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Come Be Reconciled: Penance Services for Children
Michael D. Balash
Our Lady of Mt. Carmel Parish
(pp. 104-114) Volume 4, Number 1; Sept 2000
Reconciliation is one of the dominant themes of this Jubilee Year 2000. This article explores the theology of the Sacrament of Reconciliation, situates it in an ecclesial context, and offers practical advice for celebrating the sacrament with children. All three forms of the Rite of Reconciliation receive attention, analysis, and critique.
Religious Education in the Prophetic Voice: The Pedagogy of Eileen Egan
Linda L. Baratte
College of Saint Elizabeth, New Jersey
(pp. 198-214) Volume 9, Number 2; Dec 2005
This article offers an overview of the life and work of Eileen Egan, a contemporary and passionate Christian leader whose values can inform religious education today. Peace educators, social activists, service learning directors, and Catholic political leaders have much to learn from her example and zeal.
“To Include or Not to Include?” That is NOT the Question
Jean M. Barton
Center for the Advancement of Catholic Education, The Catholic University of America
(pp. 329-341) Volume 3, Number 3; March 2000
Turning to psychological research, intelligence theory, and behavioral studies, this article offers practical advice for implementing an inclusive model of Catholic education. Field-tested models are discussed and suggested components for any inclusion program are provided. The article concludes with a vision statement for inclusive Catholic education.
Listening to Students: Voices From the Inner City
Rita M. Bean, R. Tony Eichelberger, Meryl Lazar, Gregory A. Morris,
University of Pittsburgh
& Cindy A. Reed
Auburn University
(pp. 5-15) Volume 4, Number 1; Sept 2000
What do students in Catholic schools view as important aspects of their unique form of education? They want a safe environment for learning, caring and concerned teachers, high expectations for learning, responsibility and respect in the school community, and a clear sense of how school relates to success in life. This article describes a study which clearly documents student perceptions and values.
Attributions for Success and Failure in Mathematics:
A Comparative Study of Catholic and Public School Students
Janine Bempechat, Eleanor Drago-Severson & Beth A. Boulay
Harvard University
(pp. 357-372) Volume 5, Number 3; March 2002
The documented higher performance of minority students in Catholic versus public schools raises questions about motivational factors that may underlie the impact of parochial education. This study examines attributions for success and failure and their relationship to mathematics achievement in a sample of African American, Latino, and Caucasian fifth- and sixth-grade public and Catholic school students. Results showed that relative to their public school peers minority students in Catholic schools endorsed attributions that were more adaptive for learning. Specifically: 1) Latino and African American Catholic school students were less likely to attribute success in mathematics to external factors, 2) Latino Catholic school students were more likely to attribute success to ability, and 3) African American Catholic school students were less likely to attribute failure to external factors. Further, for Latino students, Catholic but not public school membership was positively associated with mathematics achievement. Results are discussed in the context of school culture.
Teaching Justice after MacIntyre: Toward a Catholic Philosophy of Moral Education
Roger Bergman
Creighton University
(pp. 7-24) Volume 12, Number 1; Sept 2008
How is the commitment to social justice sustained over a lifetime? This would seem to be a matter of character, and that calls attention to the Aristotelian tradition in ethics. No one provides as much insight into the challenge of the contemporary appropriation of this tradition as Alasdair MacIntyre. Although a moral philosopher rather than a moral educator, MacIntyre’s critique of the failure of the Enlightenment project to construct a rationally based universal ethic, coupled with a critique of the modern nation-state of liberal capitalism as antithetical to the practice of virtue for the common good, provides a challenging if controversial context in which moral educators might think about justice pedagogy today.
Dance as Prayer: Moving the Body to Stir the Soul
Ona B. Bessette, CND
St. Jean Baptiste High School
(pp. 226-236) Volume 3, Number 2; Dec 1999
Renewal—physical, emotional, and spiritual—is a perennial concern of those in leadership. This article explores the medium of dance as one way to re-energize the spirit. Adopting an incarnational theology, the author articulates a spirituality that is rooted, as all things human must be, in the corporeal.
