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Society of Mary: Marianists
John Habjan, S.M.
Marianist Province of the United States
(pp. 198-217) Volume 11, Number 2; Dec 2007
The Society of Mary (Marianists) originated in France. This article traces the development of the religious community by looking at the lives of three founding members, the cultural and political influences that accompanied them, and their eventual focus on educational ministry.
Catholic School Faculty as an Adult Learning Community: A Model for Children
Catherine Eggleston Hackney
(pp. 388-399) Volume 1, Number 4; June 1998
Educational leaders have historically expressed belief in the importance of teacher development. They have, however, largely failed to view professional development activity as a process that lies at the very heart of efforts to create a community of learners. This article reviews the author’s experiences with a Catholic elementary school faculty as that faculty journeyed toward becoming a learning community characterized by sustained inquiry, collective problem solving, and shared decision making. Implications for practice are considered.
Catholic Education as a Societal Institution
Maureen T. Hallinan
(pp. 5-26) Volume 6, Number 1; Sept 2002
This paper conceptualizes Catholic education as a societal institution interdependent with other major social institutions in the country. A brief history of the American Catholic system demonstrates how its origin and growth were influenced by and affected the cultural, political, religious, and economic milieu in which it was embedded. In particular, the development of Catholic education interacted with the growth of the public schools system. Comparisons of contemporary Catholic and public schools illustrate this interdependency while underscoring the uniqueness and contributions of Catholic education. A sociological understanding of Catholic education as a societal entity should inform decisions about the future of Catholic education and suggest ways that the institutional interdependence of Catholic and public schools can benefit both systems.
The Creation of the Catholic School Leadership Program at Seton Hall University
Kevin M. Hanbury, Zeni V. Fox & Charles P. Mitchel
(pp. 315-324) Volume 3, Number 2; March 2000
This article summarizes the development and implementation of a Catholic school leadership program at a diocesan university. Supported by university faculty as well as seminary faculty, this program offers a unique response to the training of future school leaders. The course work blends leadership theory, theology, and educational administration and is delivered via a cohort model.
Selected Programs for Improving Catholic Education: Attempting to Bridge Theory and Practice
Regina Haney & Joseph M. O’Keefe, SJ
(pp. 491-493) Volume 2, Number 4; June 1999
Catholic School Lay Principalship: The Neglected Ministry in Church Documents on Catholic Education – An Australian Perspective
Paul J. Hansen
(pp. 28-38) Volume 5, Number 1; Sept 2001
The decline in religious in Australia in the 35 years since the end of the Second Vatican Council has brought an associated withdrawal of religious from the staffs and governance of Catholic schools. Lay women and men have replaced religious principals, but the principalship has not changed sufficiently to accommodate the new life realities of lay people in that role. This article argues that there has been an emerging recognition in Church documents on Catholic education of Catholic education as a ministry of the laity, but such documents are largely silent about the role, ministry, and vocation of lay principals in Catholic schools. The article calls for a statement from the Congregation for Catholic education on the leadership of lay principals in Catholic schools which acknowledges the importance of this vital emerging lay ministry within the Church and which recognizes that lay people are shaping anew this administrative role, distinct from the quasi-monastic practice of preceding generations of religious principals.
The Culture of Catholic Schools
James L. Heft, SM
(pp.27-36) Volume 1, Number 1; Sept 1997
This article explores the elusive but important role culture plays in making Catholic schools distinctive. It examines the connection between ritual, especially the Eucharist, and the everyday practices and habits of those who constitute the school community. It further examines the relationship between dogma and dialogues, affirming that both are necessary for Christian life and community.
Religion and U.S. Culture
James L. Heft, SM
(pp. 153-169) Volume 4, Number 2; Dec 2000
After reviewing the history of the interplay between religion and culture in the U.S., this article explores important facets of contemporary American society that color the experience and meaning of religious faith. Among these are excessive individualism, a heightened awareness of the need for personal integrity, and the desire for personal religious experience. While religion is often treated as a “classroom pariah” at universities, the author argues that there are numerous possibilities for a more full integration of religion into university life and overall American culture.
The Meaning of the Mandatum: A Report on the Dialogue Between One Archdiocese and a Catholic University Faculty of Theology
James L. Heft, SM
(pp. 491-497) Volume 6, Number 4; June 2003
In response to John Paul II’s Apostolic constitution, Ex Corde Ecclesiae, the bishops proposed a number of requirements, which were approved by the Vatican. One of the requirements was that Catholic theologians teaching courses in Catholic theology request a mandatum from their local bishop. This article examines the mandatum and its impact on Catholic higher education in general and on one university in particular.
