Listening to Students: Voices from the Inner City
Rita M. Bean, R. Tony Eichelberger, Meryl Lazar, Gregory A. Morris, & Cindy Reed
University of Pittsburgh, University of Pittsburgh, University of Pittsburgh, & Auburn University
(pp. 5-15) Vol. 4 No. 1; Sept 2000
What do students in Catholic schools view as important aspects of their unique form of education? They want a safe environment for learning, caring and concerned teachers, high expectations for learning, responsibility and respect in the school community, and a clear sense of how school relates to success in life. This article describes a study which clearly documents student perceptions and values.
Attributions for Success and Failure in Mathematics:
A Comparative Study of Catholic and Public School Students
Janine Bempechat, Eleanor Drago-Severson & Beth A. Boulay
(pp. 357- 372) Vol. 5 No. 3; March 2002
The documented higher performance of minority students in Catholic versus public schools raises questions about motivational factors that may underlie the impact of parochial education. This study examines attributions for success and failure and their relationship to mathematics achievement in a sample of African American, Latino, and Caucasian fifth- and sixth-grade public and Catholic school students. Results showed that relative to their public school peers minority students in Catholic schools endorsed attributions that were more adaptive for learning. Specifically: 1) Latino and African American Catholic school students were less likely to attribute success in mathematics to external factors, 2) Latino Catholic school students were more likely to attribute success to ability, and 3) African American Catholic school students were less likely to attribute failure to external factors. Further, for Latino students, Catholic but not public school membership was positively associated with mathematics achievement. Results are discussed in the context of school culture.
Public and Private Education: Conceptualizing the Distinction
Charles Bidwell & Robert Dreeben
The University of Chicago
(pp. 8-33) Vol. 7 No. 1; Sept 2003
Common wisdom and public discourse seem to suggest that there are two types of schools, private and public. Policy debates, media outlets, and comparisons of outcomes on standardized tests and interscholastic athletic competitions make use of the distinction. This essay argues that while such a distinction can be helpful, it also tends to obscure differences in the social organization of schools. Employing a sociological analysis and providing a historical overview of educational developments, the authors focus on centralization versus decentralization of school controls and discuss the ramifications of a broad versus a narrow market niche for schools.
The Associate Superintendent: The Role of Leadership in a Catholic Schools Office
Margaret Boland & Mary Rose Watkins, O.S.F.
Diocese of Trenton & Building Links for Effective and Successful Schools, Boston
(pp. 293-317) Vol. 6 No. 3; March 2003
In the late 19th century, Catholic school superintendents recognized the need for help in overseeing Catholic schools. Religious congregations established the role of community supervisor, which paved the way for the present role of the associate superintendent as a way to give support to teachers and administrators and to encourage accountability in Catholic education. This study was conducted to define and bring to light the critical importance of this role of leadership. For the purposes of this article, the term “associate superintendent” will be used, although the authors are aware that other terms for this role are used in various dioceses. This descriptive study of five dioceses located within one state, based in the four variables of leadership, power, organizational structure, and areas of responsibility, utilized a quantitative and qualitative approach to define this role. A definition for this role of leadership was constructed from the findings.
Perceptions of Teacher Burnout in Catholic Schools
Barbara L. Brock
(pp. 281-294) Vol. 2 No. 3; March 1999
This study examines the perceptions of burnout of educators currently employed in Catholic elementary and secondary schools. Data were collected from teachers, counselors, and administrators regarding their perceptions of the causes, symptoms, and prevention of burnout. Results of the study suggest that burnout is largely a symptom of workplace issues that can be identified and corrected. The long-term and destructive effects of teacher burnout warrant the time and financial support needed to improve working conditions for teachers in Catholic schools.
Principals and Pastors Sharing School Leadership:
Perspectives from Nebraska and New South Wales
Barbara L. Brock & Jennifer Fraser
(pp. 85-100) Vol. 5 No. 1; Sept 2001
This paper reports the results of a study of the roles and interactions of principals and pastors in Catholic elementary schools in New South Wales and Nebraska. Findings revealed the importance of clearly defined roles and frequent communications and established a profile of the components of successful principal-pastor working relationships.
A Case Study of Immigrants and Education:
The Scalabrinian Experience with Italian Americans
Mary Elizabeth Brown
(pp. 187-195) Vol. 2 No. 2; Dec 1998
This article describes the experience of the Society of Saint Charles, commonly known as the Scalabrinians, regarding the Catholic education of Italian immigrants between 1887 and 1933. It relates this historical situation to the following issues facing contemporary Catholic immigrant education: 1) financing local parochial educational programs with nonlocal funds; 2) developing theories regarding transcultural education; and 3) considering education inclusively to incorporate programs beyond parochial schooling.
Teaching: Profession or Vocation?
Joseph A. Buijs
St. Joseph’s College, University of Alberta, Edmonton
(pp. 326-345) Vol. 8 No. 3; March 2005
Underneath Teaching there lies a conceptual framework through which we view its role and purpose. Different frameworks vary in outlook and imply contrasting attitudes and values. Which one we adopt impacts on what and how we teach. This study explores what it means to think of teaching as a professions versus a vocation. Its focus is restricted to teaching at the university level, but the analysis can be applied to other aspects of an academic career. The issue is of particular interest in relation to the Christian or Catholic identity of denominational colleges and universities. The intent is to show how the conceptual framework of a profession versus a vocation implies a number of contrasting attitudes and values towards teaching. Al though these contrasts need not be incompatible, they are in dialectical tension within academic institutions: excess of one highlights absence of the other, Finally, the study suggests that teaching as a vocation more directly promotes a distinctively Christian or Catholic identity in denominational institutions of higher education.