Public and Private Education: Conceptualizing the Distinction
Charles E. Bidwell & Robert Dreeben
The University of Chicago
(pp. 8-33) Volume 7, Number 1; Sept 2003
Common wisdom and public discourse seem to suggest that there are two types of schools, private and public. Policy debates, media outlets, and comparisons of outcomes on standardized tests and interscholastic athletic competitions make use of the distinction. This essay argues that while such a distinction can be helpful, it also tends to obscure differences in the social organization of schools. Employing a sociological analysis and providing a historical overview of educational developments, the authors focus on centralization versus decentralization of school controls and discuss the ramifications of a broad versus a narrow market niche for schools.
We Cannot Be Content With the Status Quo
Robert R. Bimonte, FSC
Superintendent of Education, Diocese of Buffalo
(pp. 331-332) Volume 2, Number 3; March 1999
Recommendations for Catholic School Administrators in Facilitating Special Education Services Mary Elizabeth Blackett
Our Lady of Perpetual Help School
(pp. 479-492) Volume 4, Number 4; June 2001
Educating students with special needs in Catholic schools is a challenge facing all Catholic educational leaders. This article provides recommendations to assist administrators in taking full advantage of recent legal cases, state policies, and local special education services in order to serve students with special needs in Catholic schools. Arguing that principals must be conversant in local and state educational policy questions, the article outlines a comprehensive approach for Catholic school administrators seeking assistance to provide special education services in the Catholic school and concludes by suggesting that requiring students with special needs to attend public schools to reach such services may violate the Constitution.
Complexity, Connections, and Soul-Work
Deborah P. Bloch
University of San Francisco
(pp. 543-554) Volume 11, Number 4; June 2008
Organizational theory and personal behaviors are both shaped by contemporary thinking and theories regarding spirituality, history, and the order, shape and direction of modern culture. Complexity theory, discussed in this article, offers some helpful insights into appreciating the relationships and connections often overlooked in today’s fast-paced world.
The Associate Superintendent: The Role of Leadership in a Catholic Schools Office
Margaret Boland & Mary Rose Watkins, OSF
Diocese of Trenton & Building Links for Effective and Successful Schools, Boston
(pp. 293-317) Volume 6, Number 3; March 2003
In the late 19th century, Catholic school superintendents recognized the need for help in overseeing Catholic schools. Religious congregations established the role of community supervisor, which paved the way for the present role of the associate superintendent as a way to give support to teachers and administrators and to encourage accountability in Catholic education. This study was conducted to define and bring to light the critical importance of this role of leadership. For the purposes of this article, the term “associate superintendent” will be used, although the authors are aware that other terms for this role are used in various dioceses. This descriptive study of five dioceses located within one state, based in the four variables of leadership, power, organizational structure, and areas of responsibility, utilized a quantitative and qualitative approach to define this role. A definition for this role of leadership was constructed from the findings.
Catholic Education in the 21st Century
Patricia Boland
Seton Hall University
(pp. 508-520) Volume 3, Number 4; June 2000
Catholic schools have always served immigrant populations, minority groups, and the urban poor. Demographic shifts in society at large and in Catholic circles have precipitated changes in the mission and purpose of Catholic education. This article explores ways to both preserve and expand the historical mission of Catholic schools as we progress into a new century filled with technological advancements.
The Cultural Clash in Northern Ireland
Oliver Brennan & Gerald M. Cattaro
St. Patrick's College & Fordham University
(pp. 203-212) Volume 2, Number 2; Dec 1998
This paper sets out to demonstrate that the religious, political, and socio-economic elements of the conflict in Northern Ireland should be considered as manifestations of a basic cultural divide between the two groups comprising the society of Northern Ireland. To date, insufficient attention has been paid to this cultural divide, which must be bridged if lasting peace is to be achieved. This paper will detail the important role of the educational establishment, particularly Catholic schools, in this reconciliation process.
