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Dissertations / Theses on the topic 'Religion in the public schools. Prayer'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Harris, Linda. "On the role of religious expression in the Swedish Public School System." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384894.

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This paper is a case study in Religion in Peace and Conflict, in which the role of religion and religious expression in Swedish education is examined. The focus of this case study is on Swedish public schools. It begins with a literature review into the role of multiculturalism and cosmopolitan theories in Swedish government and policies with a discussion of how this extends into education. This is followed by an overview of the history of religion in Sweden and Swedish schools. The impact that different stakeholders, including teachers, students, administrators, and parents, might have within the Swedish school systems is excavated as well as the impact that the school space might have on integration. A field study in three different Swedish schools was conducted and is described in this paper. The results of the data suggest that there is a clear distinction between non-religious students and the religious students. The case study points to the overall finding that practicing religious students in the Swedish public school does not have the same freedom of conscience as the majority of students and that Swedish religion education is not neutral, as is the state intends. Some objections in regards to rights claims and majority-minority group dynamics are also explored and discussed.
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2

Jones, Thomas G. "Religion in Indiana's public high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.

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3

Lyons, Timothy V. "A case study of the eucharistic prayer enabling participation /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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4

Samuels, Natausha. "A right to pray: the necessity of a school prayer amendment." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/683.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Health and Public Affairs
Legal Studies
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5

Mountain, Vivienne, and res cand@acu edu au. "Investigating the Meaning and Function of Prayer for Children in Selected Primary Schools in Melbourne Australia." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp51.29082005.

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Prayer is a central element of all religions (Coleman, 1999; Engebretson, 1999). Alongside the sense of the theological importance of prayer there has been increased recognition of the psychological function and personal benefit of prayer for adults (Pargament, 1997). This thesis reports on research that investigated the theological and psychological perceptions of prayer held by children, shown through their understanding of the meaning and function of prayer. This thesis contributes to the research field of children’s spirituality. As there is little existing research literature on children and prayer, the findings of this study provide valuable new understanding and propose new aspects of theory with implication for professionals involved in the education and the welfare of children. The research reported in this thesis represents the first Australian research on children’s perception of the meaning and function of prayer. The choice of participants reflects the diverse philosophical and religious traditions found in the Australian, multifaith society. Semi-structured interviews were video-recorded with 60 participants from primary school Year Five (10-12 years). Five male and five female participants were selected from each of six different schools in the Melbourne metropolitan area. These were: the Catholic, Independent (Christian), Christian (Parent-Controlled or Community School), Jewish, Islamic and the Government schools. Students completed a drawing exercise and a written sentence completion exercise as part of the interview, and the three sources of data were analysed qualitatively using the method of Grounded Theory. The data was interpreted in the light of a detailed literature review on the nature and function of prayer as part of children’s spirituality. The review also examined relevant sections of the literature of religious education and literature on contemporary Australian life. This study has provided Australian data on the meaning and function of prayer for children as part of children’s spirituality. Considerable agreement has been observed through the data, between children educated in a variety of school systems which embraced different philosophical and faith traditions. In the multicultural Australian community said to be secularized, prayer for these children has been shown as a valued aspect of life. The personal experiences of prayer for many were seen to be associated with the community of faith to which the participants belonged, and for others, prayer was learnt eclectically and practised in a private individualistic manner. All participants indicated that they had prayed and all contributed ideas about prayer through the interviews. All participants perceived prayer to function as an aid in life. Prayer was used by participants at significant moments in their life, and the words or thoughts in prayer helped to clarify and articulate deep feelings. Eight elements of theory (in accord with the literature on Grounded Theory ) have been generated through this research which are presented as recommendations for professionals engaged in religious education and student welfare.
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6

Guy, Robert L. Holsinger M. Paul. "Religious expression in public education." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006619.

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Thesis (D.A.)--Illinois State University, 2001.
Title from title page screen, viewed April 25, 2006. Dissertation Committee: M. Paul Holsinger (chair), Moody Simms, John Freed. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.
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7

Brock, Melissa Marie. "Science versus religion Protestant dominance and cultural discrimination in public schools /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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8

Husband, Beth Harper. "Perceptions of the effects of prayer on teachers." Theological Research Exchange Network (TREN) Access this title online Theological Research Exchange Network (TREN), access this title online, 2005. http://www.tren.com.

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9

Husband, Beth. "Perceptions of the effects of prayer on teachers." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p088-0152.

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10

Meier, Barbara Ethel. "A survey of religious education in the American public schools." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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11

Martin, Justin D. "Religion, science and public education newspaper coverage of the Origins' debate in Ohio's public schools /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0008950.

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12

Dowd, Kevin M. "Toward a More Perfect Union: Religion and Education in American Public Schools." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109220.

