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Helping Graduate Level Administrative Courses Support the Importance of the School Asset John C. Maciha
(pp. 205-214) Volume 6, Number 2; Dec 2002
Facilities management, preventative maintenance, and capital improvements are the concern of many principals, presidents, and boards. University preparation programs for school administrators often lack serious concentration on these areas, mostly due to the increased standards for licensure, certification, and academic degrees. This article attempts to fill that void by inviting school leaders to consider preventative maintenance as an integral part of facilities management.
Spirituality and Leadership Effectiveness: Historical and Philosophical Trends
Christy L. Magnusen
(pp. 251-258) Volume 6, Number 2; Dec 2002
Leaders have assumed their positions of power in a variety of ways: through election, designation, inheritance, and coincidental timing or stealth. Regardless of the means of ascent into power, a leader’s endorsement is well regarded. The research findings of Covey (1989), Bennis (1989), Greenleaf (1973), Deming (1986), Drucker (1996), Bolman and Deal (1991), Fox (1995), and others support a strong correlation between leadership and the success or failure of a community, business, or organization. Hence, because these two elements appear to be inextricably tied to one another, it is paramount to the group’s welfare that the leader be one who is capable and trustworthy of promoting the communal mission. The sweeping changes in our country’s social, political, and economic climate at the end of the 20th century brought with them a pervasive mistrust in leaders of government, businesses, and other institutions including schools. In reviewing the trends in leadership and effective schools, this study concerned the traits of effective leaders and the emerging perception of the importance of spirituality to leadership. This article, reviewing the most recent scholarly and popular literature on leadership, is the first in a series of articles based on a current study of leadership and spirituality.
Historical and Contemporary Trends in Spirituality Leadership
Christy L. Magnusen
(pp. 131-137) Volume 7, Number 1; Sept 2003
A good society relies on the education of its citizenry. Following the 1983 publication of A Nation at Risk (National Commission on Excellence in Education), America turned a skeptical eye toward its educational institutions. Specifically targeting the leadership of its schools, our country called for a closer examination of the characteristics of school administrators and what factors predicted an effective school. Influenced by the parallel findings in business and organizational management, the habits, beliefs, practices, personalities, and styles of leaders were closely assessed for their ability to instill a sense of community and good will in their respective organization. Toward the end of the 20th century, social scientists suggested that effective leadership was more than profit margins, effective offices and power. Revealing a persuasive nexus between leadership and spirituality, theorists such as Parker J. Palmer and others set the stage for a new standard by which leaders would be judged. The morality and integrity of leaders became more important than ever. This essay will explore the concept of spirituality and its influence in leadership throughout history. Although this dimension has been overlooked until recently, it is a critical component to a leader’s effectiveness, particularly
in education.
Some Background on Addressing the Topic of Homosexuality in Catholic Education
Michael J. Maher
(pp. 498-515) Volume 6, Number 4; June 2003
The Catholic magisterium has made a distinction between homosexual orientation (disordered, but not sinful), homosexual activity (sinful, but judged “with prudence”), rights of gay and lesbian people, and the Church’s pastoral responsibilities to gay and lesbian people. Both the Vatican and the American bishops have clearly stated that the topic of homosexuality must be addressed in Catholic education, but the emphasis on how it is addressed differs between the Vatican (emphasis on finding causes and cures) and the American bishops (providing pastoral care and inclusion). Research indicated that some American Catholics may be very supportive of the rights of gay and lesbian people even if they disapprove of their sexual activity. It also appears that American Catholics are becoming more positive in their attitudes toward homosexuality over time. The Vatican has been directly confrontational with many gay and lesbian Catholic groups, expressing concern that they disregard the teaching against homosexual activity in the quest to meet pastoral needs. Some dioceses have begun to train their secondary school staffs on issues of homosexuality and to include the topic in the curriculum. On the other hand, gay and lesbian students at Catholic colleges, universities, and seminaries have a history of confrontation with Catholic educators.
Catholic High School Students’ Attitudes Toward Homosexuality:
A Snapshot of Incoming College Freshmen
Michael J. Maher
(pp. 462-478) Volume 7, Number 4 June 2004
This study is a survey of incoming freshmen at a Midwestern Catholic university on their agreement with Church teachings on homosexuality. In general, females had more homo-positive attitudes than males, graduates of Catholic high schools had more homo-positive attitudes than graduates from non-Catholic high schools, and graduates from coeducational Catholic high schools had more homo-positive attitudes than graduates from unisex Catholic high schools. Also, if respondents agreed with the Church’s teaching against homosexual activity and that homosexuality is a disorder, they were less likely to agree with the Church’s teachings that gay and lesbian people have rights that the Church should protect.
