What, if any, is the difference in the implementation of integration of faith and learning between primary school teachers in ACSI branch schools who have attended Christian schools and those who have not. What is the difference, if any, in the implementation of integration of faith and learning by primary teachers in ACSI branch schools according to demographic factors. In short, the integration of faith and learning is "the teaching of all subjects as part of the perfect truth of God" (Gangel 1994, 396).
The Lord uses the enlightened - the teachers - to introduce the unenlightened into the mysteries of the Bible. One of the first evangelicals to use the idea of integrating faith and learning is Frank Gaebelein. Later in the book he gives a broader definition of the integration of faith and learning.
James Cunningham and Anthony Fortosis define the integration of faith and learning giving the original meaning of the term integration. This chapter presents a brief review of the literature related to the topic of integrating faith and learning in Christian schools. The first part of the instrument asked questions to examine the level of implementation of the integration of faith and learning by the selected teachers.
This study was an attempt to examine the more practical side of the integration of faith and learning in Christian schools. The demographic characteristics of the research sample are shown and the teacher's levels of implementing the integration of faith and learning are defined. This order was similarly shown when the responses were listed according to the degree of implementation of the integration of faith and learning.
In addition, it investigated whether there was any difference in the teachers' implementation level of the integration of faith and learning according to their educational background.
CONCLUSIONS
What are the influential factors for the implementation of integration of faith and learning by primary school teachers in ACSI affiliated schools. The implications of the research findings can contribute to the understanding of teachers teaching in Christian schools and their implementation of the integration of faith and learning. The data relevant to Research Question 1 were analyzed to examine selected ACSI primary teachers' levels of implementation of integration of faith and learning.
The questionnaire statements in the first section were supposed to depict the degree of the teachers' knowledge, interest and preparation related to the integration of faith and learning. The statistical results reveal that about 3/4 of the teachers are at a 3 or 4 level in the implementation of the integration of faith and learning. The increased teacher level for the implementation of the biblical integration seems to be.
The influence of deep interest in the integration of faith and learning in the Christian school. The influence of the training or seminars on the teachers' level of implementation of the integration of faith and learning was quite strong according to the regression test. This study presents the important role of the supervisor or administrator of Christian schools in teachers' implementation of integration of faith and learning as addressing teachers' managerial concerns about leadership.
This study suggests that teachers' experience of theological education has a positive effect on their implementation of the integration of faith and learning. Conduct qualitative research on teachers' implementation of faith-learning integration using teacher interviews, classroom observations, and documentation such as lesson plans. Survey students in Christian schools and examine their perceptions of the integration of faith and learning in the classroom.
Conduct additional studies to refine the survey instrument and create a valid and reliable scale for ACSI elementary school teachers' perceptions of the integration of faith and learning. The integration of faith and learning is not an unfamiliar phrase in Christian education today. We are convinced that the integration of faith and learning should be alive and well in the academic community.
Your thoughts about integration of faith and learning
This year if you could consciously incorporate faith and learning into your academics. Have you participated in in-service training, seminars or lectures on how to integrate biblical principles into the subjects you teach.
Implementation of integration of faith and learning
INVITATION LETTER
My name is You Jung Jang and I am in the dissertation process for my Ph.D. This brief e-mail is to request your school's participation in my research project on the integration of faith and learning implemented by Christian elementary school teachers. I would consider it a great service if you asked the teachers at your school to complete the online survey to help complete mine.
Please see attached file and find ACSI Mid-America Regional Director, Sam Barfell's cover letter and a summary of my thesis. If possible, please provide each teacher's job title - such as homeroom teacher, physics teacher, music enter each teacher's job title - such as homeroom teacher, physics teacher, music teacher and so on.). You can send your school teachers an email containing the following message and Sam Barfell's cover letter.
You can also copy the link below and paste the code into the HTML of your school website so that your school teachers can click the link and open my survey. With this short email, I am asking you to participate in my research project on the integration of faith and learning by Christian elementary school teachers. I consider it a great service if you spend your valuable time to complete an online survey to help complete my research project.
Please see attached file and find ACSI Mid-America Regional Director Sam Barfell's cover letter. This survey will take about seven to ten minutes to complete, and I will use your answer to analyze elementary Christian school teachers. At the end of the study, the summary of the thesis will be sent to you.
I am happy to share with you the result of this project at the end of the study.
FOLLOW-UP LETTERS
Hopefully, most of you have already received my email asking if your school would like to participate in my research project on the integration of faith and learning as conducted by Christian elementary school teachers. This is the second reminder to take a moment to complete the questionnaire on the integration of faith and learning as implemented by Christian elementary school teachers. About two weeks ago, you received an e-mail asking you to help me analyze Christian elementary school teachers' level of implementation of the integration of faith and learning.
Most of you have already received my e-mail asking for your school's participation in my research project on the integration of faith and learning as implemented by Christian elementary school teachers. This is the third reminder to take a moment to complete the questionnaire about the integration of faith and learning as implemented by Christian elementary school teachers. About two months ago you received the first e-mail message asking you to help me analyze the level of implementation of faith integration and learning by Christian elementary school teachers.
Education in Christian schools: A perspective and 'training model'. Whittier, CA: Association of Christian Schools International. The role of the institution and the teacher in integrating faith and learning: A two-dimensional approach to Adventist tertiary institutions. Stages of intentional teacher integration of faith and learning: Development and empirical validation of a model for Christian education.
Biblical and theological foundations for the concepts of integration of faith and learning. Connecting faith and learning has been an important topic of discussion regarding the identity of Christian schools and the reason for their existence. Thus, teachers in Christian schools talk about the importance of integrating faith and learning, while often not doing it in everyday classroom teaching.
