Pub Date : 2023-09-21DOI: 10.15365/cate.2023.160209
Anne H Toomey, Monica Palta, Michelle Johnson, Jason Smith, Elizabeth Balladares, Novem Auyeung, Erika Svendsen, Rob Pirani, Georgina Cullman, Julia Corrado, Lindsay Campbell
Due to a combination of climate change-driven threats and economic opportunities, cities across the world are investing billions of dollars in waterfront infrastructure and coastal restoration. Urban planners and park managers are often tasked with designing and programming blue spaces to maximize ecosystem services (ES) for local users. However, it is not always clear which ES are most valued, and by whom. Thus, the design of urban waterfronts presents challenges in identifying how communities engage with these spaces and how new planning might alter such uses if not accounted for. This paper describes a Rapid Social Assessment (RSA) methodology that has been piloted in the NYC metropolitan area to successfully ground community engagement and planning in an understanding of how urban blue spaces are currently used. This methodology can be coupled with other types of data collection for a better characterization of the coupled human-natural dynamics of these spaces, and can be adapted to coastal, lake, and riparian waterfronts globally.
{"title":"Blue Spaces as Social Spaces: Measuring the Uses and Values of Urban Waterfronts","authors":"Anne H Toomey, Monica Palta, Michelle Johnson, Jason Smith, Elizabeth Balladares, Novem Auyeung, Erika Svendsen, Rob Pirani, Georgina Cullman, Julia Corrado, Lindsay Campbell","doi":"10.15365/cate.2023.160209","DOIUrl":"https://doi.org/10.15365/cate.2023.160209","url":null,"abstract":"Due to a combination of climate change-driven threats and economic opportunities, cities across the world are investing billions of dollars in waterfront infrastructure and coastal restoration. Urban planners and park managers are often tasked with designing and programming blue spaces to maximize ecosystem services (ES) for local users. However, it is not always clear which ES are most valued, and by whom. Thus, the design of urban waterfronts presents challenges in identifying how communities engage with these spaces and how new planning might alter such uses if not accounted for. This paper describes a Rapid Social Assessment (RSA) methodology that has been piloted in the NYC metropolitan area to successfully ground community engagement and planning in an understanding of how urban blue spaces are currently used. This methodology can be coupled with other types of data collection for a better characterization of the coupled human-natural dynamics of these spaces, and can be adapted to coastal, lake, and riparian waterfronts globally.","PeriodicalId":497868,"journal":{"name":"Journal of Catholic education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136239699","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 : 2023-01-01DOI: 10.15365/joce.2602062023
Steven Crawford Hayward
This study explores some of the demographic, personal, and experiential factors of emerging adults that correlate to a spectrum of moral outlooks ranging from moral universalism to moral relativism. Data was gathered from 466 volunteer undergraduate students. Respondents’ demographic, experiential, and personal factors served as independent variables. The relativism index score form Forsyth’s Ethics Position Questionnaire (1980) served as the dependent variable. Results suggest several conclusions: First, adults in the life of youth are a significant factor in moral outlook, exerting influence in both universalistic and relativistic directions. Second, religious practice and involvement contribute to a universal moral outlook. Third, the personal characteristics of grit and spiritual transcendence contribute to a universal moral outlook. Fourth, engaging in sexual activity outside of marriage contributes to a relative moral outlook. Fifth, a Catholic school education at both the grade and high school levels contributes to a universal moral outlook.
{"title":"Moral Formation in a Culture of Relativism: Correlates of Universalism and Relativism in the Moral Outlooks of Emerging Adults","authors":"Steven Crawford Hayward","doi":"10.15365/joce.2602062023","DOIUrl":"https://doi.org/10.15365/joce.2602062023","url":null,"abstract":"This study explores some of the demographic, personal, and experiential factors of emerging adults that correlate to a spectrum of moral outlooks ranging from moral universalism to moral relativism. Data was gathered from 466 volunteer undergraduate students. Respondents’ demographic, experiential, and personal factors served as independent variables. The relativism index score form Forsyth’s Ethics Position Questionnaire (1980) served as the dependent variable. Results suggest several conclusions: First, adults in the life of youth are a significant factor in moral outlook, exerting influence in both universalistic and relativistic directions. Second, religious practice and involvement contribute to a universal moral outlook. Third, the personal characteristics of grit and spiritual transcendence contribute to a universal moral outlook. Fourth, engaging in sexual activity outside of marriage contributes to a relative moral outlook. Fifth, a Catholic school education at both the grade and high school levels contributes to a universal moral outlook.","PeriodicalId":497868,"journal":{"name":"Journal of Catholic education","volume":"266 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561818","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 : 2023-01-01DOI: 10.15365/joce.2602032023
David Sorkin, Melodie Wyttenbach, John Reyes, Michael Warner
In the spring of 2020, schools of all sectors across all nations were forced to close their doors as COVID-19 rippled through communities. Drawing upon the concept of liminality, which refers to a stage, state, or period of transition (Soderlund & Borg, 2017), this study investigated the intersections of the experience of liminality during the pandemic and functioning for Catholic school leaders. Interviews with urban school leaders were analyzed to understand key characteristics of liminality as experienced by school leaders within organizations. Findings indicate that school leaders responded to the liminal experience by sharpening the focus of work, which simultaneously complexified the traditional roles of individual and organization. These findings have significant potential in illuminating a path forward during liminal times for educators of all sectors. This paper provides an opportunity to interpret the impact of the pandemic across all sectors of education, with a primary analysis on Catholic schools.