The Role of the Bishop in Transforming the Church and the World: Two National Perspectives
George Bunz
Newman Theological College, Canada
(pp. 189-204) Vol. 6 No. 2; Dec 2002
Are there differences in how Canadian and United States bishops understand the pre-and post-Vatican II Church, its salvific purpose, unity, authority, collegiality, equality, empowerment, the role of women, and the bishop’s role in transforming the Church and the world? Data originally collected from interviews with five Canadian and seven United States bishops as part of a study (Bunz, 1994) investigating the role of bishop were reassessed to examine this question. Differences and similarities in how Canadian and United States bishops perceived the challenges facing the Church were discerned. It is suggested that cultural variation may account for the different perceptions of Canadian and United States bishops.
The Quiet Revolution in Catholic Schooling in Australia
Kelvin Canavan, FMS
Catholic Education Office, Sydney, Australia
(pp. 46-54) Vol. 2 No. 1; Sept 1998
This brief overview of changes in Catholic schooling in Australia over the past 30 years identifies four key factors—the smooth transition from religious to lay staff, the reintroduction of government financial assistance, the development of strong Catholic Education offices, and the steady increase in enrollments—to explain the robust state of Catholic schooling
in Australia.
Building Strategic Leadership and Management Capacity to Improve School Effectiveness
Kelvin Canavan, FMS
(pp. 150-164) Vol. 7 No. 2; Dec 2003
The building of leadership and management capacity with a focus on teaching and learning effectiveness has been a defining characteristic of the Catholic schools in Sydney, Australia, during the past decade. During the 1990s, the leaders of the 150 parish primary and regional secondary schools in the Archdiocese of Sydney adopted a common leadership and management framework that incorporates long-term strategic planning with an annual implementation cycle characterized by a sharp focus on teaching and learning outcomes. Principals and senior staff are involved in an ongoing performance management plan that is linked to the schools’ annual curriculum goals and targets. This case study provides evidence of a culture of high level managerial leadership that utilizes recent developments in Europe to give validity to “the Sydney cycle.”
Independent Christian Day Schools: The Maturing of a Movement
James C. Carper & Jack Layman
University of South Carolina & Columbia International University
(pp. 502-514) Vol. 5 No. 4; June 2002
Independent Christian day schools have always played a prominent role in American education. This article provides a brief historical overview of the origin of independent Christian schools; examines some of the research on their composition, success, and enrollment trends; and draws some preliminary conclusions about the ethos of such schools following a field-based observation. Catholic educators will recognize the primary challenges these schools face: financial stability and spiritual vitality.
The Second Epiphany: Program Design for African American Leadership of Catholic Schools
Gerald M. Cattaro
Fordham University
(pp. 213-224) Vol. 2 No. 2; Dec 1998
Using the biblical experience of Christ’s epiphany as a root metaphor, the author discusses the historical development of African American participation in Catholic schools with a view towards a program design for African American leadership in school administration. Through an analysis of various levels of culture, African American Catholics are shown to be well-suited for emerging leadership roles in Catholic schools and dioceses.
Confession in the Movies: The Transmission of Sacramental Tradition Through Film
Eileen M. Condon
University of Toledo
(pp. 42-56) Vol. 4 No. 1; Sept 2000
Not unlike confessional role-playing among seminarians or pre-sacramental practice sessions between parents and children, cinematic confession scenes re-present Penance as a traditional performance, making a teachable cultural moment out of a rite which, when performed in solemnity, cannot be observed or examined directly by a third party. For this reason, movies can be a useful tool for introducing Catholic penitential belief and practice to students in the secular education classrooms, as the author discovered in working with Catholic and non-Catholic students at the University of Toledo. Confession scenes from six films can be related to themes in medieval exempla, church teachings, and folklore related to the Sacrament
of Penance.
Building the Kingdom: School Leaders as Architects of Catholic Culture
Timothy J. Cook
Creighton University
(pp. 133-150) Vol. 2 No. 2; Dec 1998
This essay synthesizes the research on organizational culture and applies that research to the Catholic school setting. Using an architectural metaphor, the author offers a framework and design for school leaders as cultural architects to use in building Catholic culture in
their schools.
Toward the Professionalization of Catholic High School Religion Teachers:
An Assessment of Religion Teaching as a Profession
Timothy J. Cook & William J. Hudson
Creighton University & Totino-Grace High School
(pp. 399-424) Vol. 9 No. 4; June 2006
This article assesses religion teaching as a profession in terms of selected characteristics that scholars agree are common to all professions. The characteristics that are addressed include essential service, call to serve, special knowledge and skills, specialized and advanced university training, public trust and status, code of ethics and performance standards, and professional organization. The research suggests that religion teaching satisfies two of the seven selected characteristics, namely the essential service and call to serve, but does not fully satisfy the other five. The main conclusion drawn is that steps must be taken to professionalize religion teaching. To that end, recommendations include the further development of a professional association for religion teachers, credentialing standards, and a certification/licensing scheme.
Confession in the Movies: The Transmission of Sacramental Tradition Through Film
Eileen M. Condon
University of Toledo
(pp. 42-56) Vol. 4 No. 1; Sept 2000
Not unlike confessional role-playing among seminarians or pre-sacramental practice sessions between parents and children, cinematic confession scenes re-present Penance as a traditional performance, making a teachable cultural moment out of a rite which, when performed in solemnity, cannot be observed or examined directly by a third party. For this reason, movies can be a useful tool for introducing Catholic penitential belief and practice to students in the secular education classrooms, as the author discovered in working with Catholic and non-Catholic students at the University of Toledo. Confession scenes from six films can be related to themes in medieval exempla, church teachings, and folklore related to the Sacrament of Penance.
