research proposal on religion pdf

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RESEARCH PROPOSAL UNPACKING RELIGIOUS AND MORAL EDUCATION CURRICULUM: A SURVEY OF TEACHERS PERSPECTIVE

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Ijahsss Journal

The study explored extent to which Basic school pupils influence implementation of the Religious and Moral Education curriculum in the Cape Coast Metropolis of Ghana. It was an exploratory survey study that adopted the sequential explanatory mixed method as a model. One research question was formulated to guide the study. The population consisted of 515 people (446 teachers and 69 head teachers) with a sample size of 296. Data were gathered from questionnaire, interviews and observations. The convenience, simple random, stratified and the purposive sampling techniques were used to select the schools and the respondents. Frequencies, percentages, charts, tables, means, and standard deviations were used to analyze the research question. The results showed that pupils can contribute significantly to the teaching and Learning of RME because they have positive attitudes towards it. It was found that pupils were always ready to actively participate in the implementation process when given the necessary support by both school authorities and parents. On the basis of these findings, it was recommended to teachers to engage their pupils in practical and meaningful activities that are likely to make them develop special love for the subject and also to provide learners with the necessary guidance on how they should apply the content of RME to real life situations.

Solomon Appiah

The study was conducted to find out teachers' pedagogical knowledge in the teaching of RME in the Aowin municipality in the Western Region of Ghana. The descriptive survey was the design. The population included all RME students and teachers in the Aowin District. However, a sample population of 33 RME teachers and 98 students were used for the study through simple random sampling technique. Data was analysed using both descriptive. The data was organized into tables, frequencies, percentages and means in line with the research question which guided the study. The study revealed that Teachers also possess adequate pedagogical knowledge which could be used in the classroom. However, most of their motivational strategies were monotonous and their questions mostly demanded lower order thinking skills. The study recommended that teacher preparation programmes should provide opportunities for potential teachers to use pedagogy effectively in their teaching. It is further recommended that teachers vary their motivational strategies in their day-today activities in the classroom. They should also ask questions that demand that students employ their higher order thinking skills.

Daniel Moulin

Religious Education teachers should have 'a tremendous sense of humour and a hide like a rhinoceros', wrote Bernard R Youngman in 1953. The most successful author of RE textbooks in his day, Youngman was commenting on the qualities RE teachers needed to negotiate the lowly status of RE as a curriculum subject, and the contested nature of religion in postwar Britain. As well as the virtues of having a thick skin (tolerance) and a sense of humour (joy), Youngman also identified several other character traits necessary for the task of teaching religion in the 1950s: patience, sincerity, purpose, curiosity and determination. While many things have changed since then, we must be careful of our assumptions about RE in bygone eras. When you imagine the 1950s, you may think of an age when religious education was a respected and uncontested subject, taken very seriously by students, teachers, parents and school administrators. However, you would be quite wrong. While the style of RE has evolved over the last six decades, the precarious status of RE – the 'Cinderella' of the curriculum as it was later called in the 1960s – was contested and uncertain. Among the problems Youngman observed then are perhaps familiar now: lack of curriculum time devoted to RE, ineffective teaching methods, and the poor religious knowledge of students. The British approach to RE has developed out of an ongoing compromise between religious, political and educational stakeholders. When universal education was first enacted in the 1870s, various denominational bodies clubbed together to provide public schooling on the understanding that RE would be non-sectarian. At subsequent milestones, such as the introduction of compulsory secondary education in 1944, and again in the landmark 1988 Education Act, RE had a compulsory mandate, but was conceived in such a way that it should engender consensus between vested religious interests (including after 1988, the main non-Christian religions represented in Britain). One present corollary of this history has been the creation of a unique professional, the RE teacher, who religiously educates without confessing a particular creed. At one point in time, such as during the height of Youngman's popularity, it was assumed that this enterprise was broadly Christian in character, but undenominationally so. However, since the 1970s, when the religious studies movement influenced RE, the subject has included the study of the world's main religious traditions. The multi-faith curriculum was made statutory in 1988 and RE today is often promoted as a subject primarily concerned with promoting social cohesion and interreligious tolerance and understanding. It should be noted that parallel to local authority schools and academies, there have always been schools of a specific religious character – usually Church of England or Roman Catholic – that could, and do still, provide religious education of a confessional and denominational nature.