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Thesis advisor: Thomas H. Groome
The public schools in the United States fail to deliver a curriculum that adequately addresses religion in general and the many world religions in particular. This lacuna does not represent the constitutionally required neutrality of schools toward religion(s) and non-religion, but instead indicates the existence of what the author terms the hostility of neglect. When the curriculum privileges non-religious epistemologies, ideologies, and worldviews, such as secularism and scientism, often to the exclusion of religious ways of knowing and making meaning, then the schools violate the First Amendment of the Constitution as interpreted by the Supreme Court. In this dissertation, the dominant myths of America’s founding are examined historically in an effort to provide a thick description and critical analysis of the reigning meta-narratives that influence the debate concerning religion in American public schools (chapter 1). Then, turning to the particular, some current models of inclusion or exclusion of religion(s) in/from the curriculum are identified and examined, with a brief proposal for a new way forward called the Meaningful Inclusion Approach (chapter 2). To demonstrate the constitutionality of this new proposal, a careful study of the Constitution and its interpretation by the Supreme Court is presented, highlighting especially the demand for neutrality and the Court’s positive opinion concerning teaching about religion(s) in public schools as part of a secular program of education that is considered complete (chapter 3). The constitutional question is followed by a critique of the reigning educational paradigm, which is unduly subservient to the market economy, too narrowly focused on STEM technical knowledge, and hyper-individualistic. In an exploration of alternative educational philosophies, warrant is found for not only teaching about religion(s) but also learning from religion(s), thus taking seriously the demands of neutrality and the promise of a holistic, liberal education (chapter 4). The author then proposes resituating the educational project in terms of the common good. A basic framework is proposed for education that is rooted in a healthy understanding of the human person in society, and which calls for a problem-posing approach to education that values cooperation, building bridges through dialogue to encourage the virtue and commitment of solidarity, and openness to both religious and non-religious contributions to human knowledge and wisdom (chapter 5). Finally, a consideration of the unique circumstances of our post-secular age and the urgency of the need for religious literacy in a globalized world is presented as a major rationale for changing the curricula of our public schools without delay. The dissertation concludes with a proposal for the Meaningful Inclusion Approach (MIA) to learning about, from, and with religion(s) in age-appropriate ways from kindergarten through grade 12 (chapter 6)
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
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13

Maganyane, Tumelo Arnols. "Promoting learners’ right to freedom of religious expression in public schools." Diss., University of Pretoria, 2021. http://hdl.handle.net/2263/80460.

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The dispute over the place, accommodation and tolerance of religion and religious expression in South African public schools, as well as globally, has been vehement. This is, to some extent, because public schools reflect the multicultural and religious societies in which they are found. In addition to their diverse backgrounds, public schools in South Africa and elsewhere are dominated by Christianity, with most people claiming allegiance to it and, sometimes, discriminating against the other minority religions. This has led to governments developing a plethora of legislation, policies and regulations to redress the dominance, unequal treatment and discrimination of the dominant religion. This study was undertaken to answer the question: “How do public schools promote the learners’ right to freedom of religious expression?” This interpretive multisite case study explored the experiences of the SGB chairpersons, principals, Life Orientation educators and learners at three public secondary schools in the Bohlabela District of the Mpumalanga province of South Africa. The research used interviews, document analysis and observations to elicit the participants’ views and understandings of how their various schools’ religious observance policies promoted the learners’ right to freedom of religious expression. The findings revealed that most schools have not changed the way they conduct religious observances since the promulgation of the National Policy on Religion and Education of 2003. Moreover, learners still experience religious intolerance and religious discrimination because schools promote single-faith religious observances.
Dissertation (MEd)--University of Pretoria 2021.
pt2021
Education Management and Policy Studies
MEd
Unrestricted
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14

Piers, Julia E. "Christian teachers in public schools a participant observation /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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15

Marlowe, Eric-Jon Keawe. "Treatment of religious expression and belief in Utah public schools : perspectives of the religious minority /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd776.pdf.

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16

Hasan, Rafia. "Islamic Schools vs. Public Schools| A Case Study of the School Choices of Muslim Parents and the Social and Academic Experiences of Students and Young Adults." Thesis, The William Paterson University of New Jersey, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689851.

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The purpose of this study is to look at the school choices of Muslim parents in New Jersey and the social and academic experiences of Muslim students and young adults. The participants included 90 Muslim parents, 126 Muslim young adults, and 52 Muslim students currently attending a public, private, or Islamic school. Participants completed surveys, and a few were administered interviews that included questions pertaining to the purpose of this study. Findings showed that Muslim parents who choose Islamic schools do so to teach their child (children) about Islam and to surround them with other Muslims; whereas, Muslim parents who chose public schools do so for the quality of education. Overall, this study demonstrated that most Muslim students in either Islamic or public schools didn’t encounter social challenges any different than other students; in addition, an overload of schoolwork was reported as an academic challenge.

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17

Abdallah-Shahid, Jawairriya. "Veiled voices Muhajabat in secular schools /." Diss., Online access via UMI:, 2008.

