Pub Date : 2013-03-18DOI: 10.15365/JOCE.1602042013
Mark E. Snyder
This research study was designed to provide a formal evaluation of the academic achievement of homeschooled students compared to traditionally schooled students attending a Catholic university located in South Florida. In addition, this study offers empirical data for all those interested in the academic success of homeschooled students in higher education, in particular, in Catholic colleges and universities. Using archival data, 408 students were evaluated based on their four-year secondary school type: 137 public-schooled students; 142 Catholic schooled students; and 129 homeschooled students. Equally weighted criteria were overall SAT or ACT scores, overall college grade-point average (GPA), GPA by major, and core GPA. A statistically significant difference was found between homeschooled students and traditionally schooled students in ACT and SAT scores and overall GPA, showing value to the institution and supporting the literature with regards to the academic viability of homeschooled students in college.
{"title":"An Evaluative Study of the Academic Achievement of Homeschooled Students Versus Traditionally Schooled Students Attending a Catholic University","authors":"Mark E. Snyder","doi":"10.15365/JOCE.1602042013","DOIUrl":"https://doi.org/10.15365/JOCE.1602042013","url":null,"abstract":"This research study was designed to provide a formal evaluation of the academic achievement of homeschooled students compared to traditionally schooled students attending a Catholic university located in South Florida. In addition, this study offers empirical data for all those interested in the academic success of homeschooled students in higher education, in particular, in Catholic colleges and universities. Using archival data, 408 students were evaluated based on their four-year secondary school type: 137 public-schooled students; 142 Catholic schooled students; and 129 homeschooled students. Equally weighted criteria were overall SAT or ACT scores, overall college grade-point average (GPA), GPA by major, and core GPA. A statistically significant difference was found between homeschooled students and traditionally schooled students in ACT and SAT scores and overall GPA, showing value to the institution and supporting the literature with regards to the academic viability of homeschooled students in college.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122177466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-03-18DOI: 10.15365/JOCE.1602072013
C. Horning
This paper analyzes how an emerging form of schooling—“religious” charter schools—may influence the future of urban Catholic elementary education in America. Specifically, it synthesizes the literature related to religious charter schools and Catholic education. The paper investigates if a common understanding of religious charter schools is salient in the literature. In addition, it analyzes the benefits and challenges to this type of school within the context of Catholic education. The synthesis of the literature on the interplay between religious charter schools and urban Catholic elementary schools is the first of its kind. The conclusions of this paper indicate that while the religious charter school terminology is problematic when used in discussions about the future of urban Catholic elementary schools, the concept of such schools merit further reflection and research. These amorphous schools may provide new opportunities and benefits to the Catholic community and others invested in urban education, but they are challenging to implement in practice. The most likely beneficial scenario that emerged in the literature is the leasing of former Catholic school facilities to charter schools and subsequently developing before- or after-school religious education programs when there is no alternative to closing a parochial school. In addition, developing positive relationships with charter schools may result in additional income for struggling urban parishes as well as opening new doors for religious education programming and outreach to the urban poor. Challenges to religious charter schools within the context of Catholic education include church and state complications related to public funding, religious identity issues, legal concerns, increased competition for Catholic schools, and the fact that they are not Catholic schools. Lastly, there is no clear legal consensus on the viability of public charter schools that accommodate religion. This invites the need for scholarly research, advocacy, and public policy work by those interested in the future of urban education in America.