Gay and Lesbian Students in Catholic High Schools: A Qualitative Study of Alumni Narratives
Michael J. Maher
(pp. 449-472) Volume 10, Number 4; June 2007
The Catholic Magisterium has made a distinction between homosexual orientation (disordered but not sinful), homosexual activity (sinful, but judged “with prudence”), rights of gay and lesbian people, and the Church’s pastoral responsibilities to gay and lesbian people. Both the Vatican and the American bishops have clearly stated that the topic of homosexuality must be addressed in Catholic education, but the emphases on how it is addressed differ between the Vatican (emphasis on finding causes and cures) and the American bishops (providing pastoral care and inclusion). This article deals with the experiences of gay and lesbian youth in Catholic high schools. It is based on in-depth interviews with 25 (12 female and 13 male) gay and lesbian alumni who attended Catholic high schools in the 1980s and 1990s. What emerged is a theme of “disintegration.” Things simply did not fit together in their lives in the areas of family, peers, school, spirituality, and identity. This is in stark contrast with Catholic teaching, which proposes that the purpose of Catholic education is the integration of all these areas.
Leadership for Positive Change: Perspectives of 12 Liberal Leaders
Nancy Maldonado & Phyllis Superfisky, OSF
(pp. 315-334) Volume 5, Number 3; March 2002
This qualitative study investigated perceptions of 12 liberal contemporary leaders regarding the role of the moral leader as a positive change agent. The leaders were selected by graduate students at a private Catholic university in South Florida based on a moral leadership rating-scale survey. The leaders were asked about their perceptions of themselves as positive change agents and how they empower others. The results indicated that the interviewees all believe that they are positive change agents and that they empower others by getting them to participate, by encouraging, by being examples, by raising their consciousness, and by helping them to discover their own power and interests.
Against Expediency: The Ethics of Education
Gerard Mannion
Liverpool Hope University
(pp. 142-156) Volume 11, Number 2; Dec 2007
This article suggests that church-linked universities and colleges can and should show that there is an alternative to the expediency and pseudo-utilitarian thinking which currently dominates higher education. Such institutions can and should serve as beacons of a virtuous approach to education which can show others a more positive way forward. Theology and ethics—both disciplines mutually informing the other—hold the key to fostering and promoting a true culture of ministry both in the day-to-day existence of universities and colleges and in nurturing young minds to take that culture of ministry out into the wider community.
The Catholic High School and American Educational Reform: Challenges and Opportunities Bruno V. Manno
(pp.7-20) Volume 1, Number 1; Sept 1997
This paper provides answers to two questions. First, what challenges and opportunities does the movement to reform American public education, and to make it more accountable, raise for Catholic high schools? Second, what challenges and opportunities does the effectiveness of Catholic high schools in educating disadvantaged students raise for American public education?
The Financial, Legal, and Political Context of Private Education
Bruno V. Manno
(pp. 33-51) Volume 3, Number 1; Sept 1999
Five principles underlie the changing policy architecture of American K-12 education. The author discusses these principles; how they are blurring the traditional demarcation of public and private schools; and the implications of this discussion for a private education research agenda.
Discipline Past and Present: Shifting Paradigms for Effective Practice
Kristina Martin & Ronald J. Nuzzi
(pp. 244-257) Volume 5, Number 2; Dec 2001
School Vouchers: Blessing or Curse for Catholic High Schools?
Joseph D. Massucci & Timothy J. Ilg
(pp. 352-361) Volume 6, Number 3; March 2003
The voucher debate has thus far focused almost exclusively on elementary schools. Since Catholic and private high schools tend to be more expensive to operate than elementary schools, this article hypothesizes about the potential future impact of voucher programs on Catholic high schools.
Seventh-day Adventism in the US: Committed to Higher Education
John Matthews
(pp. 457-479) Volume 6, Number 4; June 2003
In this article, attention is given to the historical context in which the relationship between the “religious” and “educational” arms of the Seventh-Day Adventist church was forged; the commitment of Adventism to higher learning in the U.S. is explored; strategies for maintaining a distinctive purpose in Adventist educational institutions are assessed; and a select number of challenges currently facing Adventist institutions in North America are addressed.