ACU Digital Theses Library

Professor Catherine Carroll-Meehan

The purpose of this research was to explore the beliefs and practice of early childhood teachers in Catholic schools in Australia. In particular, the research investigated the teachers’ beliefs about teaching, learning and Religious Education. Also examined in this thesis was the classroom practice of early childhood teachers and the factors that impacted on their stated beliefs and translation into classroom practice. Whilst there are empirical studies that explore early childhood teachers’ beliefs and practice, there were no studies which explore early childhood teachers’ beliefs and practice with regard to learning, teaching and Religious Education in Australia. This study was conducted within both positivist and interpretivist paradigms, using a mixed methodological approach to data collection. Phase One was a large scale (n=540) use of a questionaire to ascertain teachers' beliefs. The Early Childhood Teachers' beliefs about learning, teaching and Religious Education questionaire was developed specifically for this study. Early childhood teachers from 6 states of Australian Catholic schools were surveyed using the Early Childhood Beliefs about Learning, Teaching and Religious Education Questionnaire. Following the quantitative analysis, four teachers were purposefully selected to develop rich, descriptive case studies. Classroom practice was observed and documented providing further insights into beliefs and practices with regard to Early Childhood and Religious Education. Analysis of the quantitative and qualitative data was conducted using three computer software packages including: SPSS, Leximancer and NVIVO. The analysis of data revealed both differences and similarities that exist between teachers’ stated beliefs and classroom practice and in particular their pedagogy with regard to Religious Education Key findings of the research included a confirmation that early childhood teachers’ in Catholic schools generally taught in accordance with their beliefs. It was highlighted specifically that a range of factors impact on teachers’ practice, which both support and constrain their practice. Some of the implications for teachers, teacher educators, providers of professional development are delineated. There is evidence presented in the results that supports the hypothesis that teachers' beliefs do underpin their classroom practice and that there are factors that constrain or support teachers' in their efforts to teach according to their beliefs about learning and teaching. The study highlighted implications for Religious Education in the early years of schooling, for the continued professional development and curriculum development for Religious Education in the early years of schooling. In summary, this thesis examined the role of Early Childhood teachers’ beliefs about learning, teaching and Religious Education and the relationship to classroom practice. It critically explored the impact that a range of factors have on teachers’ ability to implement practice that was consistent with their stated beliefs.

IOSR Journal Of Humanities And Social Science (IOSR-JHSS)

Flourish Itulua-Abumere

ISSN: 2279-0837, ISBN: 2279-0845. Volume 6, Issue 6 (Jan. - Feb. 2013), PP 69-94 "In the contemporary context of studying religious education in a secular society, the process such as individualization makes it harder for children to get the opportunity to learn from religion in an organized way. At school young students can learn in an orderly and beneficial way from religion. However, we hardly know how they are making progress on this subject and what the significance of their participation in this subject really is. Currently, religious education at primary schools in Western Europe has evolved into a subject that seeks to support students to develop their religious identity. From a socio-cultural perspective, religious education aims to support students to develop their religious identity by giving them the opportunity to participate at religious practices. Religious tradition such as Christianity involve religious practices such as praying, gathering, taking care of the fellow men, dealing with life and death, or the interpretation of religious stories. In these practices the reality that surrounds us is related to the transcendent reality of God the only reliable tool that is use in their study is the bible. Here religious people use concepts like God, creation, nature, redemption, or eternity, and strategies as interpretation, symbolization or imagination. From this perspective, progress in religious education refers to participation at religious practices in a more expert way. The aim of this research is to get a clear view on the significance of studying Christian Religious Education (CRE) in primary school by gathering all the available evidence and the influences this education has had on the way they live their lives, communicate with the secular world and to bring to light factors that help to explain this significance. Is there any benefit of religious education in schools? And how does it affect the child? Are the implications positive or negative? What is the progress of these students? To be more precise, what are the learning effects in Christian religious education of these students at the various levels of the primary school regarding their understanding of religion? And secondly, which factors are enhancing and which are diminishing this progress?"

Metodički obzori/Methodological Horizons

Hadži Živorad Milenović

Rene Ferguson

The revised norms and standards for teacher education requires an understanding of the beliefs, values and practices of the main religions of South Africa. However, many preservice teachers have emerged from backgrounds of monoreligious education, or from schools where Religious education was discarded from the curriculum. This situation implies that pre-service teachers may lack the knowledge and skills to cope within a religiously pluralist school environment. This study argues therefore that the attitudes and perceptions of pre-service teachers towards Religious education in particular and religions in general will be positively influenced by means of a programme of intervention. The main aim of this study is to examine strategies for teaching religion to pre-service teachers to equip them for the religious and cultural diversity of South African classrooms. F euerstein' s theory of Mediated Learning Experience (MLE) is examined as a vehicle for initiating new and creative wa...

