Ed.D. Dissertations

Date of Award

2-2017

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

First Supervisor

Julie McCann, Ph.D.

Second Supervisor

Chad Lakies, Ph.D.

Third Supervisor

JeVon Marshall, Ph .D.

Keywords

charter school, bible, religion, implementation, biblical literacy, religious literacy

Abstract

This study was conducted with administrators of four charter schools located in the west, the south, and southeast portions of the United States that had courses in religious and biblical literacy in each school’s curricula. A multiple case study methodology was employed to describe the experiences of public charter schools implementing religious and biblical literacy courses to discover commonalities to successful implementation. The data was gathered using semi-structured interviews conducted during the summer and fall of 2016. Areas of interest were specific to course descriptions, the fit within the specific charter school vision and mission, teacher training, and resources. The most common factor supporting the implementation of the courses, revealed by all administrators, was the need for teacher training and preparedness before taking on a specific religious or biblical literacy course. The researcher chose schools where the course fit into the mission and vision of the school, as an indicator of purpose, and where teachers used primary source documents in lesson plans. A framework of implementation strategy is provided as well as the implications needing to be addressed by staffing. The research may inform other charter schools looking to implement such coursework and the researcher outlines additional areas of study needed to investigate other specific indicators.

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