Vouchers and Religious Schools: Why Some Religious Schools May Refuse to Participate
Ralph D. Mawdsley & Charles J. Russo
(pp. 362-371) Volume 6, Number 3; March 2003
With the recent U.S. Supreme Court decision (Zelman v. Simmons-Harris, 2002), upholding the vouchers portion of an Ohio-based scholarship program, interest in vouchers is at an all-time high. Will the availability of voucher programs create an exodus of students from public schools? Will private schools open their doors and classrooms to respond to the increasing need? Several problems remain before voucher programs can become widespread, and even then some private and religious schools may opt not to participate. This article discusses the autonomy of religious schools, summarizes relevant court cases, and explores three possible reasons why some private and religious schools may not be willing to accept vouchers.
“A Great and Lasting Beginning”:
Bishop John McMullen’s Educational Vision and the Founding of St. Ambrose University
George W. McDaniel
(pp. 22-46) Volume 9, Number 1; Sept 2005
Catholic education surfaces as a focus and concern in every age of the U.S. Catholic experience. This article examines the struggles in one, small Midwestern diocese surrounding the establishment and advancement of Catholic education. Personal rivalries, relationships with Rome, local politics, finances, responding to broader social challenges, and the leadership of clergy were prominent themes then, as they are now. Numerous historical insights detailed here help explain the abiding liberal character of Catholicism in the Midwestern United States.
An Exploration of Hope in Catholic School Students
Diane McDermott, Jennifer Teramoto Pedrotti, Lisa M. Edwards & Angela M. Houske
(pp. 274-285) Volume 5, Number 3; March 2002
Hope is a valuable asset for children, adolescents, and adults. Individuals with high hope are better able to navigate around obstacles by using pathways and agency thoughts towards their goals. Studies with children and adults have demonstrated that hope is related to several positive constructs, including academic and athletic ability, problem solving and coping, physical health, and psychological adjustment. This study explores hope in Catholic school students. Because Catholic schools provide a unique faith community for their students, a better understanding of the characteristics of children in these settings is important. Analyses showed that Catholic school student’s hope scores were significantly higher than the general mean of children’s hope scores. Implications and suggestions for fostering hope in the classroom are provided.
Process of Compassion: Pastoral Care During School Closings
Patrick J. McDevitt, CM, Anthony J. Dosen, CM, & Frances Ryan, DC
(pp. 24-40) Volume 10, Number 1; Sept 2006
Catholic education in the United States continues to face mounting economic challenges. Dioceses are being challenged with the painful reality of closing Catholic schools that have long served communities. These school closings leave behind wounded and disillusioned professionals. The Process of Compassion Workshop was developed to provide personal and professional help for healing so that teachers could move forward in their careers. This article provides a theoretical framework with action research to care for the dedicated people school closings leave behind.
The Telecommunication Act of 1996 and Its Impact on Catholic Education
Dale McDonald, PBVM
(pp. 107-118) Volume 3, Number 1; Sept 1999
Teachers and administrators worldwide are struggling to equip schools with the latest technology in an effort to enhance learning environments. This article discusses legislation concerning the funding of these efforts, with a strong focus on the specific funding challenges facing Catholic schools in the United States.
The Catholic School: Avenue to Authenticity
Denis McLaughlin
(pp. 274-292) Volume 3, Number 3; March 2000
A document from the Vatican’s Congregation for Catholic Education has confirmed that the fundamental purpose of Catholic schools is to create an educational environment promoting authentic humanity. This position has its basis in a Catholic concept of personhood, which underpins the thrust of the 1998 Roman document, The Catholic School on the Threshold of the Third Millennium. This article outlines a philosophical framework for Catholic education and establishes a comprehensive theological foundation for community living. Education, the life of faith, and the common good all come under the rubric of authentic humanity.
The Legal and Social Infirmities of Zelman v. Simmons-Harris
Scott McLeod
(pp. 328-341) Volume 6, Number 3; March 2003
With a spirited criticism of Zelman v. Simmons-Harris (2002), this article summarizes many arguments against the voucher decision, including the dissenting opinions of U.S. Supreme Court justices, opponents of the decision, and amicus curiae briefs from the American Jewish Committee, the Anti-Defamation League, and the Ohio School Boards Association, all of whom argued against the Cleveland Plan. In the end, the decision may prove dangerous to Catholic schools that accept public voucher monies.
Historical Perspectives on Elizabeth Seton and Education: School is My Chief Business
Betty Ann McNeil, DC
(pp. 284-306) Volume 9, Number 3; March 2006
Elizabeth Ann Seton—the first native-born U.S. citizen to be canonized—and her passion for education are the subjects of this historical essay. Implications for contemporary educational leaders are also discussed.