Academic Research International

Baamphatlha Dinama

World Journal of Advanced Research and Reviews

Chanda C H A N S A Thelma

The study examined impact of religious education on pupils’ behaviour in the selected secondary schools in Lusaka district, Zambia. Specific objectives were; (a) To assess effectiveness of teaching religious education in secondary schools, (b) To establish the relationship between religious education syllabus and shaping pupil moral development, (c) To determine whether the Zambian government has policy framework interventions that support the role of religious education in building Zambia as a Christian. In order to meet the objective, descriptive and explanatory research design was used. Both qualitative and quantitative research approach were used to analyze and interpret data. Data was collected through oral interviews, questionnaires and observations. Furthermore, contributions by some Pentecostal churches and other religious were of importance to the education sector. The study sampled head teachers, teachers of religious studies and pupils of religious education. The sample size for the study was 100 respondents. The findings of the study were that values and practices helps progress in education. The role of Religious Education prepares learners to be morally upright and influences them to fear God and respect fellow human beings. Additionally, the findings revealed that the teaching of religious education is a critical component that enables the school going youth to acquire morality by instilling the right attitudes for social obligations and responsibilities in the society. Based on conclusions of this study, the researchers came up with the following recommendations; Religious Education should be taught in all secondary schools and Zambia at large due to its power to reduce frequency of disciplinary cases in schools, to impart practical ability for learners to discriminate between right and wrong and choose what is right in day-to-day life. The other recommendation is that the government of Zambia and other related agencies should train more Religious Education teachers as the increase of RE teachers will make it possible for the subject to be taught across secondary schools.

Melissa Hawkley

This in-depth case study examines perceptions of teacher and learner roles and relationships that were the basis for common understanding in the creation and implementation of the new youth curriculum, Come, Follow Me: Learning Resources for Youth, for The Church of Jesus Christ of Latter-day Saints. The assumptions and beliefs of teachers and learners directly influence each other in their perception of their roles and thus, directly influence the type of teaching and learning they engage in. The curriculum was intentionally designed to help members of the Church teach and learn for conversion. Teachers who understand both their role and that of the learners, can invite this type of learning through their teaching. Reciprocity of roles, living what you teach, and principle-based teaching, all contribute to correct perceptions of roles and relationships. Teacher councils—where participants counsel together, look for the good in each other’s teaching, practice, and then reflect— help facilitate a climate where teachers risk and try new things, break out of old paradigms of misperceptions of roles and relationships, and move toward an effective teacher role.

School of Theology and Religious Studies

• Faculty and Staff
• Theses and Dissertation Proposals
• Area and Degree Tracking Sheets
• Graduation and Commencement
• Admission to Candidacy for the Doctoral Degree
• Student Advising
• Preparing the Doctoral Defense
• Comprehensive Exams

M.A. Proposals

A reader for the thesis is assigned from the faculty; the director and reader are responsible for approving the proposal and placing it in the student's file. The student, with the help of a faculty member who serves as director, will prepare a one-page thesis proposal that presents the background, purpose, method, and contribution of the thesis. The proposal with a selected bibliography will be submitted to the Director of the Academic Area for approval and will then go to the M.A. Committee for final approval.

S.T.L. Proposals

The S.T.L. candidate will work in conjunction with the Director and Reader of the thesis in preparing the proposal. When the Director and Reader approve the proposal, it will then be submitted to the faculty of the Academic Area for approval. Subsequently the proposal is submitted to the members of the Ecclesiastical Degree Committee for approval. The proposal is kept in the student's file.

Doctoral Proposals

These regulations apply to PhD and STD proposals. A student, who has been formally admitted to candidacy, is eligible to submit a doctoral proposal. The following guidelines for the dissertation proposal must be carefully followed:

The Ph.D. Dissertation Proposal Approval Process

Initial steps of the process.

The student is responsible for securing a director and two readers who will form the dissertation committee. Generally, the committee members should be STRS faculty and hold the degree of Ph.D. or D.Phil. The readers may hold the D.Min. degree if they bring relevant experience to the committee.