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18

Marlowe, Eric-Jon Keawe. "Treatment of Religious Expresssion and Belief in Utah Public Schools: Perspectives of the Religious Minority." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/275.

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Recorded members of The Church of Jesus Christ of Latter-Day Saints (also known as Mormon or LDS) comprise over 70% of Utah's population. This qualitative study identifies the unique concerns and challenges that members of Utah's minority religions may face in public schools. Semi-structured interviews, designed to elicit rich, detailed information, were conducted with 48 participants (13 leaders, 17 parents, 18 students) from seven different minority religions in Utah. Each interview was audio taped, transcribed, and then analyzed using the qualitative analysis program N-Vivo. Looking at the school institutional treatment (laws, policy, teachers, administrators) of participants' religions, few expressed major concerns or challenges. Ignorant LDS favoritism and school accommodation of LDS Released-Time Seminary were issues most commonly expressed. In contrast to institutional treatment, social treatment of participants' religion in school received significantly more comment, and related concerns ran considerably deeper. Participants identified areas of occasional peer exclusion such as LDS cliques, Seminary, conversation, and dating. Participants further identified areas of occasional uncomfortable peer interaction such as LDS proselytizing, sense of superiority, and assumptions or stereotypes. Several participants cited LDS ignorance, cohesiveness, and their doctrine of one true church as general causes of this peer exclusion and uncomfortable interaction. Furthermore, the data suggests that the challenges mentioned by participants are enhanced in the higher LDS populated and more rural areas of Utah. The findings also suggest that the prevalence of such challenges have been decreasing over time. All participants identified some concerns or challenges they face as members of a minority religion in their Utah school communities. However, it appears most participants, with some clear exceptions, did not view treatment of their religion in Utah public schools as a major issue.
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19

Davison, Liam G., and res cand@acu edu au. "Lay Principals Under Contract: ‘Going Down for the Good Turf’: An exploration of the perceptions of selected secondary lay principals in relation to the religious and spiritual dimensions of their role." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp122.25102006.

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The purpose of this research study was to consider the understanding and experience of a selected number of lay principals of diocesan secondary Catholic schools in Victoria as to the religious and spiritual dimensions of their leadership role and to identify what supported them in the discharge of their responsibilities in these domains of their leadership. Based on this purpose, I identified three research questions: 1. What is the understanding of lay Catholic secondary principals in Victoria, of their role as a ministry within the Catholic Church? 2. In what ways have principals experienced the spiritual and religious dimensions of their leadership role? 3. In what ways have principals sought and/or experienced formation beyond academic study which has enriched their practice of principalship? The theoretical perspective of the research is Interpretative Constructionism and the methodology adopted is Multiple Informant Case Study. The researcher has taken the stance of ‘interrogatory fellow traveller’ in relation to the research informants. The methods used to gather data are (a) focus group, (b) biographical written statements, (c) document analysis and (d) personal reflection in response to the previous three methods. In general, the findings of this research study suggest that lay principals of Catholic secondary schools who were informants in the study understand the role of principal of a diocesan secondary school as a ministry within the Catholic Church. While the informants did not use overtly theological terms to articulate this understanding, the accounts of their experience in principalship and the insights gained through reflection on their leadership behaviour have led them to believe that they are in fact exercising a legitimate ministry within the field of Catholic secondary education in Victoria. This research has brought to light a body of knowledge about the work of a group of principals which has not previously been subject to critical scrutiny. While the study is of intrinsic merit in recognising and describing the work of secondary lay principals, from an instrumental perspective these findings raise a number of issues relating to the preparation, induction and support available to newly appointed and continuing principals in diocesan Catholic secondary schools in Victoria. As a consequence the following propositions are offered: Further study using a wider informant group of principals is warranted to confirm the findings of this enquiry and to expand on the knowledge already gained. Such study might include parallel studies of lay principals in congregation-owned schools, in other states of Australia or in other countries where the Catholic Church has established schools as an agency of its evangelising mission in education. This study is of potential assistance to aspiring principals, principals and system authorities in the planning and development of appropriate professional learning and support, including formal academic study and formational opportunities. The findings confirm the importance for leaders and aspiring leaders in Catholic education of sound theological and spiritual education as a necessary part of their preparation for leadership, both pre-service and in-service. The findings confirm the significance of appropriate liturgical induction or commissioning for principals. It is suggested that one practical form of support for principals is the provision of access to regular professional supervision and spiritual direction. It is recommended that the process of appointment and induction of principals be undertaken more systematically, perhaps using the principles of project management, especially in relation to the identification of enhancing and inhibiting factors present within the staff community at the time of the appointment of a new principal. The findings indicate that schools have had varied experiences of developing a distinctive ethos and charism, based on a particular founder or group of founders. It is recommended that all diocesan secondary schools be encouraged to develop an appropriate charism and spirituality, based on the character of the local faith community and the history of the particular school. The findings point to the need for further development of an authentic spirituality of educational and faith leadership, based in the reality of principals’ lives as family and community members and educators in faith of their staff and wider community. Informants to the study indicated their awareness of the tension between occupying a leadership role in the Church and personal positions in conscience on matters of Church teaching. Some further study of this issue may be warranted.
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20

Blignaut, AS, and Vollenhoven WJ van. "Muslim learners’ religion expression through attire in culturally diverse public schools in South Africa: A cul-de-sac?" Journal of Family Ecology and Consumer Sciences, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001285.

