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Six pastors were trained over a twelve-week period.  Each pastor completed an identical pre-test and post-test to measure progress.  Five chapters address context and goals, theology of pastoral leadership, business perspectives on teamwork, project implementation, and project results.  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Yet many today neglect it.  This project provides one means of seeking to address this problem.  This research measured the value of training people to study the Bible, specifically whether developmental training in personal Bible study methods would improve student attitudes toward their personal Bible study.  It also measured whether the training would improve student habits in their personal Bible study. Following the development of the training course and the curriculum to be used, the research was designed to utilize a survey questionnaire constructed with a Likert-scale of response options.  It also included multiple-choice options, as well as reverse scored items.  The survey data were gathered for two class groups and a non-trained control group to increase the breadth of sample survey and comparison. The survey was used as a pre-test and post-test within the class groups, but only as a post-test with the control group.  Additional qualitative data were gathered through focus group feedback from each class group and instruments that utilized open-ended questions, specifically -- a Bible study inventory that was used as a pre-test and post-test and a self-reported post-course evaluation form.  This study found that the training was effective in improving the habits of Bible study for one class group.  It was also effective in improving student habits and skills of relating the Bible to one's life and world for one class group.  The research showed the training was not effective in improving the attitudes of students in either class."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-approving","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-depositing","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-managing"],"workflow_state_name_ssim":["deposited"],"member_of_collections_ssim":["Dallas Theological Seminary"],"member_of_collection_ids_ssim":["8322f611-a593-413a-8bcd-0011fba52dc7"],"visibility_ssi":"open","admin_set_tesim":["Metadata Only"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["work_editor","public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ckarpinski@atla.com"],"_version_":1791131220980006912,"timestamp":"2024-02-17T07:44:02.762Z","score":1.0},{"system_create_dtsi":"2023-10-12T09:30:58Z","system_modified_dtsi":"2024-02-17T07:35:29Z","has_model_ssim":["Etd"],"id":"9d6d693e-7cbe-40c9-9c96-3771c4683c0d","accessControl_ssim":["4c4d9c1f-a23d-448c-91fe-73e8e53befb7"],"depositor_ssim":["ckarpinski@atla.com"],"depositor_tesim":["ckarpinski@atla.com"],"title_tesim":["A comparison of the learning styles of the students with faculty teaching style profiles at the Jordan Evangelical Theological Seminary"],"date_uploaded_dtsi":"2023-10-12T09:30:58Z","date_modified_dtsi":"2024-02-17T02:44:37Z","isPartOf_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8"],"hasEmbargo_ssim":["6f7e6dd7-40f7-4ca9-ac5b-7eeaa3c70ede"],"hasLease_ssim":["db8a75c4-1e72-450d-9fb1-75f7a27f2e4d"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Unknown"],"degree_granting_institution_tesim":["Dallas Theological Seminary"],"advisor_tesim":["Michael S Lawson"],"year_tesim":["2005"],"resource_type_tesim":["Unknown"],"types_tesim":["Text"],"creator_tesim":["David Martin"],"publisher_tesim":["Dallas Theological Seminary"],"subject_tesim":["Jordan Evangelical Theological Seminary","Christian education--Teaching methods","Teacher-student relationships"],"language_tesim":["English"],"abstract_tesim":["The purpose of this study was to determine the degree to which the learning styles of students and the teaching styles of faculty match at the Jordan Evangelical Theological Seminary (JETS) in Amman, Jordan.  Bernice McCarthy's 4MAT learning style instrument, the Learning Type Measure[registered trademark] (LTM) was used to profile 111 students.  The results showed two significant differences in style distribution from studies done in the United States.  The collaborative learners were represented in 45 percent of the student body (17 points above similar Western surveys).  The dynamic learner was drastically underrepresented at JETS with only 7 percent of the student body (as compared to 20-25 points in the West). Statistics were also analyzed by age, gender, culture (country of origin), and college major or program of study in an effort to detect any relevant patterns. All of these factors were found to have an influence on an individual's learning style--some more than others.  Eighteen faculty members participated in this study.  They were first given the LTM.  Later they were given McCarthy's Teaching Style Instrument[registered trademark] (TSI).  Results showed that the teaching styles of 60 percent of faculty were congruent with their own learning styles.  There was a significant amount of mismatch between faculty teaching and student learning styles, depending on students' age, gender, and choice of study program.  Suggestions were given on how to teach through McCarthy's learning cycle so as to address all learning styles present.  This way students would become more accustomed to different teaching styles, and teachers to use methods that engage each style of learner."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-approving","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-depositing","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-managing"],"workflow_state_name_ssim":["deposited"],"member_of_collections_ssim":["Dallas Theological Seminary"],"member_of_collection_ids_ssim":["8322f611-a593-413a-8bcd-0011fba52dc7"],"visibility_ssi":"open","admin_set_tesim":["Metadata Only"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["public","work_editor"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ckarpinski@atla.com"],"_version_":1791130685883285504,"timestamp":"2024-02-17T07:35:32.454Z","score":1.0},{"system_create_dtsi":"2023-10-12T09:23:20Z","system_modified_dtsi":"2024-02-17T07:28:22Z","has_model_ssim":["Etd"],"id":"9e755388-5b3a-474e-849e-07ae5bfc8286","accessControl_ssim":["4f51edac-7415-4c99-92cb-184d927f3906"],"depositor_ssim":["ckarpinski@atla.com"],"depositor_tesim":["ckarpinski@atla.com"],"title_tesim":["Ongoing formation of preachers: a collaboratative model"],"date_uploaded_dtsi":"2023-10-12T09:23:19Z","date_modified_dtsi":"2024-02-17T02:46:07Z","isPartOf_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8"],"hasEmbargo_ssim":["3c3933d6-2337-4ef2-b1db-ee6887d0f2a8"],"hasLease_ssim":["c6c8c088-459f-4eb7-aada-2bcf4c08c0b1"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Unknown"],"degree_granting_institution_tesim":["Aquinas Institute of Theology"],"advisor_tesim":["Patricia Walter"],"year_tesim":["2004"],"resource_type_tesim":["Unknown"],"types_tesim":["Text"],"creator_tesim":["James E Hayes"],"publisher_tesim":["Aquinas Institute of Theology"],"subject_tesim":["Christian education--Teaching methods","Clergy--Training of"],"language_tesim":["English"],"abstract_tesim":["Hayes argues that collaborative, regional preaching teams, consisting of both lay and ordained preachers, can provide effective ongoing preacher formation within a diocese. 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Church members will grow in their walk with the Lord and become mature members of the church through the intentional practice of spiritual disciplines.  The convening of small praxis groups and intentional preaching and teaching on spiritual disciplines are effective methods to expose members to the importance of becoming practitioners of the Christian spiritual disciplines. 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