The Challenge to Catholic Teacher Education in Scotland
James C. Conroy & Douglas McCreath
(pp. 327-327) Vol. 2 No. 3; March 1999
Maintaining a strong sense of religious purpose is a challenge facing private education. Institutions of higher learning confront special challenges when addressing issues of religious identity, governance, and mission. Scotland’s Catholic community encountered a major challenge when the only teacher education college for those aspiring to teach in Catholic schools, St. Andrew’s College, began merger talks with the University of Glasgow, an institution with historical ties to the Church of Scotland. After reviewing the historical context of the merger discussions, the authors provide a helpful analysis of the process and offer a four-fold model of analysis for other institutions in similar transitional stages.
Supporting Children with Disabilities in the Catholic Schools
Abby L. W. Crowley
Catholic Community Services, The Catholic University of America
Shavaun Wall
The Catholic University of America
(pp. 508-522) Vol. 10 No. 4; June 2007
Many children with disabilities attend Catholic schools, but the resources to serve these children adequately are limited. Teacher assistants are increasingly being used to meet this need by assisting students with disabilities in regular classrooms. The authors maintain that such assistants can be effectively used in Catholic schools for this purpose, and others, if appropriately prepared. This article identifies the education needed to enable urban teacher assistants to work effectively with students with special needs in regular classrooms in Catholic schools. The article also examines a preparation program at The Catholic University of America in Washington, DC.
A Sabbatical View on Educational Technology
Margaret E. Curran
(pp. 445-456) Vol. 1 No. 4; June 1998
Catholic schools throughout the country are actively engaged in the process of integrating technology into their schools. A wide range of programs exists, and those programs are at various stages of development. The author visited a sample of schools that have a strong technology emphasis and identifies key elements within those programs. A review of those elements can be helpful in creating new programs.
Innovation in Educational Markets: An Organizational Analysis of Private Schools in Toronto
Scott Davies & Linda Quirke
McMaster University
(pp. 274-304) Vol. 8 No. 3; March 2005
This study examines whether new private schools are innovative, drawing on theories of markets and institutions. Choice advocates claim that markets spark innovation, while institutional theory suggests that isomorphic forces will limit novel school forms. Using qualitative data form third sector private schools in Toronto, three hypotheses about the impact of markets on educational organization are examined: (a) they reverse tendencies toward isomorphism as schools develop client niches; (b) they allow schools to weaken their formal structures; and (c) they force schools to more closely monitor their effectiveness. Substantial evidence exists for the first hypothesis, partial evidence for the second hypothesis, but little evidence for the third. Overall, new private schools are characterized by: small classes, unique pedagogical themes, personalized treatment of clients, and some pragmatic responses to limited resources. Their operators sometimes feel restricted by parental demand, but are able to retain a loosely coupled structure by embracing consumerist understanding of accountability. This essay concludes with a discussion if implications for market theory.
Ten Dimensions of Inclusion: Non-Catholic Students in Catholic Schools
J. Kent Donlevy
(pp. 293-320) Vol. 10 No. 3; March 2007
This article addresses the inclusion of non-Catholic students in Catholic schools. It provides a brief review of the literature on inclusion and the results of a study of inclusion from the perspectives of Catholic students and Catholic teachers in four Western Canadian urban Catholic high schools. The study employed grounded theory as its methodology and focus groups as well as documentary analysis as its methods. The results of the qualitative study indicate, among other things, that there are at least 10 dimensions to inclusion: pedagogical, social, psychological, racial, cultural, spiritual, political, financial, legal, and philosophical. Moreover, the dimensions form an interactive matrix which is of great importance to Catholic schools.
Moral Education and Teachers’ Self Perceptions:
Novice Male Teachers in the Catholic High School
Aine Donovan
(pp. 441-460) Vol. 3 No. 4; June 2000
This article describes a qualitative study of six Catholic high school teachers, all male and all relatively new to Catholic education. Each subject participated in six hours of ethnographic interviews, yielding a rich description of their self-perceptions, educational competence, and faith background. Teaching as a vocation and moral education emerged as important themes for these teachers and for future study.
A Qualitative Study of a Parental Involvement Program in a K-8 Catholic Elementary School
Janet Ann Donovan
(pp. 158-172) Vol. 3 No. 2; Dec 1999
This article demonstrates that there is virtual unanimity among America’s educational leaders in the belief that when parents become involved in their children’s education, the children do better in school. Moreover, the study also reveals that in educational circles serious disagreements exist among leaders as to the degree to which parents should be involved in their children’s education. Central to the study is a small Catholic elementary school whose parental involvement program is not only diametrically opposed to contemporary educational thinking but could be interpreted as a refutation of it.
The Retention and Attrition of Catholic School Principals
W. Patrick Durow & Barbara L. Brock
Creighton University
(pp. 194-207) Vol. 8 No. 2; Dec 2004
This article reports the results of a study of the retention of principals in Catholic elementary and secondary schools in one Midwestern diocese. Findings revealed that personal needs, career advancement, support from employer, and clearly defined role expectations were key factors in principals’ retention decisions. A profile of components of successful retention
is included.
The President/Principal Model in Catholic Secondary Schools
William Dygert, C.S.C.
