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Dissertations / Theses on the topic 'Sunday school teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Trull, Michael C. "Equipping the Sunday school teachers of Carrollton Baptist Church in Sunday school evangelism." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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2

Liu, Shu-tzu. "Sunday school teachers' and administrators' attitudes toward the inclusion of students with disabilities into sunday school education /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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3

Glass, David John. "A comparison of attitudes of Sunday school teachers and church staffs to certain types of educational objectives." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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4

Paulling, William R. "Training Sunday school teachers and potential Sunday school teachers of the First Southern Baptist Church of Overland Park, Kansas to use the inductive Bible study approach." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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5

Lin, Li Yuan. "Sharpening the interactive teaching-learning skills of Chinese adult Sunday school teachers." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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6

Kmiec, Patricia. "Among the children: Sunday school teachers and evangelical womanhood in nineteenth-century Ontario." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27798.

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Throughout the nineteenth century, the majority of children in Ontario received at least part of their education from the Sunday school. Much of this institution's success can be attributed to the dedication and commitment of its unpaid workforce. Sunday school teachers were expected to be virtuous, nurturing, moral and dutiful, and it is not surprising that this community of volunteers was made up almost entirely of women. Women's active participation in the Sunday school combined with its popularity made this religious and educational institution an important avenue in the (re)production of gender ideologies in nineteenth-century Ontario. This thesis examines how women Sunday school teachers were involved in establishing their own gender identity by consciously accepting and rejecting ideals of womanhood. It argues that the roles, responsibilities, experiences and opportunities that women had in the Sunday school community allowed them to define their own model of evangelical womanhood. Women reinforced this new ideal to their pupils, but their influence extended beyond their classrooms. They authored and distributed literature found in libraries, participated in conventions with diverse crowds and established important networks of Christian women who campaigned for women's rights within and outside of the church.

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7

Dane, Bruce Harold. "Equipping parents and Sunday school teachers to lead children to faith in Christ." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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8

Davis, James Gregory. "Developing a program for training Sunday school teachers at Valley Grove Baptist Church." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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9

Starr, Eileen. "A description of the motivations for teaching identified by lay volunteer Sunday school teachers." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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10

Hattaway, E. Donald. "Educating Sunday school teachers of Emmanuel Baptist Church of Blackshear, Georgia, in Baptist heritage." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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11

Morrow, Michael G. "Teaching Bible interpretation methods to the Sunday School teachers of East Baptist Church of Paducah, Kentucky." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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12

Monroe, Margaret Rachel. "Preparing teachers in the Lakeland Baptist Association to teach through effective professional development." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.054-0260.

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13

McCrary, G. Dwayne. "Equipping a selected group of Sunday school teachers at First Baptist Church, Nederland, Texas, in Bible study teaching skills." New Orleans, LA : New Orleans Baptist Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.053-0343.

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14

Coburn, Rolland G. "A mentoring model for training teachers of Sunday School children at First Fundamental Bible Church of Monterey Park, California." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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15

Whitehead, Kevin Douglas. "An analysis of the teaching aids provided for Sunday School teachers in the Church of Jesus Christ of Latter-day Saints /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3368.pdf.

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16

Whitehead, Kevin Douglas. "An Analysis of the Teaching Aids Provided for Sunday School Teachers in The Church of Jesus Christ of Latter-day Saints." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2034.

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Teaching is, and always has been, important in the work of The Church of Jesus Christ of Latter-day Saints. As one of the auxiliaries of the Church, the Sunday School has made an ongoing effort to provide effective teaching aids for its teachers in order to improve instruction in the Church. This work documents and examines change in principles of gospel teaching over the course of a century. By comparing teaching aids provided for Gospel Doctrine teachers in different time periods with guidelines found in the scriptures and words of modern prophets this work seeks to increase understanding of themes and fundamentals of inspired teaching in the Church.

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17

Sasnett, Marvin E. "Improving the personal holistic renewal rituals of the Sunday school and Awana teachers of Northeast Baptist Church for full engagement in ministry." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p054-0275.

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18

Bostick, Terry D. "The establishment of a model that will assist small church pastors in the Arkansas Baptist State Convention to become effective leaders of their adult Sunday school teachers." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p054-0270.

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19

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

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20

Still, Jack W. "Leading the Sunday School workers of Fairfield First Baptist Church of Fairfield, Alabama to develop a plan for inner-city ministry and outreach." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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21

Boersma, William R. "Teacher care a basic handbook for church educators /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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22

Baggerman, Melanie A. "THE EFFECTS OF A TRAINING PACKAGE ON THE USE OF INCLUSIVE TEACHER BEHAVIORS IN A SUNDAY SCHOOL CLASS." UKnowledge, 2014. http://uknowledge.uky.edu/edsrc_etds/13.