The Courage to Lead
James L. Heft, SM
(pp. 294-307) Volume 7, Number 3; March 2004
This article explores the relationship between courage and leadership as it applies to Catholic educators. Scripture, literature, contemporary leadership theory, and modern culture are used in the development of an approach to leadership that is both theologically sound and culturally relevant. The author criticizes popular views of leadership, especially the work of Stephen Covey, in articulating a Catholic worldview and a functional leadership theory for Catholic educators.
Catholic Education and Social Justice
James L. Heft, SM
(pp. 6-23) Volume 10, Number 1; Sept 2006
Catholic institutions of higher learning compete mightily for students, faculty, and research dollars with other colleges and universities. Yet, the history and tradition of many Catholic institutions offer a unique faith perspective from which to understand and appreciate the role of the Catholic university as serving the common good. Catholic social teaching is an essential part of the Catholic intellectual tradition and is indispensable for fulfilling the Church’s mission through higher education.
Newman’s Vision of a University: Then and Now
James L. Heft, SM
(pp. 357-375) Volume 10, Number 3; March 2007
Catholic universities face many challenges today. Increasing secularization, faculty salaries, external funding, Catholic identity, academic freedom, and institutional autonomy are among the most prominent. This essay examines the contributions of John Henry Newman to Catholic higher education and argues for their relevance today.
The Mission of Catholic High Schools and Today’s Millennials: Three Suggestions
James L. Heft, SM & James D. Davidson
(pp. 410-422) Volume 6, Number 4; June 2003
A new generation of American Catholics, called the millennial generation, has emerged. This article examines how millennials think about their world, their Church, and their schools; discusses how and why their thinking will change as they mature; and offers research-based suggestions on how best to present the Catholic tradition to them.
The Soul in Trama: Poetry of War in the Classroom
Kathryn Hendren
(pp. 237-244) Volume 3, Number 2; Dec 1999
Reflecting on a dark side of human experience, this article explains how one teacher used poetry to invite students into a deeper reflection on life, death, and justice. With startling and painful examples from modern poetry, the author helps us to appreciate anew the tremendous power of the word.
Are American Schools Facing a Shortage of Qualified Administrators?
Gregory Hine
(p. 266-277) Volume 7, Number 2; Dec 2003
Anecdotal evidence abounds regarding the shortage of principals to lead schools. Sustained attention to the research on recruitment and retention of principals reveals a fascinating development: Ample numbers of teachers have completed administrative licensure requirements and hold the credentials necessary to assume a principalship; however, few wish to apply for the position.
Time-of-Day Effects on Human Performance
Carolyn B. Hines
(pp. 390-413) Volume 7, Number 3; March 2004
The course of study of time-of-day effects on human performance has not been an easy one to chart, with many findings that seem to be in opposition. This review examines the difference between group and individual differences with regard to time-of-day effects; time-of-day effects in individuals; morningness-eveningness as an individual characteristic; morningness-eveningness in adolescents; effect of time of day on cognition and academic performance; time-of-day effects on intelligence, testing, and academic achievement; the effect of matching individuals to their preferred time on academic achievement; and motivation as a primary confounding variable in time-of-day preference/academic performance studies. Other possible confounding variables and procedures in testing time-of-day effects are also briefly examined.
Effects of Catholic School Attendance on Student Achievement:
A Review and Extension of Research
Thomas Hoffer
(pp. 212-235) Volume 1, Number 2; Dec 1997
This paper begins with a review of basic descriptive data on achievement differences between public and Catholic school students and the main theories intended to explain Catholic sector effects on student achievement. The main theories are cast in terms of competitive markets, the communities in which the schools are embedded, and the historically institutionalized purposes of the schools. The analytical research is then reviewed and extended with some original analyses from recently collected national survey data on high school students. The main points from the review and extension of empirical research are as follows: (a) Catholic high schools have positive effects on verbal and mathematics achievement, but no discernable effects on science; (b) Catholic school effects are greater for students from disadvantaged backgrounds, especially with respect to family structure and functioning; and (c) the main schooling mechanism accounting for the Catholic school effects is the greater concentration of academic coursetaking among Catholic school students. The most glaring gap in the research record is the lack of data to assess effects of Catholic elementary school attendance. Finally, further work is needed to sort out the larger theoretical issues and practical implications of markets, charters, and communities.
