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A Catholic Future for Catholic Higher Education? The State of the Question
David J. O’Brien
(pp.37-50) Volume 1, Number 1; Sept 1997
Catholic higher education is prospering, but most colleges and universities exhibit uncertainty about their specifically Catholic mission and identity. For 30 years, these schools have lived with the consequences of separate incorporation, as religious orders passed control to mixed boards of trustees and the institutions sought to improve the quality of their programs. Now their faculty and staffs are lay, highly professional, and religiously very diverse. If the institutions are to be meaningfully Catholic, trustees, faculty, and professional staff must develop programs which foster Catholic intellectual life and influence the work of teaching, research, and service. In doing so, they have reason for confidence, because the tradition is rich and the contemporary Church is filled with resources, but also for modesty, for there are no blueprints for Catholic scholarship and teaching. The keys are commitment, the decision to be constructively Catholic, conversation, willingness to engage the entire community in a dialogue about the religious dimensions of academic life, and competence.
Teachers’ Perceptions of Power Relationships
Barbara E. Ochterski
(pp. 335-356) Volume 5, Number 3; March 2002
Research exists on the power relationships experienced by teachers in public schools as they interact with each other and with the principal. However, no such studies had been done in non-public schools. What takes place in Catholic schools should be examined because of the significant role these schools have played in the American educational system. The purpose of this qualitative study was to discover how teachers describe their experiences of power relationships as they talked about school-related issues in two Catholic secondary schools for girls. Research methods included semi-structured interviews, participant observation, and informal conversations. Data were analyzed according to Nyberg’s (1981b) four forms of power theory (force, exchange and bargaining, rhetoric, trust and mutual commitment). The findings suggest that in Catholic schools, securing commitment to the mission through the use of rhetoric is important, perhaps essential. In girls’ schools, the trust and mutual commitment form of power is present where there is a traditional, hierarchical organizational structure. The exchange and bargaining power form is common among teachers and with the principal in both settings. Insights gained from this study are intended to promote understanding of the personal and social dynamics which support positive power relationships, lead to greater involvement of teachers in substantive decision making, and ultimately benefit students.
Good by Choice: A Tale of Two Schools
Richard Ognibene & Mel Shay
(pp. 474-490) Volume 3, Number 4; June 2000
What are the positive and negative effects of voucher programs and school choice initiatives? Do Catholic schools benefit by receiving voucher students? Are public schools challenged to change by the availability of tuition vouchers? This essay provides an in-depth look at one voucher experiment in Albany, New York, and reports on changes in both the Catholic school receiving voucher students and the public school from which the students came.
Inter-Faith Scholarship About Religiously Affiliated Schools, Colleges, and Universities
Joseph M. O’Keefe, SJ
(pp. 341-345) Volume 1, Number 3; March 1998
Review of Research
Joseph M. O’Keefe, SJ
(pp. 235-236) Volume 2, Number 2, Dec 1998
Research on Catholic Education: A View From Australia
Joseph M. O’Keefe, SJ
(pp. 360-367) Volume 2, Number 3, March 1999
Research on Teacher Recruitment and Retention
Joseph M. O’Keefe, SJ
(pp. 533-539) Volume 3, Number 4; June 2000
Catholic School Research
Joseph M. O’Keefe, SJ
(pp. 254-258) Volume 4, Number 2; Dec 2000
How Research Can Inform Efforts to Recruit and Retain High-Quality Teachers
Joseph M. O’Keefe, SJ
(pp. 117-124) Volume 5, Number 1; Sept 2001
Research Related to Teacher Recruitment and Retention
Joseph M. O’Keefe, SJ
(pp. 401-406) Volume 5, Number 3; March 2002
Global Perspectives on Educational Achievement: An Overview of Four Major Studies
Joseph M. O’Keefe, SJ
(pp. 111-125) Volume 6, Number 1; Sept 2002
Urban Revitalization: A Case Study of One Catholic Elementary School’s Journey
Roxanne Farwick Owens
(pp. 58-74) Volume 9, Number 1; Sept 2005
This article offers background information on U.S. trends in Catholic school enrollment from 1965 through the present, and presents a case study of one school that is attempting to address issues of enrollment, identity, effectiveness, and the elusive but critical essence of making a difference in the lies of students. The importance of leadership, mission, and a sense of community are reconfirmed as essential elements to the future success of Catholic schools in the United States.