{"title":"The Intersection of Religious Charter Schools and Urban Catholic Education: A Literature Review.","authors":"C. Horning","doi":"10.15365/JOCE.1602072013","DOIUrl":"https://doi.org/10.15365/JOCE.1602072013","url":null,"abstract":"This paper analyzes how an emerging form of schooling—“religious” charter schools—may influence the future of urban Catholic elementary education in America. Specifically, it synthesizes the literature related to religious charter schools and Catholic education. The paper investigates if a common understanding of religious charter schools is salient in the literature. In addition, it analyzes the benefits and challenges to this type of school within the context of Catholic education. The synthesis of the literature on the interplay between religious charter schools and urban Catholic elementary schools is the first of its kind. The conclusions of this paper indicate that while the religious charter school terminology is problematic when used in discussions about the future of urban Catholic elementary schools, the concept of such schools merit further reflection and research. These amorphous schools may provide new opportunities and benefits to the Catholic community and others invested in urban education, but they are challenging to implement in practice. The most likely beneficial scenario that emerged in the literature is the leasing of former Catholic school facilities to charter schools and subsequently developing before- or after-school religious education programs when there is no alternative to closing a parochial school. In addition, developing positive relationships with charter schools may result in additional income for struggling urban parishes as well as opening new doors for religious education programming and outreach to the urban poor. Challenges to religious charter schools within the context of Catholic education include church and state complications related to public funding, religious identity issues, legal concerns, increased competition for Catholic schools, and the fact that they are not Catholic schools. Lastly, there is no clear legal consensus on the viability of public charter schools that accommodate religion. This invites the need for scholarly research, advocacy, and public policy work by those interested in the future of urban education in America.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117226414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-03-18DOI: 10.15365/JOCE.1602022013
O. Warner, D. S. Caudill
The reception of Ex corde ecclesiae has been uneven across the disciplines, with scant interest in distinctly Catholic pedagogies outside of the humanities. This essay argues that Catholic universities can distinguish themselves by how they present science and technology in their curriculum by drawing from the interdisciplinary field of “science, technology & society,” or STS. We argue that discussions about Catholic identity, science, and human values can and should extend into the curriculum while simultaneously safeguarding academic freedom, and that this can readily be done in professional schools, such as law and engineering. We outline the contributions that STS as a field could offer Catholic higher education. We discuss how teaching science and technologies as social forces can provide the intellectual and reflective space necessary for critical reflection on their moral dimensions, in society and in the emerging professional lives of students. We argue that STS can help Catholic universities express the Catholic tradition of linking knowledge and wisdom, and thus has the potential to advance the distinctly Catholic character of universities. To substantiate our claims, we present three examples of STS in Catholic higher education curriculum: undergraduate core curriculum, law school instruction, and frugal innovation in engineering education.
{"title":"Science, Technology, and Catholic Identity in the Education of Professionals.","authors":"O. Warner, D. S. Caudill","doi":"10.15365/JOCE.1602022013","DOIUrl":"https://doi.org/10.15365/JOCE.1602022013","url":null,"abstract":"The reception of Ex corde ecclesiae has been uneven across the disciplines, with scant interest in distinctly Catholic pedagogies outside of the humanities. This essay argues that Catholic universities can distinguish themselves by how they present science and technology in their curriculum by drawing from the interdisciplinary field of “science, technology & society,” or STS. We argue that discussions about Catholic identity, science, and human values can and should extend into the curriculum while simultaneously safeguarding academic freedom, and that this can readily be done in professional schools, such as law and engineering. We outline the contributions that STS as a field could offer Catholic higher education. We discuss how teaching science and technologies as social forces can provide the intellectual and reflective space necessary for critical reflection on their moral dimensions, in society and in the emerging professional lives of students. We argue that STS can help Catholic universities express the Catholic tradition of linking knowledge and wisdom, and thus has the potential to advance the distinctly Catholic character of universities. To substantiate our claims, we present three examples of STS in Catholic higher education curriculum: undergraduate core curriculum, law school instruction, and frugal innovation in engineering education.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121507439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-03-18DOI: 10.15365/JOCE.1602082013
Anthony Sabatino, Karen Huchting, Franca Dell'Olio
This research study investigated the decision-making process utilized by three elementary schools in adopting the 200-day calendar initiative in the Archdiocese of Los Angeles. The schools in the study represented three distinct sets of demographics focusing primarily on high, middle, and low socioeconomic characteristics, as reported by the Archdiocese. Principals, pastors, parent representatives, and school advisory council representatives were interviewed. The current study outlines the decision-making process by the school leadership, the reactions to the decision by the stakeholders, and finally, the reasons why these three schools chose to extend their school calendar. Findings suggest that the autonomous leadership and governance structure of the elementary schools in the Archdiocese of Los Angeles allowed schools to utilize a context-specific decision-making process, where once school pastors and principals agreed to the decision, the initiative was adopted at the schools. Reasons for the extension vary by school.
