Instructional Communication in U.S. Evangelical Christian Youth Ministries: Examining Youth Minister Perceptions.
One primary goal of youth ministry programs is to teach adolescents about a given faith and, in doing so, to foster active and ongoing lifelong engagement in spiritual life. Although youth ministry settings differ from conventional classrooms in some ways, their fundamental objective of teaching and...
| Publicado en: | Journal of Communication & Religion Vol. 47; no. 1; pp. 55 - 78 |
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| Autores principales: | , |
| Formato: | Artículo |
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Religious Communication Association
Spring2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=180282077&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 180282077 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 08942838 GU2 jtl: Journal of Communication & Religion issn: 08942838 maglogo: N pubinfo: dt: Spring2024 vid: 47 iid: 1 pid: 12589 pub: Religious Communication Association artinfo: ui: 180282077 ppf: 55 ppct: 23 formats: fmt: @attributes: type: P size: 2.4MB tig: atl: Instructional Communication in U.S. Evangelical Christian Youth Ministries: Examining Youth Minister Perceptions. aug: au: Taylor, Lakelyn E. Sellnow, Deanna D. affil: Postdoctoral associate in the Rubenstein School of Environment and Natural Resources at the University of Vermont Professor and Chair of the Department of Communication at Clemson University su: Church work with youth Kolb's Experiential Learning theory Experiential learning Spiritual life Best practices sug: subj: Church work with youth Kolb's Experiential Learning theory Experiential learning Spiritual life Best practices keyword: communication pedagogy experiential learning IDEA model instructional communication Youth ministry ab: One primary goal of youth ministry programs is to teach adolescents about a given faith and, in doing so, to foster active and ongoing lifelong engagement in spiritual life. Although youth ministry settings differ from conventional classrooms in some ways, their fundamental objective of teaching and learning is the same. In this sense, youth ministers function as "teachers" and adolescents as "students." This exploratory study examines youth ministry pedagogy via an instructional communication lens to discover the degree to which it follows what the research promotes as best practices for teaching and learning. The analysis, grounded in experiential learning theory as conceptualized in the learning cycle and IDEA model, revealed several important conclusions. Youth ministers rely primarily on teaching through lectures. When they do engage in classroom discussions, they typically employ a minister-led teacher-to-student approach. Consequently, students participate as passive learners who are presumed to absorb the information presented to them by the experts (i.e., youth ministers). Students are rarely provided opportunities to apply concepts directly to their personal life experiences beyond the classroom or to enact action steps experientially based on the material presented. Based on these findings, several implications for youth ministers and youth ministry programs, as well as suggestions for future research, are posed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Communication & Religion is the property of Religious Communication Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Communication & Religion holder: Religious Communication Association dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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