Hiring to Maintain Mission
Richard D. Breslin
Saint Louis University
(pp. 227-238) Volume 4, Number 2; Dec 2000
This article is a direct outgrowth of the appearance of Ex Corde Ecclesiae and the need for Catholic colleges and universities to address their hiring practices in order to maintain their identity as Catholic institutions of higher learning. The author draws a parallel between the personal philosophy of individuals within the community and the perceived, if not real, institutional philosophy of the college or university as Catholic. Catholic institutions can lose their souls while climbing the ladder of success and prestige simply because they have paid insufficient attention to the question of the philosophical fit between their employees and their espoused Catholic mission and philosophy. Hiring the right people will determine, in the long run, whether a Catholic college retains its Catholic identity in fact or in theory.
Perceptions of Teacher Burnout in Catholic Schools
Barbara L. Brock
Creighton University
(pp. 281-294) Volume 2, Number 3; March 1999
This study examines the perceptions of burnout of educators currently employed in Catholic elementary and secondary schools. Data were collected from teachers, counselors, and administrators regarding their perceptions of the causes, symptoms, and prevention of burnout. Results of the study suggest that burnout is largely a symptom of workplace issues that can be identified and corrected. The long-term and destructive effects of teacher burnout warrant the time and financial support needed to improve working conditions for teachers in Catholic schools.
The Status of Teacher Introduction in Catholic Schools:
Perspectives From the United States and Canada
Barbara L. Brock & Greg Chatlain
Creighton University & Greater Saskatoon Catholic Schools Saskatoon, SaskatchewanCreighton University & Greater Saskatoon Catholic Schools Saskatoon, Saskatchewan
(pp.370-384) Volume 11, Number 3; March 2008
Catholic schools struggle with issues of teacher recruitment and retention. The experience of new teachers-both those recently graduated from college as well as those new to the Catholic sector-often impacts retention rates. This article presents a study of induction programs for such new teachers in the US and Canada, summarizes current trends, and offers recommendations for the future.
Principals and Pastors Sharing School Leadership:
Perspectives From Nebraska and New South Wales
Barbara L. Brock & Jennifer Fraser
Creighton University & St. Michael's Primary School
(pp. 85-100) Volume 5, Number 1; Sept 2001
This paper reports the results of a study of the roles and interactions of principals and pastors in Catholic elementary schools in New South Wales and Nebraska. Findings revealed the importance of clearly defined roles and frequent communications and established a profile of the components of successful principal-pastor working relationships.
Answering the Call to Prepare Special Education Teachers at Institutions of
Catholic Higher Educatio
Carole W. Brown & Marie Celeste
The Catholic University of America & Loyola College Maryland
(pp. 473-498) Volume 9, Number 4; June 2006
Concerns for social justice have called Catholics and others to be compassionate and supportive to children with disabilities by establishing schools and other learning opportunities to nurture this population. Special education as a field has developed over the past 40 years. This study examines the incidence, context, and nature of special education personnel preparation programs in institutions of Catholic higher education (ICHE). Through literature searches and web-based searches on the National Catholic College Admission Association website, a survey, and individual college websites, the study has identified 89 ICHE that offer special education degrees out of a total of 260 Catholic colleges and universities. Within the context of the demographics of ICHE, the results of this exploratory study show regional variation in special education degree programs; patterns of other education degree offerings that often occur with special education degrees and dual certification; along with information about faculty, financial aid, accreditation, practicum sites, and relationships to Catholic schools. Recommendations are offered to strengthen special education personnel preparation in areas of need, including rural areas, and special education teachers who work with culturally and linguistically diverse populations.