{"title":"Leading in Liminality: Implications on Individual and Collective Identity, and Knowledge Creation for School Leaders","authors":"David Sorkin, Melodie Wyttenbach, John Reyes, Michael Warner","doi":"10.15365/joce.2602032023","DOIUrl":"https://doi.org/10.15365/joce.2602032023","url":null,"abstract":"In the spring of 2020, schools of all sectors across all nations were forced to close their doors as COVID-19 rippled through communities. Drawing upon the concept of liminality, which refers to a stage, state, or period of transition (Soderlund & Borg, 2017), this study investigated the intersections of the experience of liminality during the pandemic and functioning for Catholic school leaders. Interviews with urban school leaders were analyzed to understand key characteristics of liminality as experienced by school leaders within organizations. Findings indicate that school leaders responded to the liminal experience by sharpening the focus of work, which simultaneously complexified the traditional roles of individual and organization. These findings have significant potential in illuminating a path forward during liminal times for educators of all sectors. This paper provides an opportunity to interpret the impact of the pandemic across all sectors of education, with a primary analysis on Catholic schools.","PeriodicalId":497868,"journal":{"name":"Journal of Catholic education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561822","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 : 2023-01-01DOI: 10.15365/joce.2602082023
Carey L Averill, Janet Herrelko
This study explores the commitment of a school faculty to use the pedagogical practices needed to employ a project-based unit of Science, Technology, Religion, Engineering, Arts, and Mathematics (STREAM). The unit of study concentrated on environmental sustainability of butterflies through project-based learning (PBL). Teacher interviews were analyzed to reveal the similarities and differences, strengths and weaknesses in the teachers’ reactions to implementing a cross-curricula content unit designed for a pre-kindergarten (PK) to eighth grade school. Analysis of teacher data and classroom artifacts provided evidence of: content mastery at the student levels; implementation of scaffolding for developmental levels; and the need for flexibility in scheduling. As a result of the study, the school leadership gained new perspectives regarding how the faculty understood and implemented STREAM programming. This study contributed to the knowledge base by informing teachers and educational leaders about the level of effectiveness STREAM can have within an K-8 school.
{"title":"STREAMing with Butterflies: A Whole School STREAM Project","authors":"Carey L Averill, Janet Herrelko","doi":"10.15365/joce.2602082023","DOIUrl":"https://doi.org/10.15365/joce.2602082023","url":null,"abstract":"This study explores the commitment of a school faculty to use the pedagogical practices needed to employ a project-based unit of Science, Technology, Religion, Engineering, Arts, and Mathematics (STREAM). The unit of study concentrated on environmental sustainability of butterflies through project-based learning (PBL). Teacher interviews were analyzed to reveal the similarities and differences, strengths and weaknesses in the teachers’ reactions to implementing a cross-curricula content unit designed for a pre-kindergarten (PK) to eighth grade school. Analysis of teacher data and classroom artifacts provided evidence of: content mastery at the student levels; implementation of scaffolding for developmental levels; and the need for flexibility in scheduling. As a result of the study, the school leadership gained new perspectives regarding how the faculty understood and implemented STREAM programming. This study contributed to the knowledge base by informing teachers and educational leaders about the level of effectiveness STREAM can have within an K-8 school.","PeriodicalId":497868,"journal":{"name":"Journal of Catholic education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561858","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 : 2023-01-01DOI: 10.15365/joce.2602052023
Julie W. Dallavis
School choice policies seek to increase access to educational opportunities and stimulate innovations in schooling. This study examines the early stages of one such innovation—school-wide curricular specialization—in three Catholic elementary schools adopting a STEM focus and uses interviews to consider how and why different levels of support exist for the shift and under what conditions private and religious schools are prepared to make significant changes in instructional practice. Findings suggest that school resources—material, human, and social along with professional development—play an important role in shaping engagement in the adoption of a school-wide curricular focus.
