The Christian College Advantage? The Impact of Christian versus Secular Training among Faculty at Christian Colleges and Universities

Autor/in	Alleman, Nathan F.
Titel	The Christian College Advantage? The Impact of Christian versus Secular Training among Faculty at Christian Colleges and Universities
Quelle	In: Journal of Research on Christian Education, 24 (2015) 3, S.252-270 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1065-6219
DOI	10.1080/10656219.2015.1100101
Schlagwörter	Christianity; Church Related Colleges; Teacher Education; Mixed Methods Research; College Faculty; Teacher Attitudes; Teacher Surveys; Correlation; Religious Factors; Course Objectives; Undergraduate Study; Masters Programs; Doctoral Programs; Academic Degrees; Religious Education; World Views; Spiritual Development; Ethics; Moral Development; Qualitative Research; Teaching Methods + Suchen Sie Ihr Suchwort? Christentum; Kirchliche Hochschule; Lehrerausbildung; Lehrerbildung; Fakultät; Lehrerverhalten; Korrelation; Grundstudium; Magister course; Magisterstudiengang; Doktorandenprogramm; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; World view; Weltanschauung; Ethik; Moralische Entwicklung; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Are faculty trained at Christian institutions better equipped to integrate their faith with their professional work? This study uses a mixed methods analysis of Council of Christian Colleges and Universities (CCCU) faculty survey data to analyze whether and in what ways faculty who graduate from Christian undergraduate, master's, and doctoral programs are more apt to identify connections between their faith tradition and their course objectives. Findings show that faculty members prepared at Christian institutions are more likely to see this relationship and may conceive of it in more sophisticated ways. However, the gap is modest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01