A comparison of faith-learning integration between graduates from Christian and secular universities in the Christian school classroom
The purpose of this study was to analyze whether there is a difference between Christian and secular university graduates and their practice faith-learning integration in the classroom. Does Christian school faith-learning integration practice make a difference between one educational institution and another? To what extent do current teachers carry out the synthesis of Christian thought within their content areas and does the type of university from which they graduated make a difference? The dissertation investigates the biblical, theological, and historical bases for faith-learning integration. Pedagogical, psychological, and leadership development is examined for the influence of each on the subject. Christian higher education philosophy and practice of faith-learning integration is evaluated. The research methodology utilized refashioned survey and demographic instruments originally developed by Raquel Bouvet de Komiejczuk in her 1994 dissertation. ACSI teachers in 6 th through 12 th grades in the Mid-America region were asked four research questions concerning their knowledge, equipping, ability, and intentionality with faith-learning integration in their current Christian school classrooms. The study concluded that Christian university graduates are better prepared in their knowledge and equipping of faith-learning integration. A shift in significance is demonstrated, however, when abilities to do faith-learning integration are identified. Intentionality between the two groups shows no statistical difference. Ultimately, the mediating question of administrative support of faith-learning integration in the Christian school matters more than university attendance. KEY WORDS: faith, learning, integration, faith-learning integration, Christian university, secular university, Christian higher education, Christian school education, ACSI, administration, faculty.
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