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Religious Participation as Cultural Capital Development:
Sector Differences in Chicago’s Jewish Schools
Adam Gamoran & Matthew Boxer
(pp. 440-462) Volume 8, Number 4; June 2005
This paper uses the case of Jewish schools in Chicago to explore the role of religious schools in the development of cultural capital among youth. The author focus on three sectors of Jewish Schools (Orthodox day schools, non-Orthodox day schools, and non-Orthodox supplementary schools) as contexts for learning and expressing Jewish practices, affiliations, and beliefs, which are understood to be markers of cultural capital for the Jewish community. Survey results from 834 students in grades 7-12 revealed that family and school environments are independently associated with cultural capital development. Generally, the contributions of families are more prominent than the impact of schools, but both school type and learning opportunities also contribute to cultural outcomes.
Preparing and Sustaining a New Leadership: A Brief Collaborative Essay
Michael Garanzini, SJ
(pp. 328-330) Volume 2, Number 3; March 1999
Envisioning New Forms of Leadership in Catholic Higher Education:
Recommendations for Success
Megan Moore Gardner
(pp. 218-228) Volume 10, Number 2; Dec 2006
The impact of increases in lay leadership in Catholic higher education is an issue of considerable debate. Opponents of the change believe that the traditional identity and mission of Catholic institutions may be significantly altered if lay leaders fail to intentionally nurture Catholic values and practices. Others believe that lay leaders may strengthen and enact the institutional mission just as effectively as could vowed religious leaders. This article provides an overview of a recent study about the perceived impact of lay leadership at one Catholic university. A history of the issues at hand and the methodology of the study are included along with a review of the primary findings. The outcomes of this study can inform the work of institutional leaders in higher education by identifying factors that appear to be important to preserving institutional identity in the midst of significant change. The article concludes with recommendations for vowed religious and lay leaders seeking to preserve and share institutional mission.
The Identity of American Catholic Higher Education: A Historical Overview
Matthew Garrett
(pp. 229-247) Volume 10, Number 2; Dec 2006
Ex Corde Ecclesiae: Promises and Challenges
Francis George
(pp. 239-253) Volume 4, Number 2; Dec 2000
How does the mission of the university relate to the mission that Christ gave his Church? This article explores the presuppositions that preceded Ex Corde Ecclesiae and offers an analysis of the recently approved ordinances for its implementation. Candid discussion of the challenges that remain in the implementation process concludes the article. Calling the 1967 Land O’ Lakes Statement by the presidents of the major American Catholic universities “not the path to follow,” the author explains how a successful implementation of Ex Corde Ecclesiae might look.
Feelings about Math and Science: Reciprocal Determinism and Catholic School Education
Anna Cash Ghee & Jane C. Khoury
Xavier University & University of Cincinnati
(pp.333-354) Volume 11, Number 3; March 2008
Applying Bandura’s reciprocal determinism model, differences in math and science experiences influenced by individual, gender, and school variables were investigated within 1,368 elementary students who attended 21 Catholic schools. Math and Science were evaluated positively and favored more than other academic subjects. However, advantages were found for boys by lowered math anxiety levels and favoring of math, and for large schools by lowered math anxiety levels and higher student ratings of science. No advantages were found for small schools. However, school poverty rate appeared to have a confounding effect on school size. Discussion is presented pertaining to the specific need to study Catholic school systems regarding student perceptions in light of distinguishing Catholic school factors.
The History and Future of Private Education in the United States
Charles L. Glenn
(pp. 427-444) Volume 1, Number 4; June 1998
In the early Republic, no simple distinction between public and private schools existed. With the advent of the common school, a system of government-sponsored schools emerged. Hostility to nonpublic schools, especially Catholic ones, developed because of the fear that they would undermine the foundation of civil and political order. This hostility has historically been expressed through regulation and denial of funding. Currently, private schools are experiencing a more favorable public attitude because of a widespread disillusionment with public schools. The future of private schools depends on how faithfully they express a distinctive and worthy character to their institutions.
Sister Mary Emil Penet, IHM: Founder of the Sister Formation Conference
Joan Glisky, IHM
(pp. 360-376) Volume 9, Number 3; March 2006
Mary Emil Penet, I.H.M., (1916-2001) used her talents and charisma to shape the first national organization of American women religious, the Sister Formation Conference (SFC; 1954-1964), facilitating the integrated intellectual, spiritual, psychological, and professional development of vowed women religious. In the decade preceding Vatican II, her leadership generated a renewal among religious communities focusing first on preparing young sister teachers, then sisters of all ages, whatever their ministries. Her educational contributions affected sisters’ development and ministries, their contribution to Vatican II aggiornamento, and later touched the lives of female college students, seminarians, and Catholic laity.
Through the Glass Darkly: New Paradigms for Counselors, Courage, and
Spirituality in Contemporary Education
Judy Goodell & David C. Robinson, S.J.
(pp. 522-542) Volume 11, Number 4; June 2008
This article proposes a paradigm shift in the view of the school counselor role. Evolving from the dualistic mind/body split of traditional physics, counseling has largely focused on problem identification and attempting to fix what is wrong. The new sciences of chaos and complexity invite a more holistic view, with the psychospiritual development of all students seen as an appropriate part of a comprehensive education. School counselors are well placed to mentor the psychospiritual development of all students and to facilitate the presence of spirituality on school sites. Two complementary models, Courage to Teach/Lead and the Ignatian model of Spiritual Discernment are presented with discussion of how their principles and practices might be applied by counselors engaged in this role shift.
Planning for the Inclusive Classroom: Meeting the Needs of Diverse Learners
Alison Gould & Sharon Vaughn
(pp. 363-374) Volume 3, Number 3; March 2000
Students with a wide range of academic abilities and behavioral needs are represented in general education classrooms. This article provides practical suggestions for individualizing instruction within a large class to meet the needs of diverse learners. The article describes the Planning Pyramid, a format for planning multilevel lessons; provides special considerations for students with behavior problems; and offers suggestions to support teachers through the use of effective staff development programs.
The Internship: Bridge Between Marketplace and
Liberal Arts Education in the Catholic Tradition
Eric Grabowsky & Janie M. Harden Fritz
(pp. 436-448) Volume 10, Number 4; June 2007
The Religious Orders and Catholic Research in England:
The Founding of a New Center at the University of London
Gerald Grace
(pp. 108-110) Volume 2, Number 1; Sept 1998
Private Schools and the Public Good:
The Effect of Private Education on Political Participation and Tolerance in the Texas Poll
Jay P. Greene, Nicole Mellow & Joseph Giammo
(pp. 429-443) Volume 2, Number 4; June 1999
Private Schools make an undeniable contribution to the public good. Nevertheless, many critics argue that public schools do a better job of instilling civic values in students. This article examines the effect of public and private education on political participation and tolerance and demonstrates that private schools excel in promoting civic values.
An Evaluation of the Effect of DC’s Voucher Program on Public School Achievement and Racial Integration After One Year
Jay P. Greene & Marcus A. Winters
University of Arkansas Manhattan Institute for Policy Research
(pp. 83-101) Volume 11, Number 1; Sept 2007
This study evaluates the initial effect of Washing, DC’s Opportunity Scholarship Program (OSP) on the academic performance of public schools and its effects on the opportunities that District students have to attend integrated schools. The OSP is a federally sponsored school voucher program that provides vouchers worth up to $7,500 for an estimated 1,800 to 2,000 students in the District of Columbia. The authors measure whether a public school’s test-score gains are related to its distance to the nearest voucher-accepting private school or the number of voucher schools within a one-mile radius of a public school. The evaluation finds that the OSP has had no academic effect, positive or negative, on the District’s public schools after its first year. The study also compares rates of racial integration in DC’s public schools and private schools participating in the voucher program. This is part of the first-year evaluation of the OSP. The authors plan to continue evaluating the OSP using a variety of approaches.
Presentations of the Vatican Document: Consecrated Persons and Their Mission in Schools
Zenon Cardinal Grocholewski
Archbishop Guiseppe Pittau, SJ
(pp. 75-87) Volume 7, Number 1; Sept 2003
In releasing the document Consecrated Persons and Their Mission in Schools, the leadership of the Congregation for Catholic Education offered introductory remarks to contextualize the official publication.
The Catholic School and the Quest for Unity
Jeffrey Gros, FSC
(pp. 380-397) Volume 2, Number 4; June 1999
Christian unity has been a repeated theme of the papacy of John Paul II. Inspired by Vatican II’s call for a new openness to ecumenical efforts, the Pope has been an outspoken advocate for renewed dialogue among Christian churches. This article analyzes recent efforts and suggests ways in which the Catholic school, through its curriculum, faculty, governing boards, and outreach programs, can contribute to the ecumenical vision of Vatican II.
Awakening Imagination Through Literature
Rita E. Guare
(pp. 204-215) Volume 3, Number 2; Dec 1999
Great literature can inspire reflection and give birth to transforming grace. Words matter; and because they do, literature often reveals the human condition and suggests avenues for growth and change. This article explores the power of literature to cause a spiritual awakening in school leaders. Several works are discussed as the author leads readers into deeply poetic reflections on the possibility of healing and redemption through reading.
Conflict in Independent Catholic Schools
Dan Guernsey & James Barott
(pp. 485-502) Volume 11, Number 4; June 2008
Independent Catholic schools are a growing phenomenon in the Catholic Church in America. This article provides a contextualized account of the phenomenon by examining via a field observation the experience of two independent Catholic schools in two different dioceses. These schools were founded in conflict and beset by continued conflict to the point of splitting; first from the diocese, then again with themselves. An environment of religious conflict motivated laity to open their own schools to socialize their children into a traditional notion of the Catholic faith. In both independent schools examined, conflict about governance, between founding parents and new stakeholders who joined the schools, led to each of the schools splitting; thus, the two became four. Each of the new breakaway schools was structured and governed much like the original schools, albeit with some increased openness to parental input. Second generation breakaway splits further complicated the relationship between these schools and their dioceses. While the limited sample prohibits highly generalizable data, the account suggests some preliminary conclusions about trends witnessed in the experience of these schools and suggests lines for further inquiry in this relatively unexamined phenomenon.
School Personnel and Employment Law: A Legal Analysis for Today’s Elementary and Secondary Catholic Schools
David K. Guite
(pp. 493-513) Volume 4, Number 4; June 2001
Diocesan central office staff, principals, pastors, and other chief executive officers face personnel and hiring decisions regularly. Dismissal of employees and nonrenewal of contracts, racial discrimination, age discrimination, disability discrimination, sex or gender discrimination, sexual harassment, and the right of workers to organize. The author concludes with an appeal to Catholic leaders to stay well informed of ongoing developments in employment law and calls for the implementation of arbitration to avoid costly litigation.