The primary purpose of this study was to explore the Korean American pastors' and church educators' experiences and perceptions of church curriculum within the context of the Korean American immigrant churches in the greater Harrisburg, Pennsylvanian area. Specifically, it sought to understand how these leaders understood church curriculum and implemented these understandings into the practice of their church education.
As a qualitative study, grounded theory research methodology was employed. To explore the participants' experiences and perceptions, this study is based on inductive analysis which means the concepts, patterns, themes, and categories emerged from the data. As for data gathering methods, this study used focus group meetings along with individual interviews, linking focus group and individual interview methodology. Two focus groups and nine individual interviews were conducted as part of data gathering procedures. Purposive sampling was used to gain deep insights and understandings of church curriculum. The participation rate was 100% of the sample for these areas.
There were a three coding process: open coding, axial coding, and selective coding process. The inductive data analysis yielded a set of findings based on constant comparison and contrast amongst the data. Findings emerged out of the data rather than being imposed on them before data collection and analysis. As the center of the findings, the coding paradigm presented eight major areas that were identified by the Korean American pastors and church educators as they explored their experiences and perceptions of the church curriculum: · Needs of Church Curriculum · Contents of Church Curriculum · Context of Church Curriculum · Conditions of Church Curriculum · Facilitator's Role of Church Curriculum · Negative Effects of Church Curriculum · Strategies of Church Curriculum · Consequences of Church Curriculum.
For the conclusion and implications, five sections were presented: (1) In the discussion of the findings, two aspects of church curriculum were discussed: The need for a church curriculum for the entire course of a church's life, and important components of a church curriculum. (2) As for the implications for curriculum theory, the congruence with and divergences from the existing church curriculum theory were discussed based on the research findings. (3) For the practice of church education, three suggestions were described: The importance of knowing the learner, understanding the context as an environment composed of church members, and the need to develop materials/resources based on the context of Korean American church member. The implications for theological education and recommendations for further study were also presented.
|Advisor:||Downs, Perry G.|
|School:||Trinity International University|
|School Location:||United States -- Illinois|
|Source:||DAI-A 73/02, Dissertation Abstracts International|
|Subjects:||Asian American Studies, Religious education, Curriculum development|
|Keywords:||Church curriculum, Church education, Curriculum, Curriculum practice, Curriculum theory, Immigrant churches, Korean American immigrant church, Korean-American|
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