Despite widespread use by adult education providers, needs assessment is virtually ignored in the local church. Research on the subject suggests that needs assessment can be a valuable tool for developing effective programs. This article discusses the meaning of need, useful procedures for conducting an assessment, and implications for educational programs.
The research studies the factors motivating adults to participate in church-based education opportunities of Christian and Missionary Alliance churches in the South Pacific District of United States. Reasons related to Personal Spiritual Growth were clearly the most influential in motivating participation. Obedience to God, Ministry Preparation, and Cognitive Interest provided moderate influence, while reasons related to Community Service and Social Contact were minimal in influencing participation.
Experimentation with the survey method has increased markedly among church educational leaders. However, acquisition of reliable information has been hindered by poor item design, haphazard construction of response formats, unestablished analysis procedures, and hasty data collection. This article explores solutions to these problems from the research literature and provides relevant illustrations.
This article reports the result of a 1990-91 study of 108 current and 98 former Directors of Christian Education in American Baptist Churches, USA regarding their career patterns and reasons for job and career changes. The problems of rapid job turnover and high attrition from the profession are addressed, significant factors are explored, and recommendations are given for improving the recruitment, preparation, placement, and supervision and support of Directors of Christian Education.
A popular metaphor for the Christian life is the spiritual journey. In this perspective, curriculum can be described as maps, with renewed roles for religious educators as map-makers (curriculum designers) and journey guides. This opens up an exciting vista for Christian education.
Adventure-based education is a nontraditional approach to learning. It uses adventure activities within the context of unique environmental and social settings to create metaphors that are applied to the broader context of life. Adventure-based education seeks to achieve traditional educational outcomes related to attitudinal objectives and social sensitivities. This article will provide an overview of the history, philosophy, learning theory, and program structure origins of adventure-based education.
Most Americans are unaware that for centuries religious education has been part of the public school curriculum in England and Wales. This article attempts to provide a historical and contemporary overview of church responses and policies toward such school-based religious education. It reveals how locally developed agreed syllabi were influenced by the main church bodies in England--and discusses the impact associations of evangelical churches. Implications are drawn for Christian and religious education in America.