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dc.contributor.advisorFoster, Anthony W.
dc.contributor.authorWilkerson, Lindsey Brook
dc.date.accessioned2022-05-31T19:50:53Z
dc.date.available2022-05-31T19:50:53Z
dc.date.issued2022-04-18
dc.identifier.urihttps://hdl.handle.net/10392/6765
dc.description.abstractThe purpose of this qualitative study was to evaluate current evangelical small group or Sunday school curricula for high school students using the Danielson Framework for Teaching (FFT). The literature review revealed large-scale problems with Christianity in the U.S., problems in Christian education, and finally deficiencies in church curricula. The literature review also revealed a faith-based constructivist curriculum that effectively supports active learning that leads to Christlike transformation. The FFT was introduced and proven to be a valid and reliable tool for measuring student learning and the evaluation of curricula. By utilizing Domains 1 and 3 of the FFT to evaluate curricula, strengths and weaknesses were discovered, analyzed, and reported in order to strengthen curricula and therefore Christian education in churches. Tools for curriculum evaluation and supplementation were established and a curriculum design method, faith-based IDM, was proven effective for instruction based on FFT criterion.en_US
dc.subjectChristian educationen_US
dc.subjectchurch curriculumen_US
dc.subjectcurriculum evaluationen_US
dc.subjectDanielson Framework for Teachingen_US
dc.subjecteducational ministryen_US
dc.subjecteffective instructionen_US
dc.titleEvaluating High School Church Curricula via the Danielson Framework for Teaching: A Quantitative Approachen_US
dc.typeElectronic dissertationen_US
dc.typeText
dc.contributor.committeeTrentham, John David
dc.contributor.committeeJones, Kevin M.
dc.type.qualificationnamePh.D.en_US
dc.publisher.institutionSouthern Baptist Theological Seminaryen_US
dc.publisher.departmentSchool of Missions and Evangelism


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