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Copyright © 2012 Daniel Carl Peterson All Rights Reserved. the Southern Baptist Theological Seminary Has Permission to Reproduc

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Copyright © 2012 Daniel Carl Peterson All Rights Reserved. the Southern Baptist Theological Seminary Has Permission to Reproduc Copyright © 2012 Daniel Carl Peterson All rights reserved. The Southern Baptist Theological Seminary has permission to reproduce and disseminate this document in any form by any means for purposes chosen by the Seminary, including, without limitation preservation or instruction. A COMPARATIVE ANALYSIS OF THE INTEGRATION OF FAITH AND LEARNING BETWEEN ACSI AND ACCS ACCREDITED SCHOOLS ________________ A Dissertation Presented to the Faculty of The Southern Baptist Theological Seminary ________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy ________________ by Daniel Carl Peterson May 2012 APPROVAL SHEET A COMPARATIVE ANALYSIS OF THE INTEGRATION OF FAITH AND LEARNING BETWEEN ACSI AND ACCS ACCREDITED SCHOOLS Daniel Carl Peterson Read and Approved by: Hal K. Pettegrew (Chair) Timothy Paul Jones Date To my Proverbs 31 wife, Brooke, And our children, Isaac, Grace, Josie, and Annabelle. Your love and support for me represents amazing grace. I love each of you dearly. Soli Deo Gloria. TABLE OF CONTENTS Page LIST OF ABBREVIATIONS . vii LIST OF TABLES. viii LIST OF FIGURES . x PREFACE . xi Chapter 1. INTRODUCTION . 1 Introduction to the Research Problem . .. 2 Research Purpose . 13 Research Questions . .. 14 Delimitations of the Study . 14 Terminology . 16 Research Assumptions . 25 Procedural Overview . 25 2. PRECEDENT LITERATURE. 27 Biblical Foundations for the Integration of Faith and Learning . 31 Definitions of Related Terms . 55 Summary of the Integration of Faith and Learning Models . 62 ACSI and ACCS Schools . 77 Profile of the Current Study . 94 Conclusion . 95 iv Chapter Page 3. METHODOLOGICAL DESIGN. 96 Research Questions Synopsis . 96 Research Design Overview . 97 Population . 98 Research Sample . 100 Delimitations and Limitations of Generalization . 100 Research Instrumentation . 102 Demographics . 107 Research Procedures . 107 Significance of the Study . 109 4. ANALYSIS OF FINDINGS . 110 Compilation Protocols . 110 Demographic and Sample Data . 113 Findings and Displays . 115 Evaluation of the Research Design . 129 5. CONCLUSIONS . 133 Research Purpose . 133 Research Questions . 134 Research Implications . 134 Research Applications . 146 Research Limitations . 152 Further Research . 154 Summary of Conclusions . 155 v Appendix Page 1. INTEGRATION OF FAITH AND LEARNING SURVEY . 157 2. PERMISSION FOR ORIGINAL RESEARCH INSTRUMENT. 160 3. PERMISSION FOR MODIFIED RESEARCH INSTRUMENT. 161 4. SBTS ETHICS COMMITTEE APPROVAL . 162 5. CORRESPONDENCE WITH ACSI . 163 6. CORRESPONDENCE WITH ACCS . 165 7. ACCS PERMISSION . 167 8. LETTER TO ACSI . 168 9. LETTER TO ACSI SCHOOLS . 171 10. LETTER TO ACCS SCHOOLS . 173 11. REMINDER LETTER TO ACCS HEADS OF SCHOOL . 175 12. THANK YOU LETTER TO ACSI/ACCS . 177 REFERENCE LIST . 178 vi LIST OF ABBREVIATIONS ACCS Association of Classical and Christian Schools ACSI Association of Christian Schools International ANOVA Analysis of Variance CBAM The Concern-Based Adoption Model IFL Integration of Faith and Learning MANOVA Multivariate Analysis of Variance SPSS Statistical Package for the Social Sciences vii LIST OF TABLES Table Page 1. Integration of faith and learning models summary . 75 2. ACCS accredited schools . 99 3. ACSI regions for the study . 99 4. IFL items of four research subscales . 106 5. Criteria for IFL implementation levels . 106 6. Frequency and percentages for participant demographics . 114 7. Number of years teaching . 115 8. Overview of statistical analysis . 116 9. Guidelines for Cronbach alpha . 117 10. Reliability, mean, and standard deviation of research subscales . 118 11. Means and standard deviations for research subscales for ACSI Reliability, mean, and standard deviation of research subscales (N = 433) . 119 12. Means and standard deviations for research subscales for ACCS Reliability, mean, and standard deviation of research subscales (N = 113) . 120 13. Results for MANOVA for level, equipped, ability to do, and intentionality by school . 121 14. Means and standard deviations for level, equipped, ability to do, and intentionality by school . 121 15. Pearson correlations between level, equipped, ability to do, and intentionality with years taught at Christian and classical Christian schools . 123 viii Table Page 16. Results for MANOVA for level, equipped, ability to do, and intentionality by gender . 124 17. Means and standard deviations for level, equipped, ability to do, and intentionality by gender . 124 18. Results for MANOVA for level, equipped, ability to do, and intentionality by attended Christian school growing up . 125 19. Means and standard deviations for level, equipped, ability to do, and intentionality by attended Christian school growing up . 126 20. Results for MANOVA for level, equipped, ability to do, and intentionality by attended classical Christian school growing up . 127 21. Means and standard deviations for level, equipped, ability to do, and intentionality by attended classical Christian school growing up . 127 22. Results for MANOVA for level, equipped, ability to do, and intentionality by received training . .. 128 23. Means and standard.
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