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Leadership Preparation is Ongoing
Catherine Kamphaus, CSC
(pp. 332-333) Volume 2, Number 3; March 1999
Catholic Virtual Schools: Real Possibilities or Oxymoronic Dreams?
Jack Kelly
(pp. 422-434) Volume 5, Number 4; June 2002
Currently, four Catholic virtual schools exist in the province of Alberta. Such educational innovation raises many questions about the definition and context of Catholic schooling. The designers of electronic educational alternatives must be aware of the need to create virtual communities within their institutions. By using theories of community building, virtual architecture, and innovative course design, many opportunities for faith development can emerge. The rapid changes in the delivery of this form of education may become a rich source of research for those interested in applying the gifts of modern technology to the traditions of Catholic education.
Teacher Candidates’ Incoming Beliefs About Teaching:
Comparing Catholic Service-Learning and Traditional Programs
Vladimir T. Khmlekov, Ann Marie R. Power, F. Clark Power
(pp. 206-228) Volume 5, Number 2; Dec 2001
This study analyzes a range of professional beliefs held by a sample of incoming teacher candidates in the Alliance for Catholic Education (ACE), a service-learning teacher education program at the University of Notre Dame, and a sample of preservice teachers in a traditional teacher education program at a state university. The key dependent variables in this study are preservice teachers’ sense of professional responsibility and self-efficacy beliefs regarding the intellectual and moral aspects of their teaching. Findings indicate that ACE teacher candidates hold a greater sense of responsibility for helping disadvantaged students academically and for fostering all children’s moral growth compared to their counterparts in the traditional program. This study is the first stage in a longitudinal research project that explores the effectiveness of ACE’s model of teacher education in preparing professionally competent and responsible teachers.
When the Internet Becomes X-Rated:
Creating an Ethical Climate for Technology in Catholic Schools
Susan Hanley Kosse
(pp. 514-529) Volume 4, Number 4; June 2001
Pornography is the number-one business on the Internet, yet the very same Internet can be a valuable source of knowledge for all students. Educational leaders face many challenges in bringing the Internet into classrooms. This article reviews recent and relevant case law on Internet access in schools, offers guidance about the writing of effective acceptable use policies, and concludes with advice to Catholic school teachers and administrators on creating an ethical climate while fully using available technology.
Values Infusion: A Systematic Response to Catholic Identity
Mary Jane Krebbs
(pp. 306-314) Volume 3, Number 3; March 2000
This article explains how the Archdiocese of New York responded to the need for making its values-based approach to education more conspicuous and formal. Through ECOS, a curricular change process, the Office of the Superintendent of Schools spearheaded a dialog and a program focusing on Catholic identity and values infusion as one source for the resurgence of that identity.