Education Commons^™

Leadership Experiences Of Athletics Directors In Faith-Based Small College Departments: A Phenomenological Study, Michael Teague

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to understand the leadership experiences of intercollegiate athletics directors at faith-based, small colleges and universities throughout the United States. The theory guiding this study was Hersey and Blanchard’s situational leadership theory, as it explores how leaders can most effectively lead and engage their employees given unique circumstances and how those types of leaders are found within the faith-based, small college and university intercollegiate athletics departments. The central research question in this study is: How do athletics directors describe their leadership experiences in a faith-based, small college intercollegiate athletics setting? The phenomenological research using …

The Comparative Legal Landscape Of Educational Pluralism, Nicole Stelle Garnett

Arkansas Law Review

In the United States, debates about private and faith-based education tend to focus on questions about government funding: which kinds of schools should the government fund (and at what levels)? Should, for example, students be able to use public funds to attend privately operated schools? Faith-based schools? If so, what policy mechanisms should be used to fund private schools—vouchers, tax credits, direct transfer payments? How much funding should these schools receive? The same amount as public schools or less? As a historical matter, the focus on funding in the United States makes sense because only public (that is, government-operated) elementary …

School Leadership Aspiration: Differences In Perception Of Drivers And Barriers Across Hierarchical Levels, Peter Williams, Peter Morey

Peter Williams

This article discusses the leadership crisis

looming in schools. With fewer people aspiring

to take on school leadership, school education

systems must consider the drivers and barriers

of school leadership aspiration. This article

describes the perceptions of respondents

from three hierarchical levels within a faithbased

education system as to the factors

influencing their willingness or unwillingness

to consider school leadership positions. This

research explored survey data, both quantitative

and qualitative, relating to school leadership

aspirations and influences with regard to

applying for school leadership positions.

Five factors were found to influence the

unwillingness of respondents to consider school

leadership positions, …

Learning Experiences And Perspective Transformation In Evangelical Faith-Based Adult Nonformal Education Programs, Philip Gerke

Graduate Theses and Dissertations

The study adapted an existing instrument to examine perspective transformation and its associated factors in participants of evangelical faith-based adult nonformal education in the Midwestern United States. Stratified random one-stage cluster sampling of 11 churches produced a nonprobability sample (N = 597) that was significantly (p < .05) different from the population of the geographical location of the study. An 86% majority self-reported a level of agreement or stronger of perceived transformation of perspectives, but differences predicted by gender were insignificant. The difference in perceived perspective transformations between respondents aged 40-59 that had the highest levels and respondents aged 60 and above that had the lowest levels was significant. The factors of influential individuals, personal reflection, and thought-provoking learning assignments significantly predicted all four factors of perspective transformation; the Writing Assignment factor was a significant negative predictor of only the Perception of Change factor, and a significant positive predictor of only the Future Benefits factor. The study recommended that additional research on faith-based frames of reference and age category differences. The study also recommended that faith-based practitioners consider emphasizing transformative learning experiences and personal reflection in their programs for adults.

Influences Of An Honors Program On Students At A Faith-Based University: A Qualitative Study, Carla Gaines

Master of Education Research Theses

American colleges and universities, including faith-based institutions, continue to actively recruit gifted college students through educational opportunities such as honors programs. Other research also indicates that the college campus context, challenging academic experiences, and diverse social interactions can have varying effects on students’ psychosocial development. Understanding the influences of these multiple factors on honors students can potentially provide insights into the effectiveness of these programs and their objectives. Using a qualitative research design, this study investigated the experiences and perceptions of honors students at a faith-based university. The participants indicated that through the honors program they were encouraged to pursue …

Sustaining Faith- Informed Mission At Religiously-Affiliated Colleges And Universities: A Qualitative Case Study Of Three Institutions, Paul J. Witek

Seton Hall University Dissertations and Theses (ETDs)

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