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ERIC Number: ED549042
Record Type: Non-Journal
Publication Date: 2012
Pages: 210
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-4209-6
ISSN: N/A
A Comparative Analysis of the Integration of Faith and Learning between ACSI and ACCS Accredited Schools
Peterson, Daniel Carl
ProQuest LLC, Ph.D. Dissertation, Southern Baptist Theological Seminary
The purpose of this descriptive quantitative study was to analyze and compare the integration of faith and learning occurring in Christian schools accredited by the Association of Christian Schools International (ACSI) and classical Christian schools accredited by the Association of Classical and Christian Schools (ACCS). ACSI represents the larger Christian school movement while ACCS represents the larger classical Christian school movement. The biblical metanarrative of the Christian faith--creation, fall, redemption, and consummation--set the biblical and theological framework for the integration of faith and learning in this study. A precedent literature review pointed to a gap in the literature base regarding the integration of faith and learning occurring between ACSI and ACCS schools. Essentially, the study sought to describe the degree to which accredited K-12 ACSI and ACCS schools integrate faith and learning and then compare the level of integration of faith and learning between ACSI and ACCS accredited schools. The research design for the study was a one-phase quantitative study utilizing both descriptive and inferential statistics. The research instrument was originally developed and used by Raquel Bouvert de Korniejczuk and later modified by Mark Eckel to determine the level of integration of faith and learning teachers are practicing in ACSI and ACCS schools. Overall, the data indicated teachers were practicing a high level of integration of faith and learning in their pedagogy in both ACSI and ACCS accredited schools. The data indicated that as the years taught at Christian schools and classical Christian schools increased the level of integration of faith and learning increased. Gender was not a factor in the level of integration of faith and learning. Teachers that did not attend a Christian school growing up self-reported a higher level of integration of faith and learning than teachers who did attend a Christian school growing up. Teachers, both in Christian schools and classical Christian schools, receiving training in the area of the integration of faith and learning indicated a higher overall level of integration of faith and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A