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Photographs of Iraqi prisoners’ abuse by American soldiers sent shockwaves throughout the world during the Iraq War (Wikipedia, 2003). This again raised the question of human rights and how these rights are balanced in diverse societies. This article intends to focus on the relationship between human rights and religious requirements in the day-to-day functioning of public schools.
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21

Smoker, Robert C. "The Bible as a source for character education in public schools." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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22

Perry, Charlie Jeff. "Analysis of school board policies relating to the Establishment Clause." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164725/.

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23

Nelson-Brown, Jason Eric. "The keys of the kingdom : how teacher religious indentity impacts their experience of teaching /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7744.

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24

McEvoy, Francis Joseph, and res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.

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This thesis explores the religious dimension of the role of the principal in the Catholic Secondary Schools of South Australia. The study is set in the context of a complex and changing environment. Society is becoming increasingly secular, and religious values are on the wane. The role of the principal has become progressively more encumbered by government regulation and policy and an increased level of accountability for a wide range of school outcomes, many of these outside the core purposes of the school (Fullan, 2003). In Catholic schools, the numbers of the professed religious men and women, traditionally the backbone of those schools, has declined dramatically in the last two decades and lay persons have taken over from members of religious congregations as principals in most Catholic Secondary Schools in South Australia This represents a paradigm shift in leadership in the Catholic schools. It has resulted in an increased focus from within both the Church and the Catholic Education System on the essential Catholic nature of those schools, and the role of the Principal in nurturing and managing this. The study found that principals had a deep sense of the importance of this dimension of their role, but that they felt a real need for more support and formation, especially in the scriptural and theological aspects of leadership. Most felt pressured by the ‘normal’ routine of principalship, and were looking for ways to ‘make time’ for reflection in order to better ground their actions and decisions in the core values of the schools, the System and the Church. As a result of this research, a series of recommendations are offered to Church and System authorities, to principals and to those aspiring to be principals in the Catholic Secondary Schools in South Australia. These relate to professional practice in such areas as defining the nature of the Catholic schools, and recognizing their particular charisms; developing leadership succession strategies and preparation courses for aspiring leaders; exploring alternative approaches to the principal selection process, and developing a mentoring program and professional support networks.
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25

Lehnen, Julia. "Interaktionale Bibelauslegung im Religionsunterricht /." Stuttgart : Kohlhammer, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014649979&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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26

Francis, Rick. "Secondary school principals' perception, attitude, and knowledge of religious activities in Missouri public schools /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974628.

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27

Seigler, Timothy John. "An analysis of the interpretive method of original intent to the establishment clause of the United States Constitution and its implication for public schools /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1996.

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28

Hardy-Dussault, Marianne. "Le port de signes religieux dans les établissements publics d'enseignement québécois et français : une liberté, deux modèles." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112603.

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The present study intends to contribute to the work undertaken in Quebec and in France on religious pluralism in the public sphere. The first section examines the common approach adopted by both States which allowed students to wear religious symbols in public schools. We then highlight the divergent approaches that emerged in 2004 when the French legislature prohibited almost entirely this practice.
The second section assesses the capacity of Quebec's and France's legal and political approaches to ensure social cohesion, to protect freedom of religion, the right to equality as well as the rights of the internal minorities who are pressured and constrained by their surroundings. Some considerations related to French universalism might be used to counterbalance the negative effects of the differentialist approach. Nevertheless, this comparative study leads us to conclude that, in Quebec, differentialism remains the path to be followed.
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29

Baker, Joseph O., and Smith Kelli. "Theism, Sexual Politics, and Sex Education in Public Schools: The Case of the American States." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/405.

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30

SHEA, VICTORIA ANNE. "THE PHILOSOPHICAL IMPLICATIONS OF THE CONFLICT BETWEEN SECULAR HUMANISM AND JUDEO-CHRISTIAN TRADITIONALISM IN THE PUBLIC SCHOOLS: AN EXAMINATION OF "FAMILY LIFE" EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188131.

