Pub Date : 2010-03-01DOI: 10.15365/JOCE.1303022013
G. McDonough
This paper observes that an ironic tension occurs in the discussion of controversial issues in some Catholic schools. One technique that teachers use in response to student disagreement with the official Church view on a controversial issue like contraception, homosexuality, or female ordination is to present Church teaching but then suggest that students follow up at home with their parents for further information. While this technique is promising to some degree, it sits uneasily against the remarks that some Catholic education commentators make regarding deficiencies in the home regarding student formation and socialization in the faith. The discussion acknowledges some advantages in this technique, but ultimately concludes that it is flawed because it sidesteps the school’s responsibility to promote higher-order religious thinking and undermines the home-school-Church partnership by placing the responsibilities of families and parishes into schools.
{"title":"The Problem of Catholic School Teachers Deferring to the Home on Controversial Religious Issues","authors":"G. McDonough","doi":"10.15365/JOCE.1303022013","DOIUrl":"https://doi.org/10.15365/JOCE.1303022013","url":null,"abstract":"This paper observes that an ironic tension occurs in the discussion of controversial issues in some Catholic schools. One technique that teachers use in response to student disagreement with the official Church view on a controversial issue like contraception, homosexuality, or female ordination is to present Church teaching but then suggest that students follow up at home with their parents for further information. While this technique is promising to some degree, it sits uneasily against the remarks that some Catholic education commentators make regarding deficiencies in the home regarding student formation and socialization in the faith. The discussion acknowledges some advantages in this technique, but ultimately concludes that it is flawed because it sidesteps the school’s responsibility to promote higher-order religious thinking and undermines the home-school-Church partnership by placing the responsibilities of families and parishes into schools.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128204833","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 : 2009-09-01DOI: 10.15365/JOCE.1301022013
Jeffrey P. Dorman
This research investigated some determinants of classroom environment in Australian Catholic high schools. The Catholic School Classroom Environment Questionnaire (CSCEQ) was used to assess seven dimensions of the classroom pyschosocial environment: student affiliation, interactions, cooperation, task orientation, order and organization, individualization, and teacher control. The sample consisted of 1,719 students from 80 classes in 20 Catholic coeducational and single-sex schools. Validation data attested to the sound structural properties of the CSCEQ. Because the data were nested (i.e., students within classes within schools), multilevel analyses were used to investigate the influence of student gender, grade, subject, and school type on students' perceptions of the classroom environment. Statistically significant associations between some of these grouping variables and some of the CSCEQ scales were evident, with gender and grade the main explanatory variables. Variance in order and organization was not explained by any of the four hypothesized grouping variables.
{"title":"Some Determinants of Classroom Psychosocial Environment in Australian Catholic High Schools: A Multilevel Analysis","authors":"Jeffrey P. Dorman","doi":"10.15365/JOCE.1301022013","DOIUrl":"https://doi.org/10.15365/JOCE.1301022013","url":null,"abstract":"This research investigated some determinants of classroom environment in Australian Catholic high schools. The Catholic School Classroom Environment Questionnaire (CSCEQ) was used to assess seven dimensions of the classroom pyschosocial environment: student affiliation, interactions, cooperation, task orientation, order and organization, individualization, and teacher control. The sample consisted of 1,719 students from 80 classes in 20 Catholic coeducational and single-sex schools. Validation data attested to the sound structural properties of the CSCEQ. Because the data were nested (i.e., students within classes within schools), multilevel analyses were used to investigate the influence of student gender, grade, subject, and school type on students' perceptions of the classroom environment. Statistically significant associations between some of these grouping variables and some of the CSCEQ scales were evident, with gender and grade the main explanatory variables. Variance in order and organization was not explained by any of the four hypothesized grouping variables.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124050512","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 : 2009-09-01DOI: 10.15365/JOCE.1301052013
A. Ryan
During the first half of the 20th century, Catholic educators in the United States used theological arguments both to resist and embrace the progressive educational reform effort of educational measurement. The significant expansion of Catholic schooling and the increased number of students attending them, along with increased state oversight, led to a gradual, yet uneven, acceptance of educational measurement by Catholic educators. This partial and more critical acceptance can be attributed to the diversity of Catholic schooling and the incongruity between the assumptions of educational measurement and Catholic educational beliefs. This historical case offers support for continued critique of reform movements and at the same time cautions against wholesale rejection of them. Each reform requires scrutiny with the goal of determining which will assist schools in helping students reach their fullest potential.