(pp. 16-41) Vol. 4 No. 1; Sept 2000
The purpose of this research about the president/principal model was to examine this emerging model of dual leadership in Catholic secondary schools in the United States to determine its forms, functions, and perceived advantages and disadvantages. The study was qualitative and gathered data by use of a survey. Based on the information gathered, dealing with the ever-increasing complexity of administering a Catholic secondary school by dividing the multiple administrative roles and responsibilities between two individuals, and in some cases more than two individuals, is a strategy that works. This division not only provides for academic leadership and the daily operation of the school, but also provides for leadership in institutional advancement, management of financial resources, strategic planning, fidelity to mission, and vision building.
Conceptions of Well-Being Among Academically Successful Adolescent Girls of Color in a Catholic School
Jennifer Ekert & Eleanor Drago-Severson
(pp. 183-201) Vol. 3 No. 2; Dec 1999
This article reports the findings of an ethnographic study conducted in an urban Catholic high school, with a focus on girls of color. By giving voice to this regularly neglected group, this research gives us the opportunity to hear from girls of color and to learn firsthand of their successes, joys, and struggles. Academic achievement and psychological health are presented as goals for high school programs.
Ability Grouping in Catholic and Public Schools
Brandy J. Ellison & Maureen T. Hallinan
University of Notre Dame
(pp. 107-129) Vol. 8 No. 1; Sept 2004
Researchers have found that students who attend Catholic high schools tend to outperform public high school students on standardized tests of achievement. Although many aspects of this finding have been examined in subsequent research, little attention has been paid to the issue of how ability grouping affects achievement across school sectors. A nearly universal practice in middle and secondary schools, ability grouping works to channel learning opportunities to students. The authors trace the history of ability grouping and review the findings regarding ability group effects, the assignment process, and mobility across groups in each school sector. Their analyses suggest that the way ability grouping is implemented in Catholic schools contributes to the Catholic school advantage in achievement.
Catholic Education: A Journal of Inquiry and Practice:
A Ten-Year Retrospective Review of Catholic Educational Research
James M. Frabutt, Ronald J. Nuzzi, Thomas C. Hunt, & Margaret A. Solic
University of Notre Dame, University of Notre Dame, University of Dayton, &
Saint Mary’s College
(pp. 428-441) Vol. 11 No. 4; June 2008
The journal has a brief but important history, encompassing the support of major Catholic colleges and universities across the United States. In particular, the University of Dayton and the University of Notre Dame have provided a home for the editorial offices and the contributed services of the editors. As the journal prepares for a transition to its third home at Boston College, this article offers a summative and evaluative overview of the contents of the journal since its inception. Recommendations are offered regarding ways to continue to grow the field of educational research situated in Catholic schools.
Collaborative Problem-Solving: The Journey of Dayton Catholic Elementary School
Margaret Frey, Karyn Hecker, Delores Hardy, Shannon Herzog, Theresa Paulette &
Jeri Robinson
(pp. 342-354) Vol. 3 No. 3; March 2000
As Catholic schools continue to excel academically, some parents, teachers, and board members question the availability and advisability of effective teaching for all students. This article outlines a comprehensive approach to meeting the needs of all students in Catholic schools, including students with special needs. Following a plan that calls for collaborative problem solving and an intervention assistance team, the authors provide a first-hand account of how one school successfully serves a diverse student population.
Exploring Values in Catholic Schools
Joseph S. Fusco
Bergen Catholic High School, Oradell, New Jersey
(pp. 80-96) Vol. 9 No. 1; Sept 2005
The past 30 years have been a busy time for Catholic school researchers. Once focused almost exclusively on historical research, Catholic school research in recent years has diversified and multiplied to include new descriptive and comparative studies. This article summarizes the findings of the most significant studies from 1966-2002 concerning values, the Catholic school effect, and apparent sector effects. Suggestions for future research are
also proffered.
Envisioning New Forms of Leadership in Catholic Higher Education:
Recommendations for Success
Megan Moore Gardner
University of Akron
(pp. 218-228) Vol. 10 No. 2; Dec 2006
The impact of increases in lay leadership in Catholic higher education is an issue of considerable debate. Opponents of the change believe that the traditional identity and mission of Catholic institutions may be significantly altered if lay leaders fail to intentionally nurture Catholic values and practices. Others believe that lay leaders may strengthen and enact the institutional mission just as effectively as could vowed religious leaders. This article provides an overview of a recent study about the perceived impact of lay leadership at one Catholic university. A history of the issues at hand and the methodology of the study are included along with a review of the primary findings. The outcomes of this study can inform the work of institutional leaders in higher education by identifying factors that appear to be important to preserving institutional identity in the midst of significant change. The article concludes with recommendations for vowed religious and lay leaders seeking to preserve and share institutional mission.
The History and Future of Private Education in the United States
Charles L. Glenn
Boston University
(pp. 427-444) Vol. 1 No. 4; June 1998
In the early Republic, no simple distinction between public and private schools existed. With the advent of the common school, a system of government-sponsored schools emerged. Hostility to nonpublic schools, especially Catholic ones, developed because of the fear that they would undermine the foundation of civil and political order. This hostility has historically been expressed through regulation and denial of funding. Currently, private schools are experiencing a more favorable public attitude because of a widespread disillusionment with public schools. The future of private schools depends on how faithfully they express a distinctive and worthy character to their institutions.
The Internship: Bridge Between Marketplace and Liberal Arts Education in Catholic Tradition
Eric Grabowsky & Janie M. Harden Fritz
University of Mary & Duquesne University
(pp. 436-448) Vol. 10 No. 4; June 2007
Internships can be distinctive pedagogical opportunities within a Catholic liberal arts education. The applied marketplace experience provided by an internship, properly understood, is consistent with the Catholic understanding of education. The value of internships for Catholic higher education can be illustrated by focusing on communication and rhetorical studies. This essay consists of a selected review of literature situating internships within liberal arts education, followed by the articulation of a Thomistic framework for rhetorical education.