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The purpose of this study was to answer the research question, "Are there areas of philosophical agreement between the contemporary world views of secular humanism and Judeo-Christian traditionalism as they apply to public school curricula, or are these two belief systems mutually exclusive and irreconcilable?" The literature was reviewed with a focus on three areas: (1) the historical development of secular humanism, (2) the contemporary conflict between secular humanism and Judeo-Christian traditionalism regarding the public schools, and (3) this conflict as it is exemplified in "Family Life Education." Utilizing the statements of recognized secular humanist and Judeo-Christian traditionalist leaders, an attempt was made to clarify the philosophical positions of the two world views by having each side in the controversy "speak for itself." The guiding assumptions, beliefs, and values of these leaders were categorized into areas of standard philosophical inquiry, such as metaphysics, ontology, epistemology, and ethics, and into basic educational viewpoints. The resulting composite world views, validated by the reliability of their sources, provided for two comprehensive alternative philosophies of education: that of secular humanism ("humanism") and Judeo-Christian traditionalism ("traditionalism"). The two world views were summarily juxtaposed according to philosophical assumptions. Areas of agreement and conflict were located. In order then to determine the effects of the beliefs of humanism and traditionalism upon actual classroom curricula, a sample "Family Life Education" curriculum was examined from each world view. The sample was chosen as representative of those in use in over three hundred school districts nationwide. A noted humanist and two traditionalist authorities provided a supplemental verification of the results of the study. It can be concluded from this study that there are very few areas of philosophical agreement between humanism and traditionalism as they apply to the public schools. They are based upon mutually exclusive presuppositions and aside from the assumptions of logic, there are no major philosophical beliefs that humanism and traditionalism hold in common. When the public school attempts directly to shape human values, these two world views will come into conflict. They are fundamentally irreconcilable.
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31

Pountney, Michael James. "Religious education in a pluralistic society : suggested approaches based on the work of Gabriel Moran and Stanley Hauerwas." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60087.

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Increasing pluralism in Canadian society challenges educators who wish to continue religious education in Ontario's public schools. A brief history of religious education in Ontario helps explain the current situation.
Because religion is foundational to human experience, religious education is vital. Various scholars are cited in support.
Gabriel Moran is a major resource in developing religious education as an academic field. He helps teachers to teach religion itself rather than about religion.
Stanley Hauerwas broadens religious education to include character development. His emphasis on the self-agency of the moral agent helps teachers to educate character. His use of narrative encourages teachers to be inclusive and non-judgmental.
Religious education must change to accommodate pluralism. Yet it still has a valid place in the public school if it is multi-faith and inclusive, encouraging all students to be religious according to their own faith community.
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32

Janssen, David. "A curriculum design manual for a high school released time program." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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33

Baker, Joseph O. "Acceptance of Evolution and Support for Teaching Creationism in Public Schools: The Conditional Impact of Educational Attainment." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/489.

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Public acceptance of evolution remains low in the United States relative to other Western countries. Although advocates for the scientific community often highlight the need for improved education to change public opinion, analyses of data from a national sample of American adults indicate that the effects of educational attainment on attitudes toward evolution and creationism are uneven and contingent upon religious identity. Consequently, higher education will only shift public attitudes toward evolution and away from support for teaching creationism in public schools for those who take non-“literalist” interpretive stances on the Bible, or to the extent that it leads to fewer people with literalist religious identities.
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34

Destrempes-Stein, Michelle. "A critique of the protestant secondary one religion programme for Quebec, based on a study of religious maturing /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60026.

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The evolution of the religious phenomenon can be organized into five overlapping historico-religious stages based on an analysis of concrete verifiable achievements. It delineates the religious and educational paradigms of each societal evolutionary stage as it considers that what applies to a society as a whole applies also to its education. Education plays an important role in the evolution of the world, and is directly affected by the changes of the image which human beings have of themselves. Religious maturing does not only take place in society but is also an integral part of any individual process of human development. The analysis of the various stages of personal religious development shows the inclusive nature of the religious development in any human educational enterprise. The study of the societal and individual process of religious maturing with the analysis of the contemporary tapestry of education and religious education stand as the various elements needed to formulate a critique of the current Quebec's secondary one Protestant moral and religious education curriculum. The significant role of teachers as active and necessary agents of pupils' maturing process emerges from the evaluation of the present curriculum.
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35

Clarke, Douglas F. "The appropriateness of a phenomenological-reflective approach to the study of religion in the educational system of Quebec /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65543.

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Ross, Colleen Mary. "Franco-Manitobans and the struggle for the preservation of religion and language, public schools and the township of Ste Anne, 1946-1955." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23482.pdf.

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Makasi, Cordelia Noma-Abysinia. "Implementation of the policy on religious equity in public schools in the East London Education District : towards a framework for religious diversity." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5014.

