Toward an adolescent leadership development curriculum in the evangelical church

David D Coryell

Etd

Toward an adolescent leadership development curriculum in the evangelical church

Public Deposited

MLA citation style (9th ed.)

David D Coryell. Toward an Adolescent Leadership Development Curriculum In the Evangelical Church. Gordon-Conwell Theological Seminary. rim.ir.atla.com/concern/etds/4462f578-456e-4ad7-abe3-22d3e7e15545.

APA citation style (7th ed.)

D. D. Coryell. Toward an adolescent leadership development curriculum in the evangelical church. https://rim.ir.atla.com/concern/etds/4462f578-456e-4ad7-abe3-22d3e7e15545

Chicago citation style (CMOS 17, author-date)

David D Coryell. Toward an Adolescent Leadership Development Curriculum In the Evangelical Church. Gordon-Conwell Theological Seminary. https://rim.ir.atla.com/concern/etds/4462f578-456e-4ad7-abe3-22d3e7e15545.

Note: These citations are programmatically generated and may be incomplete.

Creator

David D Coryell

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In Copyright

Abstract

The purpose of this research was to gain an understanding of adolescent leadership development in the evangelical church. The research focused on studying adolescent development, leadership, learning styles, and curricular design through analyzing four curricula currently in use with adolescents. The research was evaluative in nature. Data were collected through sixty-minute phone interviews and by developing an evaluative grid from literary research. The grid provided a consistent process to analyze the curricula. Leadership with adolescents is either strongly emphasized or ignored in the evangelical Christian church. Teens are seen as a resource and should be placed in positions to make an impact today, according to the collected data. A strong philosophical base of adolescent development theory, leadership theory, or learning styles theory did not exist in the models. All the approaches incorporated theoretical pieces within the areas of study. There was a lack of consideration for teen maturation needs when presenting the information. Social support was not integrated into the fiber of the programs. Learning styles were largely misunderstood.

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