An analysis of the integration of faith and learning in evangelical secondary schools
MetadataShow full item record
Christian education of young people.
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 <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.
This dissertation examined the perceptions of administrators regarding the factors necessary for integration of faith and learning within secondary education. Chapter 1 introduced the importance of integration in faith and learning in secondary education. While various models of integration have been developed, the question remains, "Are these schools practicing Christian education through faith-learning integration?" Chapter 2 suggested through the precedent literature review that Christian education has been a vital part of learning throughout history. The development of educational legislation and compartmentalized framework for living prompted the conception of faith-learning integration. Chapter 3 examined the methodology for this research which included a sequential mixed method study and statistical comparison of the learning factors within evangelical secondary schools. The qualitative method included 15 interviews with evangelical secondary administrators to identify learning factors necessary within secondary education. The quantitative method utilized a Likert-style survey that measured the perceptions of the various learning factors related to the integration process. This survey was administered to a sample of administrators associated with the Association of Christian Schools International. Chapter 4 and Chapter 5 present the compilation of data and statistical analysis. This research examined the relationship between the perceived level of importance and the participation level of the learning factors by the institution. Each of the thirteen factors had a positive relationship between the level of importance and the degree of participation. The research examined the relationship between the student learning factors and the institutional learning factors in the faith-learning integration process. Hiring Christian faculty was identified as the most essential element of integration and perceived as practiced. Of the 30 essential elements queried, the survey resulted in 7 of the top 10 essential elements being student learning factors. The most important institutional learning factor found was providing a holistic approach to education. An environment that supports Christian values was identified as the most important student learning factor. The development of a Christian worldview through a bibliocentric philosophy was also found fundamental in the integration process. Keywords . integration; integration of faith and learning; Christian worldview; worldview; secondary education; Christian schools; ACSI; attitudes perceptions; institutional participation; student factors; institutional factors