The Ph.D. Proposal Committee will use a rubric for evaluating proposals that specifies the instructions articulated in the university guidelines for proposals. The proposal should be organized as follows:

• Background / state of the question
• Methodology
• Contribution / Originality
• Apended biography (additional two pages)

Evaluation of the Proposal by the Ph.D. Proposal Committee

• Once the director has determined that the proposal is ready to be evaluated, the proposal must be approved by the student's academic area.
• The student must send the Chair of the Ph.D. Proposal Committee an electronic copy of the proposal.
• The student must provide the Chair with two forms: a. Doctoral Dissertation Topic and Committee Request for Approval Form (signed by the area director, the dissertation advisor, and the student) b. Ph.D. Proposal Recommendation by the Academic Area Form (signed by area director)
• When the Chair has received both forms and the electronic copy of the proposal, the proposal will go before the Ph.D. Proposal Committee. The Ph.D. Proposal Committee meets on the 4th Tuesday of every month. The Chair should receive all documents by the Wednesday prior to the meeting.
• At the Committee meeting, the student's director is asked to be present to answer any questions the Committee may have. The proposal may be approved by the Committee either "as is" or on the understanding that small-scale emendations will be made. In the latter case, it is the responsibility of the director to communicate the requested emendations to the student and to ensure that these are made by the student. Once the emendations have been made to the director's satisfaction, the student should submit the revised proposal to the Ph.D. Proposal Committee Chair. The Committee may also decide that the proposal requires major reworking and needs to be resubmitted to the Committee after revision. In this case as well, the director is responsible for conveying the Committee's remarks to the student and ensuring that the student makes the recommended revisions. Once this has been done to the director's satisfaction, the student should forward the revised proposal to the Ph.D. Chair who will bring it before the Committee at its next meeting.

Final Stages of the Dissertation Proposal Approval Process

Once the Ph.D. Proposal Committee Chair has the student's proposal as approved by the Committee (or revised in accordance with the Committee's comments) as well as the two required documents listed above, the Chair will write the student a letter officially informing them that the proposal has been approved by the Committee. A copy of that letter will be included in the student's file, which the Chair will submit to the STRS Dean. The Dean will either approve the proposal as submitted and sign the "Request for Approval Form" or ask for changes, which the Dean will communicate to the director and the student. The director and student will make changes and resubmit the proposal to the Dean.

Once the Dean has signed the proposal, he will transmit the student's file to the Office of the Dean of Graduate Studies. The Dean of Graduate Studies will have the proposal assessed by an evaluator outside STRS. On the basis of that evaluation, the Dean of Graduate Studies will either approve the proposal as submitted or ask that it be revised in minor or major ways, and will so inform the student and director. If revisions are necessary, they will need to be made by the student in consultation with the director. The revised proposal must then be resubmitted to the Dean of Graduate Studies, who, in all cases, makes the final decision regarding the approval of the proposal.

Research Proposal Example/Sample

Detailed Walkthrough + Free Proposal Template

If you’re getting started crafting your research proposal and are looking for a few examples of research proposals , you’ve come to the right place.

In this video, we walk you through two successful (approved) research proposals , one for a Master’s-level project, and one for a PhD-level dissertation. We also start off by unpacking our free research proposal template and discussing the four core sections of a research proposal, so that you have a clear understanding of the basics before diving into the actual proposals.

• Research proposal example/sample – Master’s-level (PDF/Word)
• Research proposal example/sample – PhD-level (PDF/Word)
• Proposal template (Fully editable) 

If you’re working on a research proposal for a dissertation or thesis, you may also find the following useful:

• Research Proposal Bootcamp : Learn how to write a research proposal as efficiently and effectively as possible
• 1:1 Proposal Coaching : Get hands-on help with your research proposal

FAQ: Research Proposal Example

Research proposal example: frequently asked questions, are the sample proposals real.

Yes. The proposals are real and were approved by the respective universities.

Can I copy one of these proposals for my own research?

As we discuss in the video, every research proposal will be slightly different, depending on the university’s unique requirements, as well as the nature of the research itself. Therefore, you’ll need to tailor your research proposal to suit your specific context.

You can learn more about the basics of writing a research proposal here .

How do I get the research proposal template?

You can access our free proposal template here .

Is the proposal template really free?

Yes. There is no cost for the proposal template and you are free to use it as a foundation for your research proposal.

Where can I learn more about proposal writing?

For self-directed learners, our Research Proposal Bootcamp is a great starting point.

For students that want hands-on guidance, our private coaching service is recommended.

Psst… there’s more!

This post is an extract from our bestselling Udemy Course, Research Proposal Bootcamp . If you want to work smart, you don't want to miss this .

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