{"title":"The 200-Day Calendar Initiative in the Archdiocese of Los Angeles: Three Schools' Decision to Break the Mold.","authors":"Anthony Sabatino, Karen Huchting, Franca Dell'Olio","doi":"10.15365/JOCE.1602082013","DOIUrl":"https://doi.org/10.15365/JOCE.1602082013","url":null,"abstract":"This research study investigated the decision-making process utilized by three elementary schools in adopting the 200-day calendar initiative in the Archdiocese of Los Angeles. The schools in the study represented three distinct sets of demographics focusing primarily on high, middle, and low socioeconomic characteristics, as reported by the Archdiocese. Principals, pastors, parent representatives, and school advisory council representatives were interviewed. The current study outlines the decision-making process by the school leadership, the reactions to the decision by the stakeholders, and finally, the reasons why these three schools chose to extend their school calendar. Findings suggest that the autonomous leadership and governance structure of the elementary schools in the Archdiocese of Los Angeles allowed schools to utilize a context-specific decision-making process, where once school pastors and principals agreed to the decision, the initiative was adopted at the schools. Reasons for the extension vary by school.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131148325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-03-18DOI: 10.15365/JOCE.1602052013
K. Pollock
School success is a complex and abstract notion. Asking questions about what is meant by school success is important, since the ways in which educators and administrators define school success tends to guide their practice, and may have implications for current and future policy initiatives. This qualitative case study explores how one publicly funded Catholic school in Ontario, Canada, conceives of school success. First, a brief historical description of publicly funded Catholic schooling in Ontario is given, followed by a short introduction of the contemporary school success discourse. Next, the methodological approach is described, leading into a detailed account of the study’s findings. Last, a comprehensive discussion follows around a particular publicly funded Catholic school’s notions of success in their local context. This study pays particular attention to the question of whether or not narrow achievement priorities from the provincial government dominate local school discourse and practices.
{"title":"Administrator and Teachers' Perceptions of School Success in a Publicly Funded Catholic School in Ontario, Canada","authors":"K. Pollock","doi":"10.15365/JOCE.1602052013","DOIUrl":"https://doi.org/10.15365/JOCE.1602052013","url":null,"abstract":"School success is a complex and abstract notion. Asking questions about what is meant by school success is important, since the ways in which educators and administrators define school success tends to guide their practice, and may have implications for current and future policy initiatives. This qualitative case study explores how one publicly funded Catholic school in Ontario, Canada, conceives of school success. First, a brief historical description of publicly funded Catholic schooling in Ontario is given, followed by a short introduction of the contemporary school success discourse. Next, the methodological approach is described, leading into a detailed account of the study’s findings. Last, a comprehensive discussion follows around a particular publicly funded Catholic school’s notions of success in their local context. This study pays particular attention to the question of whether or not narrow achievement priorities from the provincial government dominate local school discourse and practices.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125144195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-03-18DOI: 10.15365/JOCE.1602092013
R. Proehl, Shelese Douglas, D. Elias, Anthony H. Johnson, Wendy Westsmith
Catholic schools in the United States are faced with the looming challenge of declining enrollments. One possible strategy for dealing with this problem is to institute multi-grade classrooms where students from two or more grades are combined in one classroom with one instructor. In this article, the authors examined one urban Catholic school’s successful transition to multi-grade classrooms when student enrollment dropped dramatically. The transition to multi-grade classrooms did not have a significant impact on student outcomes as measured by absences, tardiness, or academic performance though other social-emotional and developmental benefits were perceived. For example, the students were more likely to nurture other students and be nurtured by them; assume shared responsibility and leadership in the classroom and at home; were involved in fewer disciplinary incidents; and were more respectful of their classmates. The researchers offer lessons learned about the transition for other Catholic school leaders who may be considering such a change.