Conflict in Independent Catholic Schools
Dan Guernsey & James Barott
(pp. 485-502) Vol. 11 No. 4; June 2008
Independent Catholic schools are a growing phenomenon in the Catholic Church in America. This article provides a contextualized account of the phenomenon by examining via a field observation the experience of two independent Catholic schools in two different dioceses. These schools were founded in conflict and beset by continued conflict to the point of splitting; first from the diocese, then again with themselves. An environment of religious conflict motivated laity to open their own schools to socialize their children into a traditional notion of the Catholic faith. In both independent schools examined, conflict about governance, between founding parents and new stakeholders who joined the schools, led to each of the schools splitting; thus, the two became four. Each of the new breakaway schools was structured and governed much like the original schools, albeit with some increased openness to parental input. Second generation breakaway splits further complicated the relationship between these schools and their dioceses. While the limited sample prohibits highly generalizable data, the account suggests some preliminary conclusions about trends witnessed in the experience of these schools and suggests lines for further inquiry in this relatively unexamined phenomenon.
Catholic School Faculty as an Adult Learning Community: A Model for Children
Catherine Eggleston Hackney
(pp. 388-399) Vol. 1 No. 4; June 1998
Educational leaders have historically expressed belief in the importance of teacher development. They have, however, largely failed to view professional development activity as a process that lies at the very heart of efforts to create a community of learners. This article reviews the author’s experiences with a Catholic elementary school faculty as that faculty journeyed toward becoming a learning community characterized by sustained inquiry, collective problem solving, and shared decision making. Implications for practice are considered.
Catholic Education as a Societal Institution
Maureen T. Hallinan
University of Notre Dame
(pp. 5-26) Vol. 6 No. 1; Sept 2002
This paper conceptualizes Catholic education as a societal institution interdependent with other major social institutions in the country. A brief history of the American Catholic system demonstrates how its origin and growth were influenced by and affected the cultural, political, religious, and economic milieu in which it was embedded. In particular, the development of Catholic education interacted with the growth of the public schools system. Comparisons of contemporary Catholic and public schools illustrate this interdependency while underscoring the uniqueness and contributions of Catholic education. A sociological understanding of Catholic education as a societal entity should inform decisions about the future of Catholic education and suggest ways that the institutional interdependence of Catholic and public schools can benefit both systems.
The Soul in Trauma: Poetry of War in the Classroom
Kathryn Hendren
(pp. 237-244) Vol. 3 No. 2; Dec 1999
Reflecting on a dark side of human experience, this article explains how one teacher used poetry to invite students into a deeper reflection on life, death, and justice. With startling and painful examples from modern poetry, the author helps us to appreciate anew the tremendous power of the word.
Are American Schools Facing a Shortage of Qualified Administrators?
Gregory Hine
Ascension Catholic School, Overland Park, Kansas
(pp. 266-277) Vol. 7 No. 2; Dec 2003
Anecdotal evidence abounds regarding the shortage of principals to lead schools. Sustained attention to the research on recruitment and retention of principals reveals a fascinating development: Ample numbers of teachers have completed administrative licensure requirements and hold the credentials necessary to assume a principalship; however, few wish to apply for the position.
Time-of-Day Effects on Human Performance
Carolyn B. Hines
University of Southern Indiana
(pp. 390-413) Vol. 7 No. 3; March 2004
The course of study of time-of-day effects on human performance has not been an easy one to chart, with many findings that seem to be in opposition. This review examines the difference between group and individual differences with regard to time-of-day effects; time-of-day effects in individuals; morningness-eveningness as an individual characteristic; morningness-eveningness in adolescents; effect of time of day on cognition and academic performance; time-of-day effects on intelligence, testing, and academic achievement; the effect of matching individuals to their preferred time on academic achievement; and motivation as a primary confounding variable in time-of-day preference/academic performance studies. Other possible confounding variables and procedures in testing time-of-day effects are also briefly examined.
Justice Education as a Schoolwide Effort: Effective Religious Education in the Catholic School
Michael P. Horan
Loyola Marymount University
(pp. 215-229) Vol. 9 No. 2; Dec 2005
This essay describes and analyzes one successful justice education program flowing from community service, and demonstrates how such a program in Catholic school responds to several important “calls” to Catholic educators. These “calls” are issued by (a) the needs of the learners and the signs of the times, (b) official documents of the Church about the mission of the Catholic school and the faith growth of youth, and (c) a creative reading of history and contemporary expression of religious education that involves cooperation among all teachers and all subject areas in the school. The essay begins with a description of the justice education program at St. Pius XIII School, comprised of Grades 7 through 12. [The school is a fictional construct; it does not exist as one entity, but is the amalgam of the experiences of good practices in several schools.] Following the description is a treatment of each of the “calls” to which this effective justice education program responds.
The Accessibility of American Catholic Secondary Schools to the Various Socioeconomic Classes of Catholic Families
John B. Huber, C.S.B.
St. Thomas High School, Houston, Texas
(pp. 271-287) Vol. 10 No. 3; March 2007
The purpose of this study was to discern which socioeconomic classes are represented in Catholic high school populations across the United States. In addition, the study sought to discover the motivations of those families whose children were currently enrolled in American Catholic high schools. Also explored were the reasons why Catholic families who have sent their child or children to Catholic elementary schools were electing not to continue Catholic education at the secondary level. Because financial aid availability has risen along with tuition (Tracy, 2001), this investigation included the extent to which such financial aid was considered by Catholic families, as well as the perceptions of Catholic families as to its availability at the secondary level. As tuition rates rise at a higher level than the cost of living and averages wage increases, this study additionally examined the extent to which the assertion (Baker & Riordan, 1998, 1999; Riordan, 2000) that American Catholic high schools were becoming more elitist is true. The Catholic Church’s statements as to the accessibility of Catholic education to all social classes provided a framework throughout the investigation.