{"title":"Becoming a STEM-Focused Catholic School: Insights into Adopting a Curricular Specialization","authors":"Julie W. Dallavis","doi":"10.15365/joce.2602052023","DOIUrl":"https://doi.org/10.15365/joce.2602052023","url":null,"abstract":"School choice policies seek to increase access to educational opportunities and stimulate innovations in schooling. This study examines the early stages of one such innovation—school-wide curricular specialization—in three Catholic elementary schools adopting a STEM focus and uses interviews to consider how and why different levels of support exist for the shift and under what conditions private and religious schools are prepared to make significant changes in instructional practice. Findings suggest that school resources—material, human, and social along with professional development—play an important role in shaping engagement in the adoption of a school-wide curricular focus.","PeriodicalId":497868,"journal":{"name":"Journal of Catholic education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561600","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 : 2023-01-01DOI: 10.15365/joce.2602072023
Ryan Scheb
St. Patrick's Catholic School is a coeducational Catholic preparatory school located in a large northeastern city. The school serves an exclusively non-white, working-class student population who demonstrates the motivation and potential to attend and graduate from college. The school’s mission calls for its staff to be guided by cura personalis, meaning they will care for the whole person; yet, data show that the school’s students were extremely stressed out and that much of their stress was attributable to homework. This study sought to determine if reducing the amount of homework could improve students’ mental health while not negatively impacting academic performance. Across ten classrooms, teachers reduced the amount of homework they were assigning by 50% for a period of at least three months with an aim of reducing students’ self-reported levels of stress by 30% while maintaining their same academic performance. At the conclusion of the project, the number of students reporting high to moderate levels of stress decreased by nearly 30%. The next step is to expand this pilot from ten classrooms to 20, thus having every teacher reduce the homework they are assigning to more effectively measure the impact it has on both students’ mental health and their academic performance. The project this year indicated that reducing homework school-wide would relieve a significant amount of stress for St. Patrick's students while ensuring their academic performance remains steady.
{"title":"Does Homework Work or Hurt? A Study on the Effects of Homework on Mental Health and Academic Performance","authors":"Ryan Scheb","doi":"10.15365/joce.2602072023","DOIUrl":"https://doi.org/10.15365/joce.2602072023","url":null,"abstract":"St. Patrick's Catholic School is a coeducational Catholic preparatory school located in a large northeastern city. The school serves an exclusively non-white, working-class student population who demonstrates the motivation and potential to attend and graduate from college. The school’s mission calls for its staff to be guided by cura personalis, meaning they will care for the whole person; yet, data show that the school’s students were extremely stressed out and that much of their stress was attributable to homework. This study sought to determine if reducing the amount of homework could improve students’ mental health while not negatively impacting academic performance. Across ten classrooms, teachers reduced the amount of homework they were assigning by 50% for a period of at least three months with an aim of reducing students’ self-reported levels of stress by 30% while maintaining their same academic performance. At the conclusion of the project, the number of students reporting high to moderate levels of stress decreased by nearly 30%. The next step is to expand this pilot from ten classrooms to 20, thus having every teacher reduce the homework they are assigning to more effectively measure the impact it has on both students’ mental health and their academic performance. The project this year indicated that reducing homework school-wide would relieve a significant amount of stress for St. Patrick's students while ensuring their academic performance remains steady.","PeriodicalId":497868,"journal":{"name":"Journal of Catholic education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561597","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 : 2023-01-01DOI: 10.15365/joce.2602042023
Dirk de Jong
: This paper reports on a recent survey of principals of Catholic high schools across the country regarding the existence of formal gender identity policies or informal practices with respect to the behavior and treatment of transgender students in their schools. The survey’s findings are discussed in the context of recent developments with respect to the science, clinical interventions, and legal accommodations surrounding gender variance. The paper also describes the political developments with respect to this issue and some of the pushback in communities of faith. It concludes by suggesting the need for receptivity to scientific findings as part of a broad-based discussion of gender identity policies in Catholic secondary education.