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The study sought to establish the implementation of the policy on religious equity in public schools in the East London Education district in the Eastern Cape Province of South Africa. Underpinned by Van Meter and Van Horn (2015) with implementation and conceptual theory and also a theory on opportunity to learn and school performance by Van Der Grift and Houtveen(2006), the study was located in the pragmatist research paradigm and followed a mixed methods approach and concurrent triangulation design. The research sampling technique was random for high school learners in selected schools and purposeful for principals, heads of departments, teachers and provincial education officials. Three methods were employed to collect data from selected public schools and from the provincial office namely; semi-structured interviews, individual interviews and observation. Quantitative data were analysed statistically and presented in the form of descriptive statistics. Qualitative data were analysed using the thematic content analysis technique. Major findings of the study are that teachers and principals understood the concept religious equity and had a fair understanding of the policy on religious equity. Schools were predominantly Christian-oriented in terms of religious practices and there were no recorded cases of religious conflict. Learners of minority religions were not compelled to attend Christian religious functions in schools and were allowed to attend their own religious functions outside school. This was established from the fact that participants cited freedom of religion as being exercised in schools. However, it was further established that there was no strategic monitoring and support for teachers in the implementation of religious equity. There were also no deliberate measures and strategies for the implementation of religious equity suggesting challenges and inconsistencies in the implementation of the policy. While there were notable challenges in the implementation of the policy, due to resistance of stakeholders to change, schools had great opportunities which could be utilized to enhance the implementation of the policy on religious equity. The study concludes by noting that, while key policy implementers had an understanding of religious equity, the situation on the ground revealed challenges and inconsistencies in the implementation of the policy which resulted in a Christian-dominated school environment at the expense of minority religions The study recommends, among other things, that that religious equity be adhered to as enshrined in the Constitution of South Africa of 1996 and the South African Schools Act of 1996. The teaching and learning environment should include Religion Education as per prescription by National Policy on Religion Education of 2003, that monitoring and support of teachers be done, and that community involvement with policy development be considered crucial as well as moral education teaching in schools. A framework for enhancing implementation of the policy on religious equity is also proposed.
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Hackett, Ursula. "Explaining inter-state variation in aid for children at private religious schools in the United States, up to 2012." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:140dbeed-db56-43d9-bf01-f2293734ac39.

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This American Political Development research explains cross-state variation in aid for children at private religious schools in the United States up to the end of 2012. Using a mixed-methods approach I examine how the institutional orderings of Federalism, Constitution, Church and Party affect policymaker decisions to instigate and sustain programmes of aid. By ‘aid’ I mean education vouchers and tax credits, transportation, textbook loans, equipment, nursing and food services, and tax exemptions for private religious school property. I conduct Fuzzy-Set Qualitative Comparative Analysis across all fifty states, supported by interview and archival research in six case-study states – California, Florida, Illinois, Louisiana, New York and Utah – and by statistical treatment of the constitutional amendments known as ‘No-Aid Provisions’. All of the aid policies examined here are ‘submerged’ in Mettler’s terms, in that they help private organizations to take on state functions, re-frame such functions in terms of the marketplace, and are poorly understood by the public. In this thesis I extend Mettler’s conception of submergedness to explain when institutions matter, which institutions matter, and why they matter for religious school student aid. State decentralization is necessary for high levels of aid and a high proportion of Catholics is sufficient for high levels of aid. Republican control of the state offices is a necessary condition for the passage of tax credit or voucher scholarships but not for other types of aid. No-Aid Provisions are unrelated to aid. Of the four institutional explanatory conditions, Federalism and Church have the most important effects on aid for children at private religious schools. Party explains some types of aid but not all, and Constitution is surprisingly lacking in explanatory power.
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Braithwaite, Bruce B. "Brazilian teacher/child evangelist training manual." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Thesis (D. Min.)--Western Conservative Baptist Seminary, 1994.
Includes Portuguese text of the manual, "O Professor-Evangelista de Crianças," and the English translation, "The Children's Evangelist-Teacher." Includes bibliographical references (leaves 120-126).
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Sonnenschein, Hannes. "Opposing Inclinations : How Religious Education (RE) in Sweden and Israel navigate the national landscape of the secular and multicultural public school." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131266.

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Williams, Timothy A. "Project Bridge of Honor collaboration between the school, church and community to equip and empower youth for success in life /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Corlazzoli, Claudia Maria. "Religionsunterricht von kleineren Religionsgemeinschaften an öffentlichen Schulen in Deutschland /." Frankfurt am Main : Lang, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017132836&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Stöhr, Michaela. "Im Spannungsfeld von schulischem Religionsunterricht und gemeindlicher Katechese : Zur Kooperation zwischen Verantwortlichen in Grundschulen und in kirchlichen Gemeinden /." Frankfurt am Main ; New York : Peter Lang, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015405650&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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Heil, Stefan. "Strukturprinzipien religionspädagogischer Professionalität : wie Religionslehrerinnen und Religionslehrer auf die Bedeutung von Schülerzeichen schliessen - eine empirisch-fundierte Berufstheorie /." Berlin : Lit, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014816800&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Coumont, Nina. "Muslimische Schüler und Schülerinnen in der öffentlichen Schule /." Frankfurt am Main ; New York : P. Lang, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016278368&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Braaf, Annetta Johanna. "Bybelonderrig in staat- en staatsondersteunde skole in 'n multi-religieuse samelewing." Thesis, Stellenbosch : Stellenbosch University, 1994. http://hdl.handle.net/10019.1/58294.