Historical Sketch of the Official Teaching of the Catholic Church on Moral Education in Schools
Thomas C. Hunt & Nick Compagnone
University of Dayton
(pp. 191-210) Vol. 1 No. 2; Dec 1997
Originally cast against the backdrop of the pan-Protestant public school, the manuscript follows Catholic magisterial teaching on religious/moral education in schools as the Church confronts the growing influence of the secular state in schooling in the latter stages of the 19th century and into the 20th.
U.S. Catholic Schools and the Religious Who Served in Them:
Contributions in the 18th and 19th Centuries
Richard M. Jacobs, O.S.A.
Villanova University
(pp. 364-383) Vol. 1 No. 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:
The Struggle to Continue the Tradition in the Post-Vatican II Era
Richard M. Jacobs, O.S.A.
Villanova University
(pp. 159-176) Vol. 2 No. 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.
An Organizing Framework for Specifying and Maintaining Catholic Identity in American
Catholic Higher Education
Christopher M. Janosik
Villanova University
(pp. 15-32) Vol. 3 No. 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 Practice in a Calcutta School
Tansy S. Jessop
(pp. 101-116) Vol. 5 No. 1; Sept 2001
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.
Success Central: Implementing a Program to Meet the Needs of
Diverse Learners in a Catholic School
Teresa Marie Laengle, S.C., Deborah Redder, Wilma Somers & Kathryn Sullivan
(pp. 355-362) Vol. 3 No. 3; March 2000
Catholic high schools are among the most effective educational environments in the United States. Often celebrated as comprehensive and college preparatory, the typical Catholic high school boasts of its graduation rate, percentage of college-bound seniors, National Merit finalists, athletic prowess, and scholarship awards. This article pursues a relatively new theme for most Catholic high schools: creating an environment responsive to the needs of diverse learners. Following a school-within-a-school model, one Catholic high school in the Midwest designed and implemented a program to serve students with special needs. Their insights, struggles, and vision form the basis of this article which chronicles a success story worthy of replication.
Getting Started with Collaborative Teamwork for Inclusion
Diana Lawrence-Brown & Kim S. Muschaweck
St. Bonaventure University & Beacon Light Behavioral Health Systems
(pp. 146-161) Vol. 8 No. 2; Dec 2004
The article illustrates the collaborative team process for inclusion as it grew within two schools attempting to improve their efforts to welcome students with disabilities into general education classrooms. Team members learned specialized skills needed for successful collaboration, in the context of bringing about specific changes they deemed critical to the desired outcomes of their own projects.
Preparing Special Educators to Assume Collaborative and Consultative Roles
Thomas J. Long, Carole Brown, & Agnes Nagy-Rado
The Catholic University of America
(pp. 490-507) Vol. 10 No. 4; June 2007
The incidence of children with disabilities is growing in both the private and public school sectors. As a result of this trend and efforts to place children in inclusive settings, there is an increasing need for special educators who can provide instruction within the context of a regular education classroom, develop individualized education plans (IEPs), support parents, and be consultants to teachers on behalf of children. The consultative special education teacher will be increasingly in demand in the future if children with disabilities are to be successfully included in public, private, and Catholic schools. The Catholic University of America utilizes a consultative, collaborative model for preparing Master’s candidates in its special education program. The results of the first 4 years of this program demonstrate that the candidates in this program have acquired the knowledge, skills, and dispositions that are needed to be effective consultative, collaborative special educators in the field. This article provides a detailed description of the elements that make up this personnel preparation program. Particular focus is placed on the skills and knowledge to carry out consultative planning, including a rubric to evaluate the candidates’ performance. The article offers guidance to universities who may choose to create special education programs that prepare consultative special educators.
Spirituality and Leadership Effectiveness: Historical and Philosophical Trends
Christy L. Magnusen
Belleville Area Special Services Cooperative
(pp. 251-258) Vol. 6 No. 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 and Leadership
Christy Magnusen
Belleville Area Special Services Cooperative
(pp. 131-137) Vol. 7 No. 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.
Gay and Lesbian Students in Catholic High Schools: A Qualitative Study of Alumni Narratives
Michael J. Maher
Loyola University Chicago
(pp. 449-472) Vol. 10 No. 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, O.S.F.
Barry University
(pp. 315-334) Vol. 5 No. 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.
“A Great and Lasting Beginning”: Bishop John McMullen’s Educational Vision and the Founding of St. Ambrose University
George W. McDaniel
St. Ambrose University
(pp. 22-46) Vol. 9 No. 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.
Urban Catholic High Schools and Disadvantaged Females
Corinne R. Merrit
Emmanuel College
(pp. 206-222) Vol. 12 No. 2; Dec 2008
The purpose of this study was to discover the life experiences of disadvantaged female graduates of urban Catholic high schools and what they say about the capacity of Catholic education to meet their academic, emotional, social, and spiritual needs. Based on narrative inquiry, this study was conducted using a series of in-depth, semistructured interviews to elicit the life experiences of 5 participants. Twelve common personal characteristics emerged directly from the narratives of the participants and provided the backdrop for two patterns: (a) the importance of education, and (b) the importance of relationships. This study found the high school experiences met the academic needs of all participants, but the different school sites varied in their ability to meet the emotional, social, and spiritual needs. This study also found four characteristics interacted in creating the Catholic school culture: (a) building relationships, (b) promoting a sense of community, (c) supporting a caring and nurturing environment, and (d) emphasizing respect for all members of the school community.