A Case Study of Immigrants and Education:
The Scalabrinian Experience With Italian Americans
Mary Elizabeth Brown
Center for Migration Studies
(pp. 187-195) Volume 2, Number 2; Dec 1998
This article describes the experience of the Society of Saint Charles, commonly known as the Scalabrinians, regarding the Catholic education of Italian immigrants between 1887 and 1933. It relates this historical situation to the following issues facing contemporary Catholic immigrant education: 1) financing local parochial educational programs with nonlocal funds; 2) developing theories regarding transcultural education; and 3) considering education inclusively to incorporate programs beyond parochial schooling.
Teaching: Profession or Vocation?
Joseph A. Buijs
St. Joseph's College, University of Alberta, Edmonton
(pp. 326-345) Volume 8, Number 3; March 2005
Underneath Teaching there lies a conceptual framework through which we view its role and purpose. Different frameworks vary in outlook and imply contrasting attitudes and values. Which one we adopt impacts on what and how we teach. This study explores what it means to think of teaching as a professions versus a vocation. Its focus is restricted to teaching at the university level, but the analysis can be applied to other aspects of an academic career. The issue is of particular interest in relation to the Christian or Catholic identity of denominational colleges and universities. The intent is to show how the conceptual framework of a profession versus a vocation implies a number of contrasting attitudes and values towards teaching. Al though these contrasts need not be incompatible, they are in dialectical tension within academic institutions: excess of one highlights absence of the other, Finally, the study suggests that teaching as a vocation more directly promotes a distinctively Christian or Catholic identity in denominational institutions of higher education.
The Role of Bishop in Transforming the Church and the World: Two National Perspectives George Bunz
Newman Theological College, Canada
(pp. 189-204) Volume 6, Number 2; Dec 2002
Are there differences in how Canadian and United States bishops understand the pre-and post-Vatican II Church, its salvific purpose, unity, authority, collegiality, equality, empowerment, the role of women, and the bishop’s role in transforming the Church and the world? Data originally collected from interviews with five Canadian and seven United States bishops as part of a study (Bunz, 1994) investigating the role of bishop were reassessed to examine this question. Differences and similarities in how Canadian and United States bishops perceived the challenges facing the Church were discerned. It is suggested that cultural variation may account for the different perceptions of Canadian and United States bishops.
Financial Planning for Catholic Secondary Schools: Essential but not Determinative
Richard J. Burke
Catholic School Management, Inc.
(pp. 479-490) Volume 2, Number 4; June 1999
Financial planning is one of the essential ingredients in successful Catholic secondary schools. Along with effective budgeting, solid financial management, financial reporting, and an effective teaching/learning program and environment, financial planning is key to the long-term viability of Catholic secondary schools. However, with increased emphasis on the need for financial planning, some Catholic school administrators and board members have allowed financial planning to determine the future direction of the Catholic secondary school. This article argues that this is an inappropriate course of action. Rather, long-range financial planning is one element in the comprehensive Catholic-school planning model. Indeed, this model should be mission driven, and any financial plan should be based upon the school’s strategic model which has proven to be effective for Catholic secondary schools.
The Good Under Construction and the Research Vocation of a Catholic University
Patrick H. Byrne
Boston College
(pp. 320-338) Volume 7, Number 3; March 2004
Responding to challenges questioning the possibility of distinctively Catholic higher education, this article seeks to establish an integrated vision for Catholic universities. Relying on the works of Philip Gleason, Ignatius of Loyola, and Bernard Lonergan, the author provides a framework for the important research function of Catholic universities and conceives the mission of Catholic institutions of higher education as contributing to the ongoing, creative, and redemptive work that is ultimately God’s plan for humanity.
Framing the Principles of Catholic Social Thought
William J. Byron, SJ
Georgetown University
(pp. 7-14) Volume 3, Number 1; Sept 1999
Catholic educators received an invitation in 1998 from the National Conference of Catholic Bishops to help forge a working partnership between Catholic education and the tradition of Catholic social thought. Listed are 10 principles that condense the content of Catholic social thought and package it in a way that can be more easily and effectively communicated at all levels of Catholic education.