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Thesis (MEd)--Stellenbosch University, 1994.
Includes bibliography
ENGLISH ABSTRACT: The relevance of Biblical Instruction and Instruction in state and state-supported schools Africa is reviewed in this thesis. The various Religious in South education departments in South Africa have been presenting religious instruction from a Christian perspective in schools, especially since 1967. It is also clear from a demographic distribution of religions that most of South Africa's inhabitants belong to the Christian faith. People and pupils who are not Christians are exempted from religious instruction in accordance with the conscience clause. Because of changing political and social circumstances and school structures due to the implementation of statesupported schools, there has been a strong emphasis on the presentation of Biblical Instruction or Religious Instruction as a school subject. Aspects of this which receive particular the following: the relevance dispensation; attention of the in this thesis are subject in the teaching the legitimacy of the subject due to the negative experience of Christian National Education in the past; the lack of recognition of religious pluralism in state and state-supported schools in South Africa. The presentation of the traditional single-dimensional approach is investigated, but the possibility of a multireligious approach to address the problem is also explored. The thesis includes a theoretical study of international and national sources as well as an empirical survey conducted at 41 selected secondary schools in the Western Cape and Boland. Questionnaires were used for the survey which involved the following education departments: The Department of Education and Culture. The Department of Education and Training. The Cape Education Department. It emerged clearly from the survey that religious pluralism is a reality in state and state-supported schools. The theoretical and empirical studies also highlighted the following problems: the professional qualifications of religious instruction teachers; the child's religious potential and development which are not taken into account; the child's own religious experiences and experiences in the classroom situation which are not addressed; the issue of the legitimacy of the subject as a consequence of its historical context; the lack of relevance of the subject content; the interest in a multi-religious approach among the majority of teachers as well as pupils. The problems will not be multi-religious approach solved simply by in the schools. converting to a The problems experienced in the single-dimensional approach should first be addressed thoroughly. For a legitimate multi-religious approach, the following should be taken into consideration: the child's religious potential and development; the child's own religious and personal experiences; possible further in-service training for teachers to enable them to cope with such an approach; a change in the process of curriculum development in order to address the issue of religious pluralism; a new name for the subject. In this respect a name such as Religious Studies could be usefully implemented.
AFRIKAANSE OPSOMMING: Die relevansie van Bybelonderrig of Godsdiensonderrig in staat- en staatsondersteunde skole in Suid-Afrika word in hierdie tesis in oenskou geneem. Die onderskeie onderwysdepartemente in Suid-Afrika het veral sedert 1967 godsdiensonderrig vanuit 'n Christelike perspektief in skole aangebied. Uit die demografiese geloofsverspreiding het dit oak geblyk dat die meeste inwoners van Suid-Afrika aan die Christelike geloof behoort. Persone en leerlinge wat nie tot die Christendom behoort nie, is gevrywaar van godsdiensonderrig op grand van die gewetensklousule. Met die veranderde politieke en sosiale omstandighede en skoolsamestelling met die implementering van staatsondersteunde skole I is daar 'n sterk fokus op die aanbieding van Bybelonderrig of Godsdiensonderrig as skoolvak. Aspekte waaraan veral in hierdie tesis aandag gegee is, is die volgende: die relevansie van die vak in die onderwysbedeling; die legitimiteit van die vak as gevolg van die negatiewe ervaring van die Christelik-nasionale onderwys in die verlede; die afwesigheid van die erkenning van religieuse pluralisme in staat- en staatsondersteunde skole in Suid-Afrika. Die aanbieding van die tradisionele enkelvoudige benadering is ondersoek, maar die moontlikheid van 'n multi-religieuse benadering om die probleem aan te spreek, word oak aangespreek. Teoretiese studie op internasionale en nasionale vlak, sowel as n empiriese doelgerigte steekproef is geloods aan 41 geselekteerde sekondere skole in die Wes-Kaap en Bolandstreek. Vir die doelgerigte steekproef is van vraelyste gebruik gemaak waarin die volgende onderwysdepartemente en privaatskole betrek is: Die Departement van Onderwys en Kultuur. Die Departement van Onderwys en Opleiding. Die Kaaplandse Onderwysdepartement. Uit die doelgerigte steekproef het dit duidelik geblyk dat religieuse pluralisme 'n werklikheid in staat- en staatsondersteunde skole is. Die teoretiese en empiriese studie het ook die volgende probleme belig, nl.: die professionele bevoegdheid van godsdiensonderwysleerkragte; die kind se religieuse potensiaal en ontwikkeling wat nie in ag geneem word nie; die kind se eie religieuse en lewenservarings in die klassituasie wat nie aangespreek word nie; 'n legitimiteitskwessie van die vak as sodanig vanwee sy historiese konteks; die afwesigheid van relevansie van die vakinhoud; 'n belangstelling in n multi-religieuse benadering deur die meerderheid van die leerkragte sowel as leerlinge. Die problematiek sal nie sander meer opgelos word met 'n oorskakeling na n multi-religieuse benadering in die skool nie. Die probleme wat in die enkelvoudige benadering ervaar word, behoort eers deeglik aangespreek te word. Vir 'n legitieme multi-religieuse benadering behoort die volgende in aanmerking geneem te word: die kind se religieuse potensiaal en ontwikkeling; die kind se eie religieuse en lewenservarings; die moontlike verdere indiensopleiding van leerkragte om so in benadering te kan hanteer; 'n verandering in die kurrikuleringsproses om religieuse pluralisme aan te spreek; 'n nuwe benaming vir die vak as sodanig. In hierdie verband sou 1 n vaknaam soos Religieuse Studie sinvol geimplementeer kon word.
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47