{"title":"\"More than Measurable Human Products\": Catholic Educators' Responses to the Educational Measurement Movement in the First Half of the 20th Century.","authors":"A. Ryan","doi":"10.15365/JOCE.1301052013","DOIUrl":"https://doi.org/10.15365/JOCE.1301052013","url":null,"abstract":"During the first half of the 20th century, Catholic educators in the United States used theological arguments both to resist and embrace the progressive educational reform effort of educational measurement. The significant expansion of Catholic schooling and the increased number of students attending them, along with increased state oversight, led to a gradual, yet uneven, acceptance of educational measurement by Catholic educators. This partial and more critical acceptance can be attributed to the diversity of Catholic schooling and the incongruity between the assumptions of educational measurement and Catholic educational beliefs. This historical case offers support for continued critique of reform movements and at the same time cautions against wholesale rejection of them. Each reform requires scrutiny with the goal of determining which will assist schools in helping students reach their fullest potential.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128219540","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 : 2009-09-01DOI: 10.15365/JOCE.1301062013
James M. Mohr
This paper examines how the academic study of hate can be understood through Catholic social justice teachings with an emphasis on the Jesuit commitment to faith and justice to allow for a critical reflection on the relationship between theory and practice. To make the connections between social justice and the study of hate, the paper begins with a description of Hate Studies and a brief overview of the Jesuit conception of social justice as it relates to higher education. Following these descriptions it is explained how Jesuits can influence the development of a curriculum for Hate Studies. The influence is reflected through the five key processes of promoting justice, human dignity, and human rights; integrating faith, scholarship, and activism; involving Catholic colleges and universities with contemporary issues; engaging in reflective practice; and transforming culture.
{"title":"Hate Studies: Toward Jesuit Leadership on Curriculum Development","authors":"James M. Mohr","doi":"10.15365/JOCE.1301062013","DOIUrl":"https://doi.org/10.15365/JOCE.1301062013","url":null,"abstract":"This paper examines how the academic study of hate can be understood through Catholic social justice teachings with an emphasis on the Jesuit commitment to faith and justice to allow for a critical reflection on the relationship between theory and practice. To make the connections between social justice and the study of hate, the paper begins with a description of Hate Studies and a brief overview of the Jesuit conception of social justice as it relates to higher education. Following these descriptions it is explained how Jesuits can influence the development of a curriculum for Hate Studies. The influence is reflected through the five key processes of promoting justice, human dignity, and human rights; integrating faith, scholarship, and activism; involving Catholic colleges and universities with contemporary issues; engaging in reflective practice; and transforming culture.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129127909","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 : 2009-09-01DOI: 10.15365/JOCE.1301032013
L. M. Fenzel, J. Domingues
Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, first developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk. The present study compares the effectiveness of two types of high-poverty Catholic schools for 322 African American middle school students. Result show that Nativity schools are more successful than traditional Catholic schools in effecting student gains in standardized test score performance. Results also suggest that features such as small school and class size, small student-teacher ratios, and an extended academic day contribute to these gains. The quality of the school and classroom environment, as perceived by students, that contributed to the amount of engaged learning time also may have contributed to their stronger academic performance. Implications for urban schooling for African American middle school children placed at risk are discussed.
{"title":"Educating Urban African American Children Placed At Risk: A Comparison of Two Types of Catholic Middle Schools","authors":"L. M. Fenzel, J. Domingues","doi":"10.15365/JOCE.1301032013","DOIUrl":"https://doi.org/10.15365/JOCE.1301032013","url":null,"abstract":"Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, first developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk. The present study compares the effectiveness of two types of high-poverty Catholic schools for 322 African American middle school students. Result show that Nativity schools are more successful than traditional Catholic schools in effecting student gains in standardized test score performance. Results also suggest that features such as small school and class size, small student-teacher ratios, and an extended academic day contribute to these gains. The quality of the school and classroom environment, as perceived by students, that contributed to the amount of engaged learning time also may have contributed to their stronger academic performance. Implications for urban schooling for African American middle school children placed at risk are discussed.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129977097","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 : 2009-06-01DOI: 10.15365/JOCE.1204052013
Leanne M. Kallemeyn
Public schools are experiencing a new era of assessment and evaluation with the implementation of state accountability systems and No Child Left Behind. How can Catholic schools respond by recognizing the legitimacy of evaluation and assessment, while also critically examining its appropriateness? To help address this question, the article contains a brief history of how Catholic schools have accommodated evaluation and assessment demands, followed by a critical examination of standards-based accountability systems and high-stakes testing in relation to the identity and current milieu of Catholic schools. It also presents an expanded understanding of assessment and evaluation, which draws heavily on qualitative research paradigms.
