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Orientations in religious education

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This article reviews the findings of an empirical research project concerning teacher goals of religious education in the curriculum of schools 'at the boundaries between Church and State'. The methods of Grounded Theory are applied, and the principles of its application further refined, to identify major categories for the classification of teacher goals. Statistical analysis shows a correlation between the gender of students and the general orientation of religious education adopted by teachers. Issues are raised both at the overarching level of conceptualities for me field of religion in curriculum evaluation and also at the level of consistency of orientation among teachers at the local school provider level.

Affiliations: 1: Religion Studies at Trinity Grammar School, Victoria, Australia

10.1163/157092589X00130
/content/journals/10.1163/157092589x00130
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/content/journals/10.1163/157092589x00130
1989-01-01
2016-09-26

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