{"title":"Exploring the Status of Transgender Students in Catholic High Schools","authors":"Dirk de Jong","doi":"10.15365/joce.2602042023","DOIUrl":"https://doi.org/10.15365/joce.2602042023","url":null,"abstract":": This paper reports on a recent survey of principals of Catholic high schools across the country regarding the existence of formal gender identity policies or informal practices with respect to the behavior and treatment of transgender students in their schools. The survey’s findings are discussed in the context of recent developments with respect to the science, clinical interventions, and legal accommodations surrounding gender variance. The paper also describes the political developments with respect to this issue and some of the pushback in communities of faith. It concludes by suggesting the need for receptivity to scientific findings as part of a broad-based discussion of gender identity policies in Catholic secondary education.","PeriodicalId":497868,"journal":{"name":"Journal of Catholic education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561813","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 : 2023-01-01DOI: 10.15365/joce.2602022023
Christina Mariani-Petroze
This study explores the impact of professional learning communities on student achievement in a small school setting. Aaron Hansen’s book, How to Develop PLCs for Singletons and Small Schools, offered a guide for arranging vertical, grade-level teams with one teacher per grade level at one private, K-8 school. The faculty engaged in high quality, effective professional development using PLC objectives and norms to analyze NEWA MAP data. They adapted instructional practices and implemented formative assessments to influence student growth in math and reading scores. Results indicate that the PLC training that took place between the Fall and Winter MAP testing cycles positively impacted student growth results from Winter to Spring tests. Research limitations are addressed in the discussion section.
{"title":"The Positive Impacts of a Professional Learning Community Model on Student Achievement in Small Schools","authors":"Christina Mariani-Petroze","doi":"10.15365/joce.2602022023","DOIUrl":"https://doi.org/10.15365/joce.2602022023","url":null,"abstract":"This study explores the impact of professional learning communities on student achievement in a small school setting. Aaron Hansen’s book, How to Develop PLCs for Singletons and Small Schools, offered a guide for arranging vertical, grade-level teams with one teacher per grade level at one private, K-8 school. The faculty engaged in high quality, effective professional development using PLC objectives and norms to analyze NEWA MAP data. They adapted instructional practices and implemented formative assessments to influence student growth in math and reading scores. Results indicate that the PLC training that took place between the Fall and Winter MAP testing cycles positively impacted student growth results from Winter to Spring tests. Research limitations are addressed in the discussion section.","PeriodicalId":497868,"journal":{"name":"Journal of Catholic education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561856","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 : 2023-01-01DOI: 10.15365/joce.2602012023
Andrew F Miller, Annie Smith, Kierstin Giunco, Audrey Friedman, Myra Rosen-Reynoso, Charles Cownie
Over the past twenty years, Catholic elementary schools that self identify as “inner-city” have closed at a higher rate than Catholic schools in other locations. These schools have also long been associated with a legacy of effectively serving low-income students, students of color, and recent immigrant students, suggesting that the persistent closure of these schools may have a negative impact on these communities. In this paper, we set out to assess the extent to which there have been demographic or organizational changes over the past twenty years in these “inner-city” schools. We found that while these schools do still serve higher proportions of students of color than Catholic schools nationally, there are distinct organizational and demographic trends that have developed in these schools that merit additional analysis or investigation. We conclude this paper with several suggestions for how to build a research agenda around this up-to-date demographic and organizational analysis of this segment of U.S. Catholic elementary schools.
{"title":"Tracking the Legacy of \"Inner-City\" Catholic Schools: An Analysis of U.S. Elementary Catholic School Organizational and Demographic Data","authors":"Andrew F Miller, Annie Smith, Kierstin Giunco, Audrey Friedman, Myra Rosen-Reynoso, Charles Cownie","doi":"10.15365/joce.2602012023","DOIUrl":"https://doi.org/10.15365/joce.2602012023","url":null,"abstract":"Over the past twenty years, Catholic elementary schools that self identify as “inner-city” have closed at a higher rate than Catholic schools in other locations. These schools have also long been associated with a legacy of effectively serving low-income students, students of color, and recent immigrant students, suggesting that the persistent closure of these schools may have a negative impact on these communities. In this paper, we set out to assess the extent to which there have been demographic or organizational changes over the past twenty years in these “inner-city” schools. We found that while these schools do still serve higher proportions of students of color than Catholic schools nationally, there are distinct organizational and demographic trends that have developed in these schools that merit additional analysis or investigation. We conclude this paper with several suggestions for how to build a research agenda around this up-to-date demographic and organizational analysis of this segment of U.S. Catholic elementary schools.","PeriodicalId":497868,"journal":{"name":"Journal of Catholic education","volume":"2018 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561863","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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