Neighbors Engaging in Dialogue: A University-Community Partnership
Pete Miller
Duquesne University
(pp. 71-95) Vol. 12 No. 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.
Victor and Constance Daniel and Emancipatory Education at the Cardinal Gibbons Institute Cecilia A. Moore
(pp. 396-404) Vol. 4 No. 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.
Teacher’s Perceptions of Power Relationships
Barbara E. Ochterski
(pp. 335-356) Vol. 5 No. 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.
Urban Revitalization: A Case Study of One Catholic Elementary School’s Journey
Roxanne Farwick Owens
(pp. 58-74) Vol. 9 No. 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 lives 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.
Religion and Schools in Canada
Frank Peters
University of Alberta
(pp. 275-294) Vol. 1 No. 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.
Catholic High Schools: Can Inclusion Work Without Significant Publicly-Funded Resources?
Marie A. Powell
Department of Education
United States Conference of Catholic Bishops
(pp. 86-106) Vol. 8 No. 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
Michigan State University
Alysia Roehrig & Kristen Bogner
University of Notre Dame & University of Minnesota
(pp. 372-392) Vol. 6 No. 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.
Catholic Higher Education and Latino(a) Students:
Exploring the Experience of University Undergraduates
Lisa M. Raphael, Michael Pressley, & Jennifer Kane
Michigan State University, Michigan State University, & Rutgers University
(pp. 197-218) Vol. 7 No. 2; Dec 2003
The experience of Latino(a) undergraduates at Notre Dame was the focus of this study. In general, the students had a positive experience at the university, but one that included challenges, including physical separation from family and familiar community. Family and spiritual supports were important to the Latino(a) students as they coped with difficulties they encountered at the university, than for a comparable sample of Anglo students attending
Notre Dame.
The Modern Homeschooling Movement
Brian D. Ray
National Home Education Research Institute
(pp. 405-421) Vol. 4 No. 3; March 2001
Homeschooling is a popular and fast-growing trend in the United States and Canada. This article presents a comprehensive overview of current research on homeschooling and provides historical, academic, psychological, and political information to build a proper context for appreciating the contribution of homeschooling to
civic welfare.
The Development of a Catholic School Leadership Program at Saint Louis University
Ronald W. Rebore, Richard D. Breslin, & William T. Rebore
Saint Louis University
(pp. 343-352) Vol. 2 No. 3; March 1999
The development of a new Catholic leadership degree program at Saint Louis University was directly impacted by the Danforth Foundation, which funded a program for the preparation of public school administrators for the city of St. Louis. The lessons learned through this program over the past five years and the presence of a cooperative preparation program for Catholic school principals with the Archdiocese of St. Louis formed the basis for the development of this new program. This article provides a brief review of the program and explains the use of cohorts for the preparation of Catholic school leaders.
The Experience and Meaning of a Marianist Education Today:
A National High School Study of Mission and School Culture
Carolyn S. Ridenour, Alan Demmitt, & Jill L. Lindsey-North
University of Dayton
(pp. 419-428) Vol. 2 No. 4; June 1999
Focus groups conducted with students, parents, teachers, and alumni (N=540) at 13 Catholic Marianist high schools provided rich insights into the experience and meaning of the education provided at these institutions. While academic excellence was a common thread woven across meaning given by both parents and teachers, students and alumni articulated a meaning replete with images of belonging. That these schools valued persons holistically (rather than solely academically) permeated most groups. Using theories of organizational culture as the foundation, the relationship between missions and the meaning of life in these schools
is discussed.
Catholic Schools and Multicultural Education: A Good Match
Charles J. Russo, Shauna Adams, & Mary Ellen Seery
University of Dayton
(pp. 178-186) Vol. 2 No. 2; Dec 1998
This article reflects on the place of multicultural education in Catholic schools. The authors review the history and development of Catholic schools in order to set a context for examination of the appropriateness of multicultural education.
Reshaping Catholic Secondary School Curriculum through Culminating Portfolios
Mark P. Ryan
Loyola Marymount University
(pp. 446-461) Vol. 7 No. 4; June 2004
This study analyzes qualitative data on student perceptions and curriculum transformation from a schoolwide culminating portfolio program of a small, urban, archdiocesan Catholic high school located on the West Coast. Over 4 years, all graduating students (n=102) developed culminating portfolios, evidencing their accomplishment of specific learning outcomes and presented those portfolios to panels of educators, parents, and community representatives. Students, teachers, and panelists were surveyed to determine their perceptions about the benefits and challenges of this process. The study found that (1) students’ perceptions of the portfolio and panel processes were very positive, including the belief that the portfolios helped students determine for themselves the extent and quality of their learning; (2) panelists and school faculty reported the belief that the portfolio process better prepared students for college and helped students reflect upon and assume personal responsibility for their learning; and (3) significant curricular transformations had taken place in what was being taught at the school, how it was being taught, and how it was being assessed. Teachers, students, and panelists identified the benefits of the process for students as well as suggestions to increase the impact of the process on classroom teaching and learning. Challenges in the process included logistics of portfolio management, the amount of time required to develop and continue the process, and the development of methodologies for continued refinement of the program.
