Survey participants’ responses were discussed, and implications for CBWS training programs were considered. Commonalities and differences between the five CBWS programs were described in the current study. By the end of the Delphi Survey, 45 Skills, Understandings, and Instructional Methods achieved consensus while 55 did not achieve consensus of the survey participants. A total of 100 Skills, Understandings, and Instructional Methods were identified in the Delphi Survey of CBWS programs. Using the Delphi method, a consensus (= 70%) or not achieving consensus (= 69.9%) determination was made of the Skills, Understandings, and Instructional Methods that were rated by CBWS survey participants.
For the current study, a consensus was determined when 70% or more of the survey participants (n = 13) rated a survey item as either four or five on a five-point Likert-type scale. The Delphi Survey responses items were analyzed and presented with the mean ratings (M), standard deviations (SD), variances (s2), and consensus levels (CL) to determine what Student Learning Objectives (i.e., ‘Skills’ and ‘Understandings’) and Instructional Methods were common among the five CBWS programs. Survey participants’ ratings were based on a five-point Likert-type scale (i.e., ‘1’ = definitely not important/strongly disagree/never or very rarely ‘2’ = not important/disagree/rarely ‘3’ = somewhat important/neutral/occasionally ‘4’ = important/agree/frequently ‘5’ = definitely important/strongly agree/very frequently). In Round 2 and Round 3 of the Delphi Survey, participants were given instructions to rate their responses to determine the student learning objectives and instructional methods of their Church-based Worship School training programs. The first round of qualitative data collection generated themes that were used by the researcher to develop the second and third rounds of quantitative survey items. Three Delphi Survey ‘Rounds’ were developed and administered to CBWS leaders to determine the specific elements of analysis.
A panel of Worship School program ‘experts’ (n = 13) were comprised of directors, instructors, administrators, and church leaders of five Worship Schools in the United States and were surveyed using a Delphi method. Church-based Worship School program history and curricula were described and presented in the form of researcher-developed ‘Profiles’ for each Worship School. The five CBWS training programs examined in the current study were selected based on criteria, including (a) operational longevity, (b) active student enrollment, (c) trained faculty, and (d) Worship School facility. Data were collected and analyzed from four primary sources, including (a) Worship School course catalogs, (b) program materials, (c) websites, and (d) Delphi Survey responses.
An exploratory sequential mixed-method design was used for this research.
This study was designed to examine the characteristics of these emerging church music education programs. Church-based Worship Schools are professional, nondegree- granting educational institutions that provide ministry training for church musicians who aspire to leadership roles in evangelical Protestant churches. Grassi (Creator) Institution The University of North Carolina at Greensboro (UNCG ) Web Site: Advisor Patricia SinkĪbstract: The purpose of this research was to examine the program history, structure, curricula, Student Learning Objectives, and Instructional Methods of five (N = 5) Church-based Worship Schools (‘CBWS’) in the United States. Preparing a new generation of church musicians : a Delphi study of evangelical church-based worship school programs UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document) Daniel J.
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