Leewe, Hanne. ""Man lernt ja immer, wenn man sich nicht verschliesst" : Lehrerinnen des Unterrichtsfaches "Lebensgestaltung - Ethik - Religionskunde" im interkulturellen Lernprozess: wie lehren sie Religion? /." Münster : Lit, 2000. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008867162&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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48

Mackey, David R. "Niebuhr, Dewey, and the Ethics of a Christian Pragmatist Public Elementary School Teacher." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1291375868.

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Conceição, Fabiana Cristina da. "A religião e a formação do cidadão: um estudo sobre a obra Ensino religioso e ensino leigo de Leonel Franca." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/1854.

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The objective of this paper is to discuss the importance of the religious teaching in Brazilian public schools based on the book "Lay Religious Education and Teaching" by Leonel Franca, published in 1931 in order to constitutionally guarantee the return of religious education in schools. Leonel Franca strove to reinsert religious education believing that the religious teaching is indispensable for the moral formation of the citizen. His work brings elements about moral education and it s interference in social scope. It uses empirical research and leaves in evidence showing a society that had religious teachings had a low index of criminal activity compared to the ones which did not. The result of a comprehensive education like this helps in the formation of moral conscience, thus being an ethical-religious question that resonates in social life. Therefore, it is essential for the student to find answers to the questions that every human being asks themselves during their lives pertaining to life s end, our destiny and afterlife. This work was concerned with considering the context in which the author used; and also the main influences that guided his work
O objetivo desse trabalho é discutir a importância do Ensino Religioso nas escolas públicas brasileiras a partir da obra Ensino Religioso e Ensino Leigo de Leonel Franca publicada em 1931 com a finalidade de garantir constitucionalmente o retorno do Ensino Religioso nas escolas. Leonel Franca empenhou-se a fim de reinseri-lo nos bancos escolares por acreditar que tal ensino é indispensável à formação moral do cidadão. Sua obra traz elementos acerca da educação moral e de sua interferência no âmbito social. Utiliza pesquisas empíricas e deixa sempre em evidência que as sociedades adeptas ao Ensino Religioso tinham números de criminalidade muito baixos em comparação com as escolas laicizadas, resultado de uma educação integral que auxilia na formação da consciência moral sendo esta uma questão ético-religiosa que repercute na vida social. Desse modo é imprescindível que o aluno encontre respostas a questionamentos que todo o ser humano se faz durante a sua vida, no que se refere a sua finalidade, destino e além-túmulo. Esse trabalho preocupou-se em considerar o contexto ao qual o autor esteve inserido, bem como as principais influências que nortearam o seu trabalho
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Bellefeuille, Barbara Kae. "The history of the Bluefield bible program 1939-1989." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54491.

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The United States has had an interesting and full history of debate over the place of religion in the public schools and each state has had its own unique history on the same subject. Religion/Bible saturated the typical public school in western Virginia before 1863. After West Virginia became a state, the saturation of religion/Bible gradually lessened, producing concern among some citizens. In 1917, the State adopted a direct plan for outside Bible study to incorporate elective Bible study class. Since 1935, however, there is no record of any statewide promotion of religion/Bible in the schools. In 1939 Bluefield, Mercer County, West Virginia, submitted a request to and received approval from the State Board of Education to offer Bible classes in its schools. Adjustments have been made to the program due to judicial or committee decisions. Some of these adjustments have been prompted by national and local controversy over religion/Bible in the public schools. Nevertheless, the existing Bible program has been sustained as a result of its location, community support, and dynamic leaders. The purpose of this study is two-fold: 1) to identify and describe the impact various influences such as the co-founders, the community, and the first teachers, had on the Bluefield Bible Program which contributed to its continued existence to this day; and 2) to create an accurate record of the history and proceedings of the Bluefield Bible Program.
Ed. D.
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