterances of varying syllable length in the target language. It is economical, simple to administer, and rate. This dissertation outlined the process of creating and scoring an EI test for the MTC. Item Response Theory (IRT) was used to analyze a large bank of EI items. The best performing 43 items comprise the final version MTC Spanish EI test. Questions about what linguistic features (syllable length, grammatical difficulty) contribute to item difficulty were addressed. Regression analysis showed that syllable length predicted item difficulty, whereas grammar difficulty did not.

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Betteridge, Amberly Patch. "An Evaluation of the Implementation of a CALL Program in a Pilot Curriculum at the Provo LDS Missionary Training Center." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2677.

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The current study examines the implementation of one computer-assisted language learning program (CALL) called Technology Assisted Language Learning (TALL) in a pilot language curriculum at the LDS Missionary Training Center. Because CALL implementation is determined in large part by how successfully users are able to use the computer program to learn language, a primary purpose of this study was to investigate which implementation issues affected the language learning success of the missionaries that used TALL in the pilot curriculum. A survey was, therefore, designed and administered to 86 missionaries from French, Spanish, German, and Mandarin language areas in order to determine which CALL user characteristics were predictive of TALL user success. Through a regression analysis , this study found that the most highly predictive factors on TALL user success were (a) a high indication of pro-activity on the part of the learners in figuring out how to use TALL to their advantage, (b) a high indication of goal-orientation in approaching TALL use with a specific purpose in mind, and (c) a high indication of interaction with the TALL program through frequent use of the electronic glossary feature, the "listen to your voice" feature, and the strategy of repeating out loud the words and phrases encountered while working on TALL. The missionary survey was also analyzed descriptively, and results from this analysis revealed that missionaries in the pilot curriculum felt that more training on how to use TALL effectively would have helped them to be more successful. Focus groups with the missionaries were also conducted in order to better understand their experiences with the TALL program. The analysis of these focus groups revealed that although many missionaries reported liking TALL, there were many who did not sufficiently understand how to successfully use it within the pilot curriculum; a lack of training seemed to be a big contributor to this lack of user success. Additionally, focus groups found that missionaries believed the TALL listening activities to be the most helpful TALL activities. A teacher survey was also designed and administered to the 19 teachers who taught missionaries in the pilot curriculum. Results of the teacher survey revealed a desire for more formal training on how to train missionaries to use the TALL program effectively. In conclusion and based on evidence in the literature and from this study, suggestions are provided for more effective teacher and learner training on TALL.

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Lemke, Lenard C. "Understanding the motivation of church planters in Crimea, Ukraine." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com/search.cfm?p096-0004.

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Parker, Stephen R. "An investigation into the work of Campus Crusade for Christ among unreached peoples." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Mahuma, Swetsy Maria. "The development of a culture of learning among the black people of South Africa, 1652-1998." Diss., 2004. http://hdl.handle.net/10500/1080.

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This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust. The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990. It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities.
Educational Studies
M.Ed.(History of Education)

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