Curriculum Design and Children's Learning at Church

Burton, Larry D.; Paroschi, Eliane E.; Habenicht, Donna J.; Hollingsead, Candice

doi:10.1080/00344080500459117

Cited by 6 publications

(7 citation statements)

References 6 publications

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“…The non-significant results between autonomy in Sunday school and identified religiosity and relationship with God highlight the need to continue to examine the effectiveness of traditional Sunday school. Unfortunately, there is not enough research to provide an understanding of the relationship between Sunday school and children's religiosity (Burton et al, 2006). The few qualitative studies investigating specific Sunday school models such as Godly Play (Berryman, 1995;Hyde, 2010;Stonehouse, 2001, Minor, 2012 and rotational Sunday school (Smith, 2001) provide insight into best practices for Christian education in the church, but do not offer results that are generalizable to larger populations.…”

Section: Directions For Future Researchmentioning

confidence: 99%

Exploring Autonomy and Relatedness in Church as Predictors of Children’s Religiosity and Relationship with God

Ingersoll

2019

Christian Education Journal

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Concerns about the shifting religious landscape for young people in the United States provides the impetus to expand research investigating children’s experiences in Christian education. A significant number of children regularly attend Christian education in church and yet there is limited research investigating how those programs support children’s faith. Guided by self-determination theory, this research investigates whether instructional practices can support children’s religiosity and relationship with God. The present study specifically assessed whether children’s perceived relatedness with adults and peers in church, and children’s perceived autonomy in Sunday school, predicted children’s religiosity and relationship with God. Two hierarchical multiple regressions were conducted to identify if the church variables were significant predictors of an identified relationship to God. Neither perceived relatedness in church nor perceived autonomy in Sunday school were significant predictors of identified religiosity. However, perceived relatedness in church did significantly predict relationship with God.

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Section: Directions For Future Researchmentioning

confidence: 99%

Exploring Autonomy and Relatedness in Church as Predictors of Children’s Religiosity and Relationship with God

Ingersoll

2019

Christian Education Journal

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“…Metaphors are often used to explore Christian education, including St. John Chrysostom's metaphors of creation (Hunt, 2012), the fulfillment of God's kingdom and eschatology (Ward, 2013), and for Christian education itself (Williams, 2011). Narrative theology was empirically shown to be effective in church settings (Burton et al, 2006) and as an effective tool in CE curriculum building (Kissel-Ito, 2008).…”

Section: Cyril's Pedagogical Theology and Educational Theorymentioning

confidence: 99%

Applying St. Cyril’s Pedagogy to Contemporary Christian Education

Bullis

2018

Christian Education Journal

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This article asserts that early Church educators, like St. Cyril of Jerusalem, offer contemporary Christian educators theological and pedagogical insights and methods. It describes the trend of Christian education programs to teach a living relationship with a living Christ at a time when categorical, rational and empirical methods predominate in education. The article describes St. Cyril’s catechetical theology and pedagogy. Finally, it applies pedagogical methods, used or inspired by Cyril, to contemporary Christian education.

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“…Each study stresses different aspects of learning: the relationship between learning, faith, and experience (Le Cornu, 2005); the outcomes of learning-among which are factual biblical knowledge and the expression of biblical messages (Burton et al, 2006); and the relationship between or distinction between "general development," religious development, and the social domain (Niemelä, 2006). This comparison shows different aspects or angles of use of learning.…”

Section: Introductionmentioning

confidence: 99%

“…Different aspects of learning are stressed in empirical studies on learning (processes) regarding faith and/or religion conducted during the past 10 years by Le Cornu (2005); Burton, Paroschi, Habenicht, and Hollingsead (2006);and Niemelä (2006). Le Cornu (2005) presents a typology of four ways of believing and learning based on an interview study among 21 students, of whom the youngest was 21 years and the oldest 88 years, against the background of their theological educational contexts ranging from first-year theological studies to postdoctoral studies.…”

Section: Introductionmentioning

confidence: 99%

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What AboutLearningin Practical Theological Studies? Toward More Conceptual Clarity

Kock

2015

SAGE Open

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Because learning is an important concept in the reflection on young people in faith practices, practical theological studies on the theme of learning profit from a clarification of the concept of learning. Therefore, current (empirical) research projects conducted by the Dutch Research Centre for Youth, Church, and Culture and educational and religious education literature on learning have been analyzed. The results provide an overview of utilized descriptions of learning, (theological) interpretations of learning, normative positions regarding learning, and strategic considerations toward (the promotion of) learning. Implications for future practical theological research into (faith) learning in the context of faith practices of young people are discussed.

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Curriculum Design and Children's Learning at Church

Cited by 6 publications

References 6 publications

Exploring Autonomy and Relatedness in Church as Predictors of Children’s Religiosity and Relationship with God

Exploring Autonomy and Relatedness in Church as Predictors of Children’s Religiosity and Relationship with God

Applying St. Cyril’s Pedagogy to Contemporary Christian Education

What AboutLearningin Practical Theological Studies? Toward More Conceptual Clarity

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