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Educational Choices and the Politics of Inclusion
Robert H. Palestini
(pp. 6-27) Volume 5, Number 1; Sept 2001
One of the few truly rational arguments against education tuition vouchers is that if implemented on a universal basis they would further separate the “haves” from the “have-nots” and create another instance of the so-called neo-conservatives perpetuating the politics of exclusion. Instead, we suggest a voucher plan that would be awarded according to family income and benefit only those truly in need, thus furthering the efforts of those espousing the politics of inclusion.
Values and Identity in Jewish Education
Rabbi Michael A. Paley
(pp. 306-321) Volume 1, Number 3; March 1998
This article identifies a set of values to guide the development of an ideal Jewish school; it then specifies a series of recommended organizational, curricular and instructional practices to address these values. The preface establishes the rationale for rethinking the substance and form of Jewish education in the United States.
The Development of the Teacher as a Professional in an
Alternative Teacher Education Program
Joseph T. Pascarelli, Blaine C. Ackley, & Gerald M. Balaban
(pp. 229-240) Volume 5, Number 2; Dec 2001
Recruitment and retention strategies are a growing concern for Catholic educational leaders. This article offers a glimpse into the dynamics of a leading teacher recruitment effort, the Alliance for Catholic Education (ACE) sponsored by the University of Notre Dame. After surveying the first two cohorts who taught in Catholic schools through ACE, the authors uncover significant and meaningful components of this alternative teacher preparation program with a view to challenging traditional teacher education efforts and preservice requirements.
Religion and Schools in Canada
Frank Peters
(pp. 275-294) Volume 1, Number 3; March 1998
The constitutional and statutory frameworks within which education operates in Canada are significantly different from those in other countries. This paper describes some of the key features of Canadian education, particularly those relating to Catholic schools. It examines the relationship between the religious community and the educational structures in Canada over the years, with a particular emphasis on recent events, and identifies some of the key historical factors in that development. A number of developments which appear to indicate a move to a more secular form of education, and which are creating considerable tensions for Catholic educators, are also discussed.
Sister M. Madeleva Wolff, CSC
M. Loretta Petit, OP
(pp. 320-333) Volume 9, Number 3; March 2006
Sister M. Madeleva Wolff, C.S.C., teacher, essayist, poet, and college administrator, through her creative ability and innovative practices made possible major contributions to Catholic education in her lifetime. Without her strong personality and boundless energy, many of her dreams for an ideal college curriculum would not have come to fruition. Her most significant legacy, the Graduate School of Theology, afforded for the first time the opportunity for the laity and religious women to study theology at the graduate level. She served as president of St. Mary’s College, Notre Dame, Indiana, from 1934 to 1961.
Education on the Threshold of the Third Millennium: Challenge, Mission, and Adventure
Guiseppe Pittau, SJ
(pp. 139-152) Volume 4, Number 2; Dec 2000
On May 18, 1999, the newly appointed Secretary of the Congregation for Catholic Education, the Vatican office for Catholic schools, universities, and seminaries, addressed a gathering of Catholic school administrators at Fordham University. The Most Reverend Giuseppe Pittau, S.J., was invited to deliver an address to the Fifth Annual School Executive Leadership Dinner. Archbishop Pittau brings a wealth of experience to his new position at the Vatican. In his role as Secretary, he shares responsibility for some 900 Catholic colleges and universities, over 3550 seminaries, and tens of thousands of Catholic schools. In his address, Pittau offers a synthesis of current challenges facing Catholic schools and highlights the critical role of parents, teachers, administrators, and the community in the education of children.
Presentations of the Vatican Document: Consecrated Persons and Their Mission in Schools
Archbishop Guiseppe Pittau, SJ
(pp. 75-87) Volume 7, Number 1; Sept 2003
In releasing the document Consecrated Persons and Their Mission in Schools, the leadership of the Congregation for Catholic Education offered introductory remarks to contextualize the official publication.
Catholic High Schools: Can Inclusion Work Without Significant Publicly-Funded Resources?
Marie A. Powell
(pp. 86-106) Volume 8, Number 1; Sept 2004
Catholic high schools do not generally have a reputation for serving students with special needs. This article, using primary sources related to one high school’s history, demonstrates how even an academically elite school can meet the needs of a wide range of students. Specific strategies are suggested that can help Catholic high schools be more inclusive.
Increasing Academic Motivation in Primary Grades
Michael Pressley, Sara Dolezal, Lisa Raphael, Lindsey Mohan, Alysia Roehrig & Kristen Bogner
(pp. 372-392) Volume 6, Number 3; March 2003
This review of research into motivation begins with the various approaches to increasing academic engagement that have been validated in studies, especially in the past quarter century. Two brief case studies of exceptionally engaging primary teachers, both working in Catholic schools, follow. General findings from qualitative studies of primary grade teaching affirm that engaging teachers fill their classrooms with instruction that promotes motivation and do little that undermines student motivation. This contrasts will less engaging teachers who do less that is motivating and more that undermines academic motivation. Thus, every minute of every day the engaging teachers do what the best educational motivation researchers have identified as effective. The review concludes by recognizing that such engaging instruction is consistent with Catholic philosophy of education.
Teacher Retention in Catholic Schools
Walter F. Przygocki
(pp. 523-547) Volume 7, Number 4; June 2004
Teacher attrition is a concern in all educational sectors but is of special importance to Catholic schools because of the salary disparity between public and Catholic schools. This review examines the research on teacher retention in general with a view to understanding how this knowledge might inform teacher recruitment and retention strategies in Catholic schools and dioceses. The relationship between salient teacher characteristics—such as job satisfaction and salary—and teacher retention is discussed.