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The purpose of the study was to provide training and follow-up sessions for Sunday school teachers to increase the use of inclusive teacher behaviors (opportunities to respond, behavior specific praise, and opportunities to participate) for educating a child with moderate to severe disability. A multiple baseline across behaviors design was used to evaluate the effectiveness of training and follow-up sessions for a Sunday school teacher that had a child with moderate to severe disability in her class. The results showed training and follow-up were effective in teaching inclusive teacher behaviors within a church setting.

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23

Budd, Clair Allen 1953. "The effect of theological education on philosophy of human nature among Nazarene Sunday school teachers." Thesis, 1989. http://hdl.handle.net/1957/38146.

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The purpose of this study was to determine the effect of theological education on philosophy of human nature among Sunday school teachers in the Church of the Nazarene. Research materials consisted of Wrightsman's Philosophy of Human Nature scale and a demographic questionnaire constructed by the researcher. These materials were mailed to a random sample of 188 Sunday school teachers in the Oregon-Pacific District of the Church of the Nazarene. Useable materials were received from 157 subjects for an 84% return rate. Data were analyzed by one-way analysis of variance, and tested for significance at the p < 0.05 level. The null hypothesis was retained: there was no difference in philosophy of human nature between subjects with different levels of theological education. Other findings were: 1) Oregon-Pacific Nazarene Sunday school teachers had moderately positive scores on all subscales of the PHN. Previous studies had reported that conservative Christians had negative scores on the PHN. 2) Oregon-Pacific Nazarene Sunday school teachers had a higher level of educational attainment than adults in the United States generally. 3) Women had more positive scores than men, although they had far less theological education than men. 4) Subjects with at least a college degree had more complex views of people than did those with a high school diploma or some college as the highest level of educational attainment. Recommendations were outlined for the practice of Christian education and for future research. These recommendations included the following: 1) use of the PHN as a screening device for Sunday school teachers, 2) cooperation between Nazarene colleges and district CL/SS boards to provide training opportunities for Sunday school teachers, 3) equipping of women for expanded leadership roles in Sunday school and church, 4) examination of differences that may exist in the philosophy of human nature between Sunday school teachers of different denominational groups, and 5) study of the relationship between training experiences, educational beliefs, and effectiveness of Sunday school teachers.<br>Graduation date: 1990

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24

Chung, Shin-Wen, and 鍾稀文. "The organization Commitment of the Child Sunday-school Teacher -A Case Study of Christian Churches in Taoyuan County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/83929601864277275004.

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碩士<br>中原大學<br>宗教研究所<br>96<br>The purpose of this research is to apply “Organizational Commitment Theory” to Christian churches in Taoyuan Area, and analyze the organizational commitment of headmasters and teachers at Sunday schools of Christian churches in Taoyuan. Questionnaires are used in this research to survey the objects of headmasters and teachers at Sunday schools of Christian churches in Taoyuan. 235 teachers and 42 headmasters have been actually taken as valid samples. The application tools include “questionnaires for “The organizational commitment of teachers at Sunday school”, “The organizational commitment of headmasters at Sunday school”. Data processing with SPSS12.0 version has been used to do analyses, including project analysis, description statistics, T test, single factor variables analysis, and other statistical methods. We have drawn the conclusion in this research as follows: I. The organizational commitment of teachers at Sunday school In general, the current Children Sunday-school teachers and headmasters have outstanding performance in terms of the organizational commitment. In particular, in the aspect of endeavor desire and of desire for staying in position show higher scores; however item “organizational recognition” shows comparatively weak. On the other hand, at the respective aspect of general organizational commitment, endeavor desire, organizational recognition, and desire for staying in position, the headmasters at Sunday school have scored higher than teachers. II. The organizational commitment variations of teachers with different Sunday-school backgrounds At children Sunday-school, teacher years of service and the role of church with general organizational commitment are outstandingly correlated for every aspect. Meanwhile, the age, marital status, and the time of receiving baptism, service hours are partially correlated for partial aspect. However, sex, level of education, and distance from home church are least outstandingly correlated. III. The organizational commitment variations of headmasters with different Sunday-school backgrounds The organizational commitment and educational training times of headmaster at children Sunday-school are outstanding, correlated in and every aspect. The service time, the distance from home to church and the frequency of children related activities are outstandingly correlated for partial aspect. However, age, sex, education, years of service , baptism years since, church role and marital status are least outstandingly correlated. With the above results and conclusion, the research serves as a good reference for churches, headmasters, teachers and future researchers.

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25

Chew, Tok-Hwa, and 周淑和. "A study of Malaysian teachers’ sexual knowledge, sexual attitude and current implementation of sexuality education-taking Chinese primary school Chinese teachers in Sungai Petani, Kedah as an example." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/3j3859.

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碩士<br>樹德科技大學<br>人類性學研究所<br>101<br>The purpose of this study is to investigate the sexual knowledge, sexual attitudes of Chinese Teachers from different background in Chinese primary school in Sungai Petani,Kedah and current implementation of sexuality education in this area. In this study seven Chinese schools were selected in Sungai Petani district. There were 197 valid questionnaires. The majority of the teachers were married females and nearly half of the teachers over the age of 45. Through data collection and statistical analysis, research results are as detailed below: 1. Most teachers acquired sexual knowledge from books and magazines (77.2%), newspapers（56.4%）and friends / classmates (36.0%). 2. Teachers obtained 67% in contraceptive knowledge lower than 70% in sexually transmitted diseases and reproductive health knowledge. 3. There were significant differences in teachers’ sexual knowledge due to their age and religion.Their sexes and marital status did not show any difference in it. 4. Male teachers had positive attitude in masturbation than female teachers. Unmarried teachers'' acceptance of homosexuality than married teachers was high. Teachers believed in Taoism had higher degree of sexual attitudes than teachers who were Christian. 5. Teachers felt uncomfortable talking with students about masturbation and adult film. 6. Up to half of the teachers did not think that their primary schools have sexuality education course. The topic they discussed with students in classroom were family, values, friendships, body image, communication and adolescent.

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26

Tkadlečková, Alena. "Nedělní škola a její učitelé na začátku 21. století." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-323025.

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TKADLEČKOVÁ Alena: "Sunday school and its teachers at the beginning of the 21 century" SUMMARY The thesis, entitled "Sunday school and its teachers at the beginning of the 21 century", examines in particular the theoretical basics of Sunday school and its teachers in an interview with the current practise in the Czech Brethren Evangelical Church. The main theme of the first chapter is Sunday school in relation to worships, its content, puspose and form. The second chapter deals with the Sunday school teacher as authentic, reflecting and delegated witness. The third part examines the environment and the time that Sunday school and teachers are surrounded. Its themes are: postmodern world, Czech Brethren Evangelical Church, particular church. The subtext of the whole work is the question of identity Sunday school teacher.

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27

Bahry, Stephen. "Perspectives on Quality in Minority Education in China: The Case of Sunan Yughur Autonomous County, Gansu." Thesis, 2009. http://hdl.handle.net/1807/19123.

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This exploratory multiple embedded case study investigates perspectives on education reform under conditions of minority language endangerment in Sunan Yughur Autonomous County, a minority-district in northwest China. The study included three school sites: a Yughur minority urban school; a Yughur minority rural district school, and a Yughur majority rural district school and four embedded cases: school administrators, teachers, parents and students, of Yughur, other minority, or Han nationality. Adult stakeholders were interviewed on what is important to learn in “education for quality”, and what aspects of Yughur knowledge, culture and language should be included in school curriculum as part of education for quality, while students were asked what they enjoyed studying and whether they would enjoy learning stories, poems and songs in Yughur in school. Findings include strong support among parents and students regardless of ethnicity or school site for Yughur language and culture as “essential qualities” to foster in Sunan County school curriculum, with moderate to weak support among educators ranges with some variation among sites. Three parallel visions emerge from the study of what it means today for Chinese minority student to be an educated person in contemporary China: (a) regular Chinese-medium education; (b) multicultural Chinese-medium education; and (c) maintenance bilingual education in Yughur and Chinese. The third vision envisions developing additive bilinguals who know the heritage of their minority as well as the national curriculum in Mandarin. A vision of balanced bilingualism and multiculturalism that sees heritage languages and Mandarin as “resources” is shared by the large majority of parents and students, most teachers and some administrators. Holders of other visions for local minority education largely share a “Language as Problem” orientation towards minority languages. One aim of devolution of school-based curriculum authority is to develop schools’ individuality. This study reveals three divergent models of local schooling that have developed in one minority school district: one that centres on a monolingual model of national culture, one monolingual, multicultural model, and one bilingual, multicultural model, with the latter model corresponding more closely to minority stakeholder perspectives that schools should play a stronger role in the maintenance and revitalization of their cultural and linguistic heritage.

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