東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Quantitative Analysis of a Critica...

Porter Macmillan, Alex.

Linked to FindBook

Google Book

Amazon

博客來

A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area./
Author:	Porter Macmillan, Alex.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	267 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Religious education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10602407
ISBN:	9780355152357

A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area.
Porter Macmillan, Alex.

A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 267 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--University of San Francisco, 2017.

Scholarship has indicated that Catholic, secondary school religion teachers in the United States are often not adequately prepared pedagogically and theologically (Aldana, 2015; Ramey, 2014; Schroeder, 2013; Cook and Hudson, 2006; Cook, 2001, 2000; Lund 1997). Rossiter (2011, 2010, 2007) and Crawford and Rossiter (2006) described aspects of a pedagogy that can be summarized as "Critical Interpretation and Evaluation of Culture" (Rossiter, 2011), where a number of different criteria and examples are described that can serve as a relevant pedagogy for religious education.

ISBN: 9780355152357Subjects--Topical Terms:

555072
Religious education.

A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area.
LDR:02760nmm a2200337 4500 001 2163493
005 20181022132813.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355152357
035 $a (MiAaPQ)AAI10602407
035 $a (MiAaPQ)usfca:10254
035 $a AAI10602407
040 $a MiAaPQ $c MiAaPQ
100 1 $a Porter Macmillan, Alex. $3 3351515
245 1 2 $a A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 267 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Ursula Aldana.
502 $a Thesis (Ed.D.)--University of San Francisco, 2017.
520 $a Scholarship has indicated that Catholic, secondary school religion teachers in the United States are often not adequately prepared pedagogically and theologically (Aldana, 2015; Ramey, 2014; Schroeder, 2013; Cook and Hudson, 2006; Cook, 2001, 2000; Lund 1997). Rossiter (2011, 2010, 2007) and Crawford and Rossiter (2006) described aspects of a pedagogy that can be summarized as "Critical Interpretation and Evaluation of Culture" (Rossiter, 2011), where a number of different criteria and examples are described that can serve as a relevant pedagogy for religious education.
520 $a In a researcher designed, online, cross-sectional survey, 18 questions from relevant literature using both binary "yes / no" questions and Likert scales measured the frequency and importance of pedagogical practices related to how to help students interpret and evaluate culture. From November 9, 2016 to February 1, 2017, 119 Catholic secondary school religion teachers participated from three different Roman Catholic Dioceses: Oakland (n = 24); San Francisco (n = 45); and San Jose (n = 50) and included select demographic information.
520 $a Results from the survey revealed a perception among teachers of a strong application of items relating to students examining the shaping influence of culture, but an inconsistent application of the overall pedagogical principles. Results examined by demographic information related to education found teachers with a background in theology were more likely to emphasize justice issues in their classes (and less likely to emphasize research), while teachers with a background in education were more likely to emphasize research in their classes (and less likely the emphasize justice).
590 $a School code: 6019.
650 4 $a Religious education. $3 555072
650 4 $a Educational leadership. $3 529436
650 4 $a Secondary education. $3 2122779
690 $a 0527
690 $a 0449
690 $a 0533
710 2 $a University of San Francisco. $b Education. $3 3278100
773 0 $t Dissertation Abstracts International $g 79-01A(E).
790 $a 6019
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10602407