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U.S. Catholic Schools and the Religious Who Served in Them: Contributions in the 18th and
19th Centuries
Richard M. Jacobs, OSA
(pp. 364-383) Volume 1, Number 4; June 1998
This article, the first in a series of three articles surveying the contributions of the religious to U.S. Catholic schooling, focuses upon their contributions during the 18th and 19th centuries.
U.S. Catholic Schools and the Religious Who Served in Them:
Contributions in the First Six Decades of the 20th Century
Richard M. Jacobs, OSA
(pp. 15-34) Volume 2, Number 1; Sept 1998
This article, the second in a series of three articles surveying the contributions of the religious to U.S. Catholic schooling, focuses upon their contributions during the first six decades of the 20th century. Through this period, not only did the religious provide the personnel needed to support the tremendous expansion of Catholic schooling, they also stepped forward to provide diocesan and national Catholic educational leadership, pushed Catholic pedagogical theory beyond its traditional European roots, designed new religion curricula, advanced women’s equality, and upheld parental rights in educating their children. These contributions made it possible for Catholic schools to provide Catholic youth the moral and intellectual formation to lead the American Catholic community during the post-Vatican II decades.
U.S. Catholic Schools and the Religious Who Served in Them:
The Struggle to Continue the Tradition in the Post-Vatican II Era
Richard M. Jacobs, OSA
(pp. 159-176) Volume 2, Number 2; Dec 1998
This last in a series of three articles surveying the contributions of the religious to U.S. Catholic schooling focuses upon these contributions during the decades following the close of the Second Vatican Council. In an era when control of Catholic schooling was in transition from the hands of the religious to their lay collaborators, these women and men extended the legacy of their forebears by continuing to give form to the mission and purpose of U.S. Catholic schooling—namely, what it means to be an American Catholic—for the youth of the post-Vatican II era. These young women and men will provide leadership for the American Catholic Church during the first decades of the new millennium. This last in a series of three articles surveying the contributions of the religious to U.S. Catholic schooling focuses upon these contributions during the decades following the close of the Second Vatican Council. In an era when control of Catholic schooling was in transition from the hands of the religious to their lay collaborators, these women and men extended the legacy of their forebears by continuing to give form to the mission and purpose of U.S. Catholic schooling—namely, what it means to be an American Catholic—for the youth of the post-Vatican II era. These young women and men will provide leadership for the American Catholic Church during the first decades of the new millennium.
Collective Bargaining in Catholic Schools: What Does Governance Have to Do With It?
John T. James
(pp. 208-233) Volume 8, Number 2; Dec 2004
This article outlines the significant legal decisions regarding collective bargaining in Catholic Schools, identifies the governance structures employed in Catholic schools and the methods of translating these governance structures into documents required by civil law, and concludes with the citation of two recent court decisions that demonstrate the method of incorporation and the day-to-day governance practices utilized in Catholic schools that are of great importance to educational leaders.
How Much Does a Private School Student Count? A Critical Analysis of the Athletic Multiplier
John T. James
(pp. 409-432) Volume 10, Number 4; June 2007
As Catholic high schools continue to experience success in interscholastic athletic leagues, state associations have repeatedly contemplated ways to thwart the perceived Catholic school advantage. One such effort, the multiplier, receives critical assessment in this article.
Developing a Predictive Metric to Assess School Viability
John T. James, Karen L. Tichy, Alan Collins, & John Schwob
(pp. 465-484) Volume 11, Number 4; June 2008
This article examines a wide range of parish school indicators that can be used to predict long-term viability.
An Organizing Framework for Specifying and Maintaining Catholic Identity in
American Catholic Higher Education
Christopher M. Janosik
(pp. 15-32) Volume 3, Number 1; Sept 1999
All Catholic institutions are increasingly involved in discussions about what constitutes Catholic identity. It is a pressing question for schools, universities, hospitals, and social service agencies. As the debate proceeds on the possible implementation of formal norms for Catholic universities according to Ex Corde Ecclesiae, the question of Catholic identity becomes a most crucial for Catholic colleges and universities. Through a content analysis of literature on Catholic higher education, the author suggests a framework for specifying the content of Catholic identity. Within a structure of three major influences which are delineated in 18 categories, Catholic identity is described as a rich and multifaceted phenomenon.
Key Ingredients in the Search for Social Justice:
A Case Study of Best Practices in a Calcutta School
Tansy S. Jessop
(pp. 101-116)
This article examines the key ingredients in a Catholic inner-city school that have contributed to a paradigm shift in the school community. The school has relinquished a comfortable niche educating children of Calcutta’s elite in favor of the messy and risky business of engaging with the poor. It has asserted the right of every child to quality education, dared to cross social boundaries, and succeeded in integrating a widely disparate parent and child community. The article elaborates on a cluster of key ingredients which together constitute a pathway for transforming schools into those which practice social justice and provide quality education. It examines widely recognized change principles in action within a particular setting and relates that the achievement of equity and excellence are not mutually exclusive. It explores the distinctive values, ethos, teaching and learning strategies, leadership, staff and culture of the school that promote learning despite flouting conventional selection and social class norms, in order to distill the key ingredients which make for excellence and equity. This essay begins by setting the study in context, describes the research methodology briefly, and then provides an analysis of a model of best practice and a pathway to social transformation that the school
has adopted.