Enhancing Catholic Identity: The Genesis of a National Consortium
Timothy J. McNiff
(pp. 353-359) Volume 2, Number 3; March 1999
This article describes a new program specifically designed to assist Catholic school administrators. The genesis for this program and the creation of the Consortium for Catholic School Identity which sponsors it are the result of a grant from Our Sunday Visitor Foundation. The Consortium, a diverse team of professional Catholic school educators, is now positioned to offer a unique and innovative series of national seminars to support principals in their efforts to enhance the Catholic identity of their schools.
Owning the Mission is Paramount
Glenn Anne McPhee, OP
(pp. 330-331) Volume 2, Number 3; March 1999
Collaboration for the Common Good: An Overture to Cooperation in K-12 Education
Joseph McTighe
(pp. 81-86) Volume 3, Number 1; Sept 1999
Sr. Lucille Kalinowski: A Spiritual Biography
Ann Meese
(pp. 384-387) Volume 1, Number 4; June 1998
The author, a principal in the diocese in which Sr. Lucille Kalinowski served as superintendent, reflects on Sister’s spirituality, sensitivity, and simplicity along with her impact on the administrators with whom she worked.
Neighbors Engaging in Dialogue: A University-Community Partnership
Pete Miller
(pp. 71-95) Volume 12, Number 1; Sept 2008
The purpose of this case study was to learn more about the emergence and development of the Rogers Community Learning Center over its initial 5 years of operation. The interview, observation, and documental data were viewed through a theoretical lens informed by the work of Paulo Freire, Myles Horton, and Cornel West in order to examine how notions of history, culture, and power affected the collaborative work of the Rogers Center. The findings indicated that the disconnect and distrust that previously described the relationship between St. Benedict University and its adjacent Northeast Neighborhood were mitigated to a degree by the work of the Rogers Center. Although Neighborhood residents expressed gratitude for the many educational and social opportunities present at the Rogers Center, their value for being engaged as equal partners by St. Benedict’s resonated most clearly as the foundational element to their emerging friendship. The article concludes with several suggestions that attempt to assist the continued development of the Rogers Center and also serve as helpful insights for other partnerships that seek similar relationships.
How Can We Sing the Song of the Lord?
Nathan D. Mitchell
(pp. 72-89) Volume 4, Number 1; Sept 2000
What conditions make worship possible? What theology best supports our public worship? This article explores what we might call the conditions for the possibility of good worship. Reviewing the work of Jean-Luc Marion and Catherine Pickstock, the author challenges those charged with leadership to attend to the power of liturgy, especially as it affects our identity. Communal worship, properly understood and celebrated, can shape beliefs, values, behaviors, and vision of Catholic school leaders.
Dorothy Day: Student of the Moral Life, Educator for the Moral Life
Sandra Yocum Mize
(pp. 176-190) Volume 1, Number 2; Dec 1997
Dorothy Day (1897-1980), convert to Catholicism and co-founder of the Catholic Worker movement, exemplifies both the educator and student of the Christian moral life. Her own development highlights the extraordinary importance of the ordinary aspects of daily living in the formation of the morally committed Christian.
Students’ Choice of Schools for Their Children:
Logistic Regression Analysis on Contributing Factors
Magdalena Mo Ching Mok & Marcellin Flynn
(pp. 6-33) Volume 8, Number 1; Sept 2004
School choice has been an issue in the education systems where parents are given the autonomy to select schools for their children. Previous research suggests that parental decisions are affected by demographic, financial, and value-related factors. This study investigated variables including: demographic and socio-economic background, motivation, quality of school curriculum, quality of school life, and classroom environment as factors contributing to secondary students’ choice of schools for their own children. The sample comprised 8,265 secondary students from 70 Catholic schools in New South Wales, Australia. Analysis of variance and logistic regression were used to identify contributing factors of school choice. Findings suggested that students’ expectations of schools, quality of school curriculum, quality of school life, and the classroom environments they experienced all contributed to their intention to send their own children to the same schools, after controlling for their background differences. On the other hand, students’ intentions were not affected by their gender, socio-economic backgrounds, or country of birth.
