عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL52973
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Religious Studies Teachers' Perceptions of the Role of Religious Literacy in Students' Civic Preparation
نام عام مواد
[Thesis]
نام نخستين پديدآور
Grant, John K.
نام ساير پديدآوران
Byford, Jeffrey M.
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
The University of Memphis
تاریخ نشرو بخش و غیره
2020
يادداشت کلی
متن يادداشت
177 p.
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ed.D.
کسي که مدرک را اعطا کرده
The University of Memphis
امتياز متن
2020
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
The purpose of this study was to investigate the perceptions of teachers of religion courses who use the study of religion to prepare students for the pluralistic society awaiting them. The primary questions addressed in this study were focused on perceptions of religious studies teachers regarding their definition of religious literacy, the content of a religiously literate person, the civic consequences of an education that ignores religious literacy, and how religious literacy might inculcate civic values. The participants of this study included five purposefully selected religious studies teachers from five different school types (i.e., Christian, Islamic, Jewish, nonsectarian, public). These participants were purposefully selected because their cases were "'information-rich' and illuminative, that is, they offer useful manifestations of the phenomenon of interest; sampling, then, is aimed at insight about the phenomenon, not empirical generalizations from a sample to a population" (Patton, 2015, p. 46). A qualitative case study method, utilizing semi-structured interviews, was employed to investigate four research questions: (1) How do religious studies teachers define religious literacy? (2) Why is religious literacy a necessary element in a students' secondary education? (3) What are the civic consequences of a society without religious literacy? and (4) How can religious studies inculcate civic values? Three common themes were shared among the data provided by the participants: (1) Religiously literate students should be familiar, at least, with the three major religious traditions, i.e., Judaism, Christianity, and Islam; (2) Religion can be a catalyst for evil as well as for good; and (3) Religious studies can inculcate civic values. These themes correspond with Prothero's (2007) Religious Literacy, Moore's (2007) Overcoming Religious Illiteracy, and Nord's (2010) Does God Make a Difference, all of which are leading publications in the field of religious literacy.
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Education
اصطلاح موضوعی
Educational evaluation
اصطلاح موضوعی
Religious education
اصطلاح موضوعی
Secondary education
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Grant, John K.
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Byford, Jeffrey M.
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
The University of Memphis
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