The Grammar of Catholic Schooling and Radically “Catholic” Schools
Martin Scanlan
Marquette University
(pp. 25-54) Vol. 12 No. 1; Sept 2008
A “grammar of Catholic schooling” inhibits many elementary and secondary Catholic schools from reflecting on how they practice Catholic Social Teaching (CST). The values of human dignity, the common good and a preferential option for the marginalized are central to CST. Schools can live these values by serving children who live in poverty, are racial, ethnic, and linguistic minorities, or have disabilities. This article demonstrates how a grammar of Catholic schooling has allowed Catholic schools to fall into recruitment and retention patterns antithetical to CST. Drawing upon a multicase, qualitative study of three urban Catholic elementary schools serving marginalized students, the article illustrates how select Catholic schools are breaking the grammar of Catholic schooling by practicing CST. Implications for research and practice are discussed.
Leadership Role Expectations and Relationships of Principals and Pastors in Catholic Parochial Elementary Schools: Part 1
Duane F. Schafer
Diocese of Spokane
(pp. 234-249) Vol. 8 No. 2; Dec 2004
Parish Elementary schools in the United States have a governance structure that often precipitates conflict. The principal is the designated leader of the school, the educational administrator, and the supervisor of the faculty and students. By canon law, however, the pastor of the parish remains ultimately responsible for the spiritual and temporal welfare of the entire parish.This review addresses the relationship of pastors and principals in parish schools. After a brief review of general governance in the Catholic Church, the review analyzes the roles of pastor and principal respectively, and concludes with some preliminary advice about role expectations.
Leadership Role Expectations and Relationships of Principals and Pastors in Catholic Parochial Elementary Schools: Part 2
Duane F. Schafer
Diocese of Spokane, Washington
(pp. 230-249) Vol. 9 No. 2; Dec 2005
This review examines several topics that inform many struggles currently experienced in the relationship between a canonical pastor and the principal of the parochial elementary school. Drawing on current research, this review examines various leadership theories, including the popular servant leadership model, and proceeds to a discussion of role expectations, role conflict, and role ambiguity.
Student Affairs Professionals at Catholic Colleges and Universities: Honoring Two Philosophies
Molly A. Schaller & Kathleen M. Boyle
University of Dayton & University of St. Thomas
(pp. 163-180) Vol. 10 No. 2; Dec 2006
Student affairs professionals are encouraged by their professional organizations to recognize the responsibility they have to their institutions by “supporting its mission, goals and policies” (American College Personnel Association [ACPA], 2006, p. 6) and by avoiding conflicts of interest between the self and the college or university (national Association of Student Personnel Administrators [NASPA], 1990), others point out that most students affairs professionals are educated at secular universities and experience little preparation regarding the Catholic intellectual tradition (Estanek, 2001). The purpose of this study was to explore the following questions: Are there student affairs professionals at Catholic colleges and universities who are able to bring together a student affairs philosophy with that of catholic colleges and universities? If these professionals do exist, what can we learn from their knowledge and approaches that might help other student affairs professionals at Catholic colleges and universities to honor both philosophies? The results suggest that a great deal can be learned from seasoned professionals in Catholic student affairs, which may well assist new professionals in negotiating these two different philosophies.
The Catholic Elementary School Curriculum: Elements of Coherence
Merylann “Mimi” J. Schuttloffel
(pp. 295-305) Vol. 1 No. 3; March 1998
This study investigates those characteristics of the written curricula for selected diocesan elementary schools that distinguish the curricula as uniquely Catholic. Findings from the study indicate the presence of three values that serve as common themes: 1) acquiring Catholic faith knowledge; 2) engaging in Catholic faith practices; and 3) recognizing from a holistic perspective the multiple needs of students. The different approaches or “looks” of the curricula examined represent a variety of curriculum development approaches on a continuum of centralization/decentralization.
Emerging Governance Models for Catholic Schools
Lourdes Sheehan, RSM
Department of Chief Administrators of Catholic Education, National Catholic Educational Association
(pp. 130-143) Vol. 1 No. 2; Dec 1997
This paper traces the early history of Catholic school governance and reviews the status of those models most commonly applied to diocesan and local board levels. The author then explores emerging governance models, explaining their salient features and discussing the advantages and concerns associated with their implementation.
Cluj: A Jesuit Educational Outpost in Transylvania, 1693-1773
Paul Shore
Saint Louis University
(pp. 55-71) Vol. 5 No. 1; Sept 2001
For the 80 years the Society of Jesus operated a complex of institutions in the Transylvanian town of Cluj, including an academy, a school for aristocratic boys, a residence, and an architecturally distinguished church. The Jesuits endeavored to convert the local population, which included Orthodox Romanians, Jews, Roma (Gypsies), Armenians, Lutherans, and Unitarians, to Catholicism and to introduce the program of studies outlines in their curricular guide, the Ratio Studiorum. While their conversion efforts met with only modest success, the Jesuits had a major impact on the culture of the region, training the local elites, introducing the Baroque aesthetic in the visual arts, operating a printing press and pharmacy, and employing outstanding scientists as teachers. The reasons for the failure of the Jesuits to make more progress in their missionary efforts may be found in both local circumstances and in the institutional culture of the Society itself. Political forces beyond the control of the Society sealed its fate, and it was suppressed by order of the pope in 1773. The vestiges of the Jesuit era in Cluj, however, are still visible today.
Teacher Commitment and Longevity in Catholic Schools
Cathy Squillini
(pp. 335-354) Vol. 4 No. 3; March 2001
This study investigated the characteristics of job satisfaction that lead to commitment and longevity in the Catholic school system for full-time Catholic elementary school lay teachers. The study was conducted using 339 teachers in the Archdiocese of New York who were part of the Catholic school system for 10 or more years. Data were collected through survey questionnaires and interviews. Using a theoretical framework relevant to job satisfaction, motivation, