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Thèses sur le sujet « Christian leadership Church camps Christian education »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 4 février 2022

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1

DeYoung, Brett John. « Wilderness camping and leadership development ». Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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

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

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Bell, Robert Dale Flynn Michael Dennis. « The development of a camp curriculum for Northward Christian Assembly ». Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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

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Siefers, Gary G. « Toward a church-based leadership development model for large church children's ministry staff developing, implementing and evaluating an on-the-job leadership training program for children's ministry staff at Stonebriar Community Church, Frisco, Texas / ». Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1236.

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Arendt, Philip P. « Developing a leadership based strategy of missions education in the First Baptist Church of Modesto, California ». Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Majam, Iliya Ben. « Characteristics, causes and cures of nominality in Africa a case study of faith mission churches / ». Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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9

Kwan, Henry W. « An alternative model of leadership development in a multi-ethnic church in New York City ». Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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10

Kneser, Brian N. « Nurturing in nature the role of Woodlands Lutheran Summer Youth Camp in the mission of the church / ». Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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11

Pollard, Susan J. « An investigation of the Catholic Leadership Education Programme in South Australia / ». Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmp772.pdf.

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Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1992.
Analyses the Catholic Leadership Education Programme in the archdiocese of Adelaide in terms of the work of Paulo Freire and Carl Jung. Spine title: The Catholic Leadership Education Programme. Includes bibliographical references (leaves 255-260).

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12

Kim, Yong Seok. « Developing a training program for producing young adult leaders through the education of mentoring ». Fort Worth, TX : Southwestern Baptist Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.049-0496.

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13

Cahill, Cathleen M. « A parish education program in preparation for Sunday celebration in the absence of a priest ». Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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14

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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Gannell, Gary. « More than a calling the experiences of new principals in Christian schools in New South Wales / ». Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050111.102346/index.html.

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16

Evans, Diane Brack. « A mentoring training program comprising senior adult mentors and young adult mentorees at the Saint Paul Missionary Baptist Church of Sylvania, Georgia ». Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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17

Berber, Mujgan G. « The role of the principal in establishing and further developing an independent Christian or Islamic school in Australia ». View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/46255.

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Thesis (Ph.D.)--University of Western Sydney, 2009.
A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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18

Ok, Han-hŭm. « A discipleship-making program for lay leadership development at Sarang Presbyterian Church in Korea ». Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Rodriguez, Ruiz Demetrio. « Teaching for reconciliation a curriculum on urban mission geared to a non formal training program for the enabling of adult Hispanics / ». Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Burch, John S. « An elder training program for Australian Presbyterian churches ». Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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21

Ballard, Paul H. « Team building practices employed by senior pastors to build healthy ministry teams ». Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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22

Bartel, Kenneth Cyril, et res cand@acu edu au. « Leadership in a Lutheran School : an Exploration of principal and school pastor worldviews and their potential impact on the transformation of the school learning community ». Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp43.29082005.

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This ethnomethodological study focuses on the worldviews of Lutheran school principals and pastors. Essentially, these leaders in a Lutheran school provide direction and vision for the school learning community. The degree to which their worldviews coalesce will naturally result in positive or negative influences on the whole school community. These leaders within the Lutheran school can be seen as a hub for all kinds of learning experiences and interaction in the context of vital Christian communities in mission outreach and quality education. Any dissonance of worldview has potential for impact on school processes and relationships. The Lutheran Church has defined the role of the pastor in the school and the difference from his role in a congregation (Lutheran Church of Australia, 2002). Lutheran principals have a delegated authority from their school councils to be responsible for the complete oversight of the school’s direction, the observance of policies, and the assignment of tasks and duties of staff. The blurring of responsibility occurs over the pastor’s rightful responsibility in regards to a word and sacrament ministry. In a Lutheran school where the Gospel is to inform all learning, such tension can cloud school dynamics and transformation. The Lutheran church policy, Relative responsibilities of pastor and principal within the Lutheran school, identifies three critical areas of required mutual respect for the Principal and School Pastor: theological, professional and personal (Lutheran Church of Australia, 2001, p. 3). Thus, the ‘worldview’ dimensions considered in this research centre around the theological, the educational and the interpersonal domains. The school transformation themes of lifelong learning, postmodernism and curriculum, school organization and change, and school community relationships are used to challenge worldview dimensions of Principals and School Pastors through a series of online ‘stories’, or scenarios, backed by personal interviews and a document study. The identification of school leadership tension points brings about recommendations for action.

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Kriel, Pieter Frederik. « Workers for the harvest producing and training the leaders the church needs to fulfil its missionary task / ». Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09252009-012852/.

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24

Erickson, Dena Marie Wright. « The Relationship Between Non-Native English Speakers' English Proficiency and their Callings in the LDS Church in the United States ». Diss., CLICK HERE for online access, 1995. http://patriot.lib.byu.edu/u?/MTAF,7948.

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25

Jones, Rockwell Frank 1958. « A study of executive leadership in church-related higher education ». 2006. http://hdl.handle.net/2152/18084.

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Many colleges and universities with historic relationships to religious organizations either have abandoned those relationships altogether or maintain the relationships in name only. Other church-related institutions remain deeply defined by their religious affiliation and require students and faculty to affirm certain creeds, practices and studies. Between these extremes, some institutions maintain a meaningful church relationship while embracing full academic freedom and building a faculty and student body that is richly diverse in every way. The leadership of the president may be critical to preserving the creative tension that allows the academy to prosper while drawing meaning from a church relationship. This study of executive leadership in church-related higher education sought to understand this form of leadership. The study joined conversations in the literature about leadership and about church-related higher education. The study utilized interactive qualitative analysis (Northcutt & McCoy, 2004) to identify nine elements in the system of executive leadership in church-related higher education. The study produced a theoretical model that allowed the researcher to describe the relationships that exist among the elements in the system, to explain the cause of existing conditions in the system, to predict the future results of actions on the system, and to discuss the impact of extrasystemic influences on the system. The study compared the different understandings of presidents, faculty members, and church leaders who serve as trustees. The results of the study indicated that primal leadership (Goleman, Boyatzis, & McKee, 2002) was the most relevant existing leadership theory for understanding the system described in this study. This study had primary value for persons who provide executive leadership in church-related higher education and for persons who select, evaluate, support and work with executive leaders in church-related higher education. This study had secondary value for persons who study executive leadership in all of higher education and for persons who study the interface between the general literature on leadership and specific understandings of leadership in higher education.
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Welch, James Kevin. « An analysis of perceptions of the role and effectiveness of Southern Baptist seminaries in preparing students for administrative tasks ». Thesis, 2003. http://hdl.handle.net/10392/250.

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This dissertation examines the perceptions of Southern Baptist ministers and seminary faculty regarding the importance of administration competencies and the perceived level of seminary preparation in equipping graduates for managerial responsibilities. Relationships between perceptions of ministers and faculty are analyzed using ranking correlation methods. The impact of staff position on the perceptions of ministers toward administration competencies is also examined. Rank variances are used to identify competencies where potential over-preparation and under-preparation occur. Chapter 1 presents the research concern related to varied perceptions of the role of seminary education in preparing ministers for practical ministry. This research focused on competencies in ministerial administration. Chapter 2 examines the precedent literature for ministerial administration competencies and includes theological, administration, and ministry foundations. This chapter analyzes the arguments related to the need for administration in ministry and the role of the seminary in preparing ministers. Chapter 3 presents the methodological design of the research. The study surveyed 637 Southern Baptist seminary graduates and 68 Southern Baptist seminary faculty regarding their perceptions of administration competency importance and educational adequacy. The "Research Survey of Administration Competencies" was developed by the researcher to measure perceptions of thirty-four competencies in five competency dimensions for ministers and faculty. Chapter 4 presents the demographic data and the analysis of findings related to five research questions. Statistical analysis revealed a high level of perceived importance for administration competencies and a moderate level of seminary preparation in administration. Ministers and faculty ranked competency importance and education adequacy similarly resulting in strong correlation coefficients. Various perceptions existed between church staff positions within the minister group. Chapter 5 presents the conclusions of the research. A high level of importance was placed on the role of administration competencies by ministers and faculty. Decision making was the highest ranked competency for ministers and the second highest by faculty. Knowledge of biblical models of administration supported the emphases found in precedent literature. Both groups rated assessing and reporting last in importance among the five competency dimensions. Ranking variance analysis indicated that over-preparation occurred in four of the thirty-four competencies while under-preparation was identified in four competencies.
This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from http://disexpress.umi.com/dxweb or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

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27

Kagema, Dickson Nkonge. « Leadership training for mission in the Anglican Church of Kenya ». Thesis, 2008. http://hdl.handle.net/10500/3252.

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Using the “four-selves” Mission Strategy of self-governance, self-support, self-propagation and self-theologizing as an analytical tool, this study assesses the theological training of church leaders (clergy and laity) in the Anglican Church of Kenya (ACK) with regard to context, relevance and viability. Though the ACK has been in Kenya since 1844, and has been involved in vigorous evangelization, it has not grown to be fully self-governing, self-supporting, self-propagating and self-theologizing. This is evidenced mainly by its flawed theological training system which is neither relevant nor viable. The study is in ten Chapters. The first Chapter contains the introductory material, while the second Chapter gives the general overview of the ACK focusing on its growth and training needs. The ACK is a rapidly growing Church experiencing a growth of about 6.7 per cent per annum, yet she is not necessarily happy as she is not able to produce sufficient and well-trained personnel to match this growth. The third Chapter traces the history of pastoral training in the ACK, while Chapter four assesses the curriculum used to prepare church leaders in the ACK. This curriculum is uncontextualised hence irrelevant to the current Kenyan society. Chapter five evaluates the six ACK Provincial Theological Colleges. These colleges are inadequate and economically under-utilized hence not viable. The sixth Chapter underscores the importance of training Lay Church Leaders in the ACK through Theological Education by Extension (TEE), an effective training model which has failed because the ACK leadership has failed to prioritize it. The seventh Chapter discusses the main challenges encountered by the ACK in her leadership training and shows that these challenges are vital measures for improving theological training in the ACK. Chapter Eight examines the relationship between Christian Mission and Theological Training and it comes out clearly that Mission and Theology are inseparable entities. In the ninth Chapter, the author basing his arguments on the various findings in this study suggests some possible ways through which the ACK can improve her training systems. Chapter Ten concludes that if the ACK has to succeed in her mission she has to prioritize the training of her leaders.
Church Spirituality, Church History & Missiology
D. Th. (Missiology)

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