{"title":"A Collaborative Approach: Assessing the Impact of Multi-Grade Classrooms","authors":"R. Proehl, Shelese Douglas, D. Elias, Anthony H. Johnson, Wendy Westsmith","doi":"10.15365/JOCE.1602092013","DOIUrl":"https://doi.org/10.15365/JOCE.1602092013","url":null,"abstract":"Catholic schools in the United States are faced with the looming challenge of declining enrollments. One possible strategy for dealing with this problem is to institute multi-grade classrooms where students from two or more grades are combined in one classroom with one instructor. In this article, the authors examined one urban Catholic school’s successful transition to multi-grade classrooms when student enrollment dropped dramatically. The transition to multi-grade classrooms did not have a significant impact on student outcomes as measured by absences, tardiness, or academic performance though other social-emotional and developmental benefits were perceived. For example, the students were more likely to nurture other students and be nurtured by them; assume shared responsibility and leadership in the classroom and at home; were involved in fewer disciplinary incidents; and were more respectful of their classmates. The researchers offer lessons learned about the transition for other Catholic school leaders who may be considering such a change.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124165729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-03-18DOI: 10.15365/JOCE.1602032013
Gail A. Mayotte, Dan Wei, Sarah Lamphier, T. Doyle
Professional development provides a means to build capacity among school personnel when it is delivered as part of a systematic, long-term approach to school and teacher improvement. This research examines a sustained, diocesan-wide professional development model, called the ACE Collaborative for Academic Excellence, that aims to build capacity for school improvement. It utilizes a framework modeled on the pillars of the Alliance for Catholic Education that targets three areas: teacher, group, and vision capacity. An analysis of participant survey data probes the extent to which teacher, group, and vision capacity are enhanced in this model and suggests several ways this professional development model and others can be strengthened to effect lasting change in Catholic schools.
{"title":"Enhancing Capacity to Improve Student Learning","authors":"Gail A. Mayotte, Dan Wei, Sarah Lamphier, T. Doyle","doi":"10.15365/JOCE.1602032013","DOIUrl":"https://doi.org/10.15365/JOCE.1602032013","url":null,"abstract":"Professional development provides a means to build capacity among school personnel when it is delivered as part of a systematic, long-term approach to school and teacher improvement. This research examines a sustained, diocesan-wide professional development model, called the ACE Collaborative for Academic Excellence, that aims to build capacity for school improvement. It utilizes a framework modeled on the pillars of the Alliance for Catholic Education that targets three areas: teacher, group, and vision capacity. An analysis of participant survey data probes the extent to which teacher, group, and vision capacity are enhanced in this model and suggests several ways this professional development model and others can be strengthened to effect lasting change in Catholic schools.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131982015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-09-17DOI: 10.15365/JOCE.1601052013
R. Sinatra, C. Maher
This article reveals how St. John’s University implemented mission-focused programs to advance its unique Catholic perspective, that of the Vincentian tradition to serve the poor and remedy social inequities. Heeding the 1986 call of Pope John Paul II to Vincentian institutions, all levels of the university from incoming freshmen to the board of trustees have embraced the Pope’s message to serve the poor and needy. Major program initiatives have included an expanded and enriched academic service-learning (ASL) program with a Discover New York service component for all incoming freshmen; the creation of a Vincentian Institute for Social Action to coordinate student and faculty service and research efforts with community partners; the establishment of a 4-year undergraduate Ozanam Scholar Program to engage students in extensive service and research under faculty mentorship; sustainable collaborations with community partners whose mission focus is compatible with the Vincentian perspective; and a dedicated effort to measure program impact through outcomes-based quantitative and qualitative research methodologies. Religiously affiliated institutions may find program components and organizational strategies to be beneficial in their own work in serving the poor, needy, and disenfranchised.
本文揭示了圣约翰大学如何实施以使命为中心的计划，以推进其独特的天主教观点，即为穷人服务和纠正社会不平等的文森特传统。1986年，教皇约翰·保罗二世(Pope John Paul II)对圣文森特学院发出了呼吁，从新生到董事会，大学的各个层次都接受了教皇为穷人和有需要的人服务的信息。主要的项目举措包括扩大和丰富学术服务学习(ASL)项目，为所有新生提供“发现纽约”服务;创建文森特社会行动研究所，与社区合作伙伴协调学生和教师的服务和研究工作;建立四年制本科生Ozanam学者计划，让学生在教师指导下进行广泛的服务和研究;与社区合作伙伴的可持续合作，其任务重点与文森特的观点是兼容的;并致力于通过基于结果的定量和定性研究方法来衡量项目的影响。宗教附属机构可能会发现项目组成部分和组织策略对他们自己的工作有益，帮助穷人、有需要的人和被剥夺公民权的人。
{"title":"Advancing the Vincentian Tradition through Strategic Service and Research","authors":"R. Sinatra, C. Maher","doi":"10.15365/JOCE.1601052013","DOIUrl":"https://doi.org/10.15365/JOCE.1601052013","url":null,"abstract":"This article reveals how St. John’s University implemented mission-focused programs to advance its unique Catholic perspective, that of the Vincentian tradition to serve the poor and remedy social inequities. Heeding the 1986 call of Pope John Paul II to Vincentian institutions, all levels of the university from incoming freshmen to the board of trustees have embraced the Pope’s message to serve the poor and needy. Major program initiatives have included an expanded and enriched academic service-learning (ASL) program with a Discover New York service component for all incoming freshmen; the creation of a Vincentian Institute for Social Action to coordinate student and faculty service and research efforts with community partners; the establishment of a 4-year undergraduate Ozanam Scholar Program to engage students in extensive service and research under faculty mentorship; sustainable collaborations with community partners whose mission focus is compatible with the Vincentian perspective; and a dedicated effort to measure program impact through outcomes-based quantitative and qualitative research methodologies. Religiously affiliated institutions may find program components and organizational strategies to be beneficial in their own work in serving the poor, needy, and disenfranchised.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128007409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-09-17DOI: 10.15365/JOCE.1601102013
J. Convey
This article presents the results of a survey conducted in 2010 of over 3,300 administrators and teachers in Catholic elementary and secondary schools nationally about their understanding of the meaning of the term “Catholic identity.” The survey was conducted in the fall of 2010 in anticipation of a national conference on the Catholic identity of Catholic elementary and secondary schools at The Catholic University of America, October 2-4, 2011. The vast majority of respondents viewed the school’s culture or faith community as the most important component of its Catholic identity. The longer the teacher or administrator worked in Catholic schools, the higher the rating they gave to the essential nature of the school’s faith community to its Catholic identity. Other aspects of Catholic identity that received high ratings were prayer, the content of the religion course, who taught religion, liturgical celebrations, and participation in service. The respondents viewed the percentage of Catholic students as the least important aspect of Catholic identity.
{"title":"Perceptions of Catholic Identity: Views of Catholic School Administrators and Teachers","authors":"J. Convey","doi":"10.15365/JOCE.1601102013","DOIUrl":"https://doi.org/10.15365/JOCE.1601102013","url":null,"abstract":"This article presents the results of a survey conducted in 2010 of over 3,300 administrators and teachers in Catholic elementary and secondary schools nationally about their understanding of the meaning of the term “Catholic identity.” The survey was conducted in the fall of 2010 in anticipation of a national conference on the Catholic identity of Catholic elementary and secondary schools at The Catholic University of America, October 2-4, 2011. The vast majority of respondents viewed the school’s culture or faith community as the most important component of its Catholic identity. The longer the teacher or administrator worked in Catholic schools, the higher the rating they gave to the essential nature of the school’s faith community to its Catholic identity. Other aspects of Catholic identity that received high ratings were prayer, the content of the religion course, who taught religion, liturgical celebrations, and participation in service. The respondents viewed the percentage of Catholic students as the least important aspect of Catholic identity.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132866070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-09-17DOI: 10.15365/JOCE.1601042013
K. Engebretson
This is a conceptual paper considering some of the foundational issues that a teacher needs to have at least considered (if not resolved) when he or she sets out to encourage students to understand and appreciate the variety of religions in their communities. The first issue is that of what to call the enterprise; the second relates to assumed hierarchies of religions and the barriers these can impose on genuine education about religions; the third issue is that of the fundamentalist student; the fourth issue is the pervasive presence of religious history especially when religion has been the oppressor; the fifth, the position of the believing student in the conversation; and the sixth, the development of critical thinking about religions. All of these foundational issues provide rich content for educators’ reflections, reading, and discussions with colleagues and dialogue with students.
{"title":"Foundational Issues in Educating Young People for Understanding and Appreciation of the Religions in Their Communities","authors":"K. Engebretson","doi":"10.15365/JOCE.1601042013","DOIUrl":"https://doi.org/10.15365/JOCE.1601042013","url":null,"abstract":"This is a conceptual paper considering some of the foundational issues that a teacher needs to have at least considered (if not resolved) when he or she sets out to encourage students to understand and appreciate the variety of religions in their communities. The first issue is that of what to call the enterprise; the second relates to assumed hierarchies of religions and the barriers these can impose on genuine education about religions; the third issue is that of the fundamentalist student; the fourth issue is the pervasive presence of religious history especially when religion has been the oppressor; the fifth, the position of the believing student in the conversation; and the sixth, the development of critical thinking about religions. All of these foundational issues provide rich content for educators’ reflections, reading, and discussions with colleagues and dialogue with students.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129094133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：