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Dissertation/Thesis Abstract

Exploring the Congruency between Mission and Practice in a Pre-K-12, Midwestern, Christian School
by Bearden, Allison, Ed.D., Lindenwood University, 2017, 176; 10633943
Abstract (Summary)

Christian school education is unique in nature. Integrating faith into academics led many families to choose an environment for their students that aligned with the faith, morals, and doctrinal beliefs they held as essential pieces in raising their children. The partnership with the school in instilling a strong foundation of faith for students set Christian schools apart from public and non-religious private schools.

Because families purposely choose Christian schools based upon like-minded values and beliefs, it was essential that the school seeks to fulfill its mission in practice and vision. The purpose of this qualitative research study was to explore the congruency of mission and practice in one Midwestern, pre-kindergarten through 12th grade Christian school, as evidenced by program evaluation. The researcher utilized surveys and interviews to collect data from three stakeholder groups (then-current staff members, then-current senior class students, and alumni) to investigate how, if at all, Mission Driven Academy (pseudonym) fulfilled its mission. Data was analyzed and organized by emerging themes into the school’s five foundational components, referred to as the Pillars of Excellence. The qualitative data revealed that Mission Driven Academy was successfully fulfilling its mission to equip students with a Christ-centered education, empowering them to impact the world for the glory of God.

Indexing (document details)
Advisor: Steffes, Robert
Commitee: Drury, James, Giuseffi, Frank
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 79/03(E), Dissertation Abstracts International
Subjects: Educational evaluation, Religious education
Keywords: Christian education, Program evaluation
Publication Number: 10633943
ISBN: 978-0-355-25422-8
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