Hate Studies: Toward Jesuit Leadership on Curriculum Development
James M. Mohr
(pp. 97-114)
This paper examines how the academic study of hate can be understood through Catholic social justice teachings with an emphasis on the Jesuit commitment to faith and justice to allow for a critical reflection on the relationship between theory and practice. To make the connections between social justice and the study of hate, the paper begins with a description of Hate Studies and a brief overview of the Jesuit conception of social justice as it relates to higher education. Following these descriptions it is explained how Jesuits can influence the development of a curriculum for Hate Studies. The influence is reflected through the five key processes of promoting justice, human dignity, and human rights; integrating faith, scholarship, and activism; involving Catholic colleges and universities with contemporary issues; engaging in reflective practice; and transforming culture.
Victor and Constance Daniel and Emancipatory Education at the Cardinal Gibbons Institute
Cecilia A. Moore
(pp. 396-404) Volume 4, Number 3; March 2001
From 1924 to 1934, Victor and Constance Daniel practiced emancipatory education at the Cardinal Gibbons Institute, a Catholic high school for African Americans in Ridge, Maryland. The purpose of emancipatory education was to liberate Black and White Americans, both mentally and morally, from the vestiges of slavery that created and perpetuated racism in the United States. Emancipatory education placed the study and appreciation of African American history and culture at its center. The Daniels rooted their development of emancipatory education in their experience as Catholic educators, the racial uplift movement of the late 19th and early 20th centuries, and African American scholarship.
The Political Climate in the Current U.S. Congress for the Public Policy Agenda of the Catholic School Community
Frank J. Monahan
(pp. 74-80) Volume 3, Number 1; Sept 1999
Sector Differences in Opportunities for Parental Involvement in the School Context
Gail M. Mulligan
(pp. 246-265) Volume 7, Number 2; Dec 2003
Research has consistently related school effectiveness to parental involvement. Catholic schools in particular have tended to have high levels of parental involvement, more so than public schools. This study measured the opportunities for parental involvement present in private and public schools. While Catholic school parents tend to demonstrate higher levels of parental involvement than public school parents, public schools offer significantly more opportunities for parental involvement than Catholic schools.
Katharine Drexel: Learning to Love the Poor
Cecilia Murray, OP
(pp. 307-319) Volume 9, Number 3; March 2006
Although born into privilege, Katharine Drexel was blessed with parents, siblings, friends, and spiritual guides who kept her rooted in a deep, Eucharistic faith. Responding to the needs of the poor was a responsibility of the rich, and Katharine learned this value at the hands of her parents at an early age. With the good counsel of popes and bishops, family and friends, she ultimately used her great family wealth to provide education for the poor.
Effecting a University’s Mission: The Praxis of Charism
Robert J. Murray, OSA
(pp. 49-70) Volume 6, Number 1; Sept 2002
Religious communities engaged in educational ministry have been challenged by the Second Vatican Council both to reappropriate the initial charism of their founders and to review their ministry in the schools staffed by their communities. Compounding this challenge has been the shift in the number of members of the founding congregations in their faculties. This article reframes the discussion in terms of an issue of committed culture. After presenting a theological foundation and sociohistorical critique of charism, a praxis model for mission effectiveness as it is applied to student orientation within a Catholic university setting will
be introduced.
Catholic School Counseling: From Guidance to Pastoral Care
Robert Murray, OSA, Kristy Suriano, & Judith Madden
(pp. 34-52) Volume 7, Number 1; Sept 2003
Those ministering to youth increasingly find themselves having to address numerous issues and complexities, which extend beyond the scope of the school setting. Catholic school students are not immune to these issues, and to address the needs of their students, Catholic school counselors must embrace aspects of the social sciences that affirm and elevate the message of the Gospel. The intent of this article is to present a Christian perspective of guidance counseling and to highlight those orientations and therapies that uphold
Christian values.
The Catholic Teacher: Our Greatest Resource
John King Mussio, JCD
(pp. 364-374) Volume 4, Number 3; March 2001
The 56th annual meeting of the National Catholic Educational Association was held in Atlantic City, New Jersey, in 1959. The following essay is a transcript of a talk delivered at that meeting on March 31, by the then Bishop of Steubenville, Ohio, the Most Reverend John King Mussio. He was speaking to the Secondary School Department about the importance of Catholic high schools and the vital role of teachers in the education and formation of youth. Although over 40 years have passed, Mussio cites many problems and challenges facing Catholic educators that are still with us today. His praise of teachers is almost poetic; his love of Catholic education is profound. Calling teachers the fifth mark of Church, Mussio clearly values the Catholic school system and those whose example and teaching help youth “to keep in step with Christ.”