{"title":"Responding to the Demands of Assessment and Evaluation in Catholic Education","authors":"Leanne M. Kallemeyn","doi":"10.15365/JOCE.1204052013","DOIUrl":"https://doi.org/10.15365/JOCE.1204052013","url":null,"abstract":"Public schools are experiencing a new era of assessment and evaluation with the implementation of state accountability systems and No Child Left Behind. How can Catholic schools respond by recognizing the legitimacy of evaluation and assessment, while also critically examining its appropriateness? To help address this question, the article contains a brief history of how Catholic schools have accommodated evaluation and assessment demands, followed by a critical examination of standards-based accountability systems and high-stakes testing in relation to the identity and current milieu of Catholic schools. It also presents an expanded understanding of assessment and evaluation, which draws heavily on qualitative research paradigms.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128219240","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 : 2009-06-01DOI: 10.15365/JOCE.1204072013
M. Scanlan
Catholic school educators are morally compelled by Catholic social teaching to foster inclusive service delivery for students who have traditionally been marginalized in schools, including students in poverty, students of color, English language learners, and students with special needs. This article applies this moral context to analyze the legal obligations of Catholic schools under Section 504 to serve students with special needs. It argues that as Catholic schools follow Catholic social teaching by developing inclusive service delivery to meet students’ special needs, their legal obligations grow. The article concludes by describing the learning consultant model, a system of service delivery that balances these moral and legal duties.
{"title":"Moral, Legal, and Functional Dimensions of Inclusive Service Delivery in Catholic Schools.","authors":"M. Scanlan","doi":"10.15365/JOCE.1204072013","DOIUrl":"https://doi.org/10.15365/JOCE.1204072013","url":null,"abstract":"Catholic school educators are morally compelled by Catholic social teaching to foster inclusive service delivery for students who have traditionally been marginalized in schools, including students in poverty, students of color, English language learners, and students with special needs. This article applies this moral context to analyze the legal obligations of Catholic schools under Section 504 to serve students with special needs. It argues that as Catholic schools follow Catholic social teaching by developing inclusive service delivery to meet students’ special needs, their legal obligations grow. The article concludes by describing the learning consultant model, a system of service delivery that balances these moral and legal duties.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115474544","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 : 2009-06-01DOI: 10.15365/JOCE.1204032013
R. Proehl, S. Suzuki
This article describes a research project that examined the impact of a Lasallian mission formation program on program participants and their institutions. The study found that the program had a powerful impact on the participants personally, and seventy-one percent (71%) became newly involved or recommitted to social justice initiatives upon returning from the program. Two factors, however, significantly predicted the participants’ level of transfer of learning into action: the availability of social support at their home institution and the applicability of their learning to their work. The article concludes with recommendations to help institutional leaders even more intentionally support participants to bring the lessons learned from mission-formation programs back to their institutions.
{"title":"Transferring Social Justice Initiatives into Lasallian Schools","authors":"R. Proehl, S. Suzuki","doi":"10.15365/JOCE.1204032013","DOIUrl":"https://doi.org/10.15365/JOCE.1204032013","url":null,"abstract":"This article describes a research project that examined the impact of a Lasallian mission formation program on program participants and their institutions. The study found that the program had a powerful impact on the participants personally, and seventy-one percent (71%) became newly involved or recommitted to social justice initiatives upon returning from the program. Two factors, however, significantly predicted the participants’ level of transfer of learning into action: the availability of social support at their home institution and the applicability of their learning to their work. The article concludes with recommendations to help institutional leaders even more intentionally support participants to bring the lessons learned from mission-formation programs back to their institutions.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124382145","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 : 2009-06-01DOI: 10.15365/JOCE.1204022013
O.S.B. Kevin M. Tidd
The second in a two-part series, this article reviews the recent struggle of the Christian Brothers to develop the concepts of Lasallian schools and shared mission as a means to invite and incorporate the full and active collaboration of lay men and women in the ministry of Catholic education.
{"title":"The Evolution of “Association” as a Model for Lay/Religious Collaboration in Catholic Education, Part II: The Emergence of Shared Mission as a Ministry Paradigm, 1986-2000","authors":"O.S.B. Kevin M. Tidd","doi":"10.15365/JOCE.1204022013","DOIUrl":"https://doi.org/10.15365/JOCE.1204022013","url":null,"abstract":"The second in a two-part series, this article reviews the recent struggle of the Christian Brothers to develop the concepts of Lasallian schools and shared mission as a means to invite and incorporate the full and active collaboration of lay men and women in the ministry of Catholic education.","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122686092","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 : 2009-06-01DOI: 10.15365/JOCE.1204062013
M. Shaughnessy
{"title":"Civil Law and Catholic Education: Past, Present, and Future","authors":"M. Shaughnessy","doi":"10.15365/JOCE.1204062013","DOIUrl":"https://doi.org/10.15365/JOCE.1204062013","url":null,"abstract":"","PeriodicalId":109593,"journal":{"name":"Catholic education. A journal of inquiry and practice","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122987291","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}
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