December 2009
Table of Contents
Editors’ Comments (p. 133)
Michael James, Joseph M. O’Keefe, S.J., Lorraine Ozar
Articles
The Mission of the Catholic School in the Pre-Vatican II Era (1810-1962) and the Post-Vatican II Era (1965-1995): Insights and Observations for the New Millennium
Stephen J. Denig, C.M. & Anthony J. Dosen, C.M.
(pp. 135-156)
Reflecting on Pupil Learning to Promote Social Justice: A Catholic University’s Approach to Assessment
Patrick J. McQuillan, Lisa A. D’Souza, Aubrey J. Scheopner, Grant R. Miller, Ann Marie Gleeson, Kara Mitchell, Sarah Enterline, & Marilyn Cochran-Smith
(pp. 157-184)
In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically, we focused on dilemmas two teacher candidates encountered that engendered a sense of “disequilibrium,” a feeling something was not quite right with their teaching. In turn, we consider how they responded—typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools.
Canon Law, American Law, and Governance of Catholic Schools: A Healthy Partnership
Charles J. Russo
(pp. 185-204)
Focus Section—Emerging Partnerships between Catholic Universities and
Catholic K-12 Schools
Catholic Institutions of Higher Education and K-12 Schools Partnering for Social Justice: A Call for Scholarship
Joan L. Whipp & Martin Scanlan
(pp. 205-223)
This article calls for scholarship on emerging partnerships between Catholic institutions of higher education and Catholic K-12 schools that aim at socially just schooling. Justice, ethical care, learning, and social entrepreneurship are explored as possible conceptual frameworks for this research.
An Evolving University-School
Partnership: The University of Notre Dame Magnificat Schools
Christian Dallavis & Joyce Johnstone
(pp. 224-247)
For the past 15 years, Catholic colleges and universities have developed programs serving Catholic K-12 schools by preparing teachers and leaders for Catholic school contexts. University-school partnerships provide an opportunity for Catholic institutions of higher education to extend beyond developing human resources to strengthen Catholic K-12 schools to effect comprehensive school reform. This article describes the origins and evolution of one such university-school partnership initiative, the University of Notre Dame’s Magnificat School partnerships. This article presents an analysis of program evaluation data from the first 3 years of the Magnificat partnerships and a discussion of how the lessons learned in this program evaluation have informed revisions to the Magnificat model. Additionally, these lessons can inform the efforts of other colleges and universities that may seek to engage Catholic K-12 schools to effect comprehensive school reform.
Called to Collaboration: The University Consortium for Catholic Education
Molly Davies & Karen Kennedy
(pp. 248-275)
This article describes the University Consortium for Catholic Education (UCCE) as an example of collaboration between Catholic colleges, universities, schools, and other stakeholders. The UCCE supports a collaborative cadre of primarily Catholic colleges and universities as they design and implement graduate level teaching service programs for the purpose of supporting K-12 Catholic education in the United States. The article provides a brief introduction to the work of the consortium and analyzes its impact through the lens of Archbishop Michael Miller’s (2006) five benchmarks of truly Catholic schools. The authors collected data and testimony from UCCE program directors, current participants, and alumni to describe the consortium’s model for Catholic teacher preparation, to demonstrate the centrality of collaboration for the success of a program, and to testify to the impact of programs on participants and Catholic colleges and schools.
Book Reviews
The Great Catholic Reformers: From Gregory the Great to Dorothy Day
By C. Colt Anderson
Reviewed by Jessica Lynn Salefski