What is Religiosity
Barbara B. Holdcroft
(pp. 89-103) Volume 10, Number 1; Sept 2006
The Catholic Secondary School Climate:
Forming a Culture of Nonviolence and Healthy Relatedness
Sharon M. Homan, Stephanie Starkloff Morgan, Mary Domahidy, Kenneth B. Homan,
Joleene Unnerstall & Rachel H. Fisher
(pp. 281-300) Volume 4, Number 3; March 2001
In The Catholic School on the Threshold of the Third Millennium, the Congregation for Catholic Education (1998) suggests that the foremost challenge to third millennium education is a “crisis of values” that assumes the form of moral relativism, subjectivism, and nihilism. Teen violence, disengagement with others, power games, date rape, and other forms of unhealthy sexual relationships are manifestations of this crisis. One of the characteristics of the Catholic school that enables it to respond is the climate of the educating community. The Congregation states, “The educating community, taken as a whole, is…called to further the objective of a school as a place of complete formation through interpersonal relations” (p. 12). Fostering healthy relationships is key to the formation of young persons in our Catholic secondary schools. This article examines three questions confronting our secondary schools: How does interpersonal violence threaten both interpersonal relations and the climate of the educating community? What approaches can be used in secondary schools to contribute to a culture of nonviolence? How are healthy interpersonal relations fostered among teens in a Catholic school? We analyze these questions from an interdisciplinary perspective which draws upon research and practice fro the fields of public health, education, and psychology and the theological tradition of Catholic education, particularly moral theology.
Justice Education as a Schoolwide Effort: Effective Religious Education in the Catholic School Michael P. Horan
(pp. 215-229) Volume 9, Number 2; Dec 2005
This essay describes and analyzes one successful justice education program flowing from community service, and demonstrates how such a program in Catholic school responds to several important “calls” to Catholic educators. These “calls” are issued by (a) the needs of the learners and the signs of the times, (b) official documents of the Church about the mission of the Catholic school and the faith growth of youth, and (c) a creative reading of history and contemporary expression of religious education that involves cooperation among all teachers and all subject areas in the school. The essay begins with a description of the justice education program at St. Pius XIII School, comprised of Grades 7 through 12. [The school is a fictional construct; it does not exist as one entity, but is the amalgam of the experiences of good practices in several schools.] Following the description is a treatment of each of the “calls” to which this effective justice education program responds.
It’s Not About Statues and a Crucifix
Jane Hosch, OSF
(p. 330) Volume 2, Number 3; March 1999
Evangelical Higher Education: History, Mission, Identity, and Future
Gary K. House
(pp. 480-490) Volume 6, Number 4; June 2003
Evangelical Christian colleges have has a unique role in the development of higher education in America and in producing Christian leadership for the world. These institutions have sought to educate and train leaders not only by transmitting knowledge and skills but also by attempting to instill moral character, integrity, and responsibility in their students. They have endeavored to educate according to Christian purposes, recognizing the value of integrating faith and learning. The evangelical Christian liberal arts college is especially adapted to create a context for educating the whole person. These institutions have a unique heritage, a clear purpose, a distinct identity, and a bright future.
Spirituality: It’s a Matter of the Heart
Christopher K. Howe, OSA
(pp. 124-132) Volume 2, Number 2; Dec 1998
The school leader’s spirituality flows from and is ever rooted in the heart; that is to say, in principles which are molded in one of the great traditions of the faith. In this article characteristics of gospel spirituality are described and the author incorporates practical examples of how this spirituality is lived within his school.
The Accessibility of American Catholic Secondary Schools to the Various Socioeconomic Classes of Catholic Families
John B. Huber, CSB
(pp. 271-287) Volume 10, Number 3; March 2007
The purpose of this study was to discern which socioeconomic classes are represented in Catholic high school populations across the United States. In addition, the study sought to discover the motivations of those families whose children were currently enrolled in American Catholic high schools. Also explored were the reasons why Catholic families who have sent their child or children to Catholic elementary schools were electing not to continue Catholic education at the secondary level. Because financial aid availability has risen along with tuition (Tracy, 2001), this investigation included the extent to which such financial aid was considered by Catholic families, as well as the perceptions of Catholic families as to its availability at the secondary level. As tuition rates rise at a higher level than the cost of living and averages wage increases, this study additionally examined the extent to which the assertion (Baker & Riordan, 1998, 1999; Riordan, 2000) that American Catholic high schools were becoming more elitist is true. The Catholic Church’s statements as to the accessibility of Catholic education to all social classes provided a framework throughout the investigation.
Historical Sketch of the Official Teaching of the Catholic Church on Moral Education in Schools
Thomas C. Hunt, Nick Compagnone
(pp. 191-210) Volume 1, Number 2; Dec 1997
Originally cast against the backdrop of the pan-Protestant public school, the manuscript follows Catholic magisterial teaching on religious/moral education in schools as the Church confronts the growing influence of the secular state in schooling in the latter stages of the 19th century and into the 20th.
Dissertations on Catholic Schools: Today’s Accomplishments, Tomorrow’s Challenges
Thomas C. Hunt, Ronald J. Nuzzi
(pp. 99-107) Volume 2, Number 1; Sept 1998
Private Schools: Partners in American Education –
Overview and Directions for Further Research
Thomas C. Hunt & Joseph M. O’Keefe, SJ
(pp. 464-469) Volume 1, Number 4; June 1998