Atlanta University Center Robert W. Woodruff Library
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Open eyes, open hearts, extended hands: developing a ministry of benevolence and outreach in a rural church setting, 2004
Get PDFLeading by serving, a leadership training process, 1992
Get PDFThe title of this dissertation is Leading By Serving: A Leadership Training Process. This dissertation is the result of a leadership training process the Rev. Jeff Ehlers designed for Christ Lutheran Church in East Point, Georgia. This dissertation is submitted as a part of the requirements for the Doctor of Ministry degree. There are 177 pages in the body of the text, excluding the appendices. This project is a seven session training process designed to aid the leadership of local congregations. The seven sessions include: the purpose of the church, basic leadership principles, planning, spiritual gifts, worker recruitment, small group dynamics, and evaluation and the writing of personal action plans. The purpose of this seven session project is to provide lay leaders with some basic skills, tools and principles concerning leadership in the church. This project grew out of a perception that the lay leadership of local congregations generally is not given the proper training necessary for the exercise of their responsibilities
Experiences at Central Methodist Church, 1962-1963 and Saint Mark Methodist Church, 1963-1964, undated
Get PDFSpelman Messenger March 1920 vol. 36 no. 6
No full textThe Atlanta University Center Robert W. Woodruff Library acknowledges the generous support of the Council on Library and Information Resources (CLIR) in supporting the processing and digitization of a number of historic collections as part of the projectOur Story: Digitizing Publications and Photographs of the Historically Black Atlanta University Center Institutions
A Comparison of Novice Teacher Perceptions of Teacher Certification Policies, 2019
Get PDFTeacher certification is the process that enables prospective educators to obtain licensure. It is during this time that teacher candidates are completing their coursework, assessments, degrees, and other criteria to obtain an official certification. Teacher certification policies vary within different states. The purpose of this mixed-method study was to analyze new teacher perceptions of, and their experiences with, teacher certification policies in two border states. The study included an in-depth analysis of existing studies as well as original research from the author. Surveys and interviews were produced for novice teachers of six different schools in two separate school districts and states. All participating novice teachers from the selected schools within this study were distributed with surveys. There were 31 surveys completed; from these surveys, data was analyzed. In accompany to the survey results, there were also 10 interviews that provided thorough insights of what new teachers believed regarding their state teacher certification laws. The data collected were analyzed using descriptive statistics (means and percentages), t-tests, and a data analysis. The study revealed the factors that new teachers perceived to have an impact on their teacher certification experience. The results of this study indicate that the most challenging factors during the certification process for the novice teachers were money, testing, time, heavy workloads, and miscommunication. These factors developed doubt, discouragement, and frustration. The themes that emerged from the research provide insight on previous research findings and theories. The conclusions drawn from the findings are suggested to be used for modifications and enhancements to improve state teacher certification policies and to make educational leaders aware of how the policies in place impact teacher shortage, teacher costs, teacher attrition, and student achievement across states
A Comparative Study on the Impact of Critical Thinking and Rote Memorization on End-of-Science Test Scores of Fifth Grade Students in Science in Egypt: Implications for Educational Leaders, 2019
Get PDFThe main objective of this study was to understand whether critical thinking teaching strategies or rote memorization teaching strategies produce better end-of-science test scores of fifth-grade students or not in a school in Egypt. To achieve this goal, the researcher used a pretest, posttest, and quasi-experimental design. Two classrooms—one using rote memorization teaching strategies and the other using critical thinking teaching strategies based on Bloom’s Taxonomy—were used for the study. The researcher described these tools as follows: a pre and post cognitive information test, questionnaires, and a purposed teaching program. The statistical analysis was carried out with the purpose of answering the research questions and led to the following results: There were no statistically significant variations between the critical thinking group and the rote memorization group as shown in the pretest stage indicating inadequate mean scores. Upon administration of the experiment, results indicated a statistic difference between the critical thinking group and the rote memorization group after administration of the test. The mean difference between the two groups was substantial and notable. The study also found minimal difference between the pretest and posttest rote memorization groups which shows that rote memorization is ineffective in contributing to memory and application of acquired knowledge. Critical thinking has been applauded in its role to enhance performance among students which was demonstrated in the study with substantial difference between the pretest and posttest critical thinking group. Additionally, the study was particularly significant in showing the importance of using critical thinking strategies to improve science course outcomes among fifth graders. Moreover, the study provided new insight on the impact of socioeconomic status on end-of-science test scores. The relationship between socioeconomic and science test scores can be attributed to such variables as interest in science, opportunities to education and cognitive factors. There is also a relationship between fifth grade students/teachers interactions (after classroom intervention) and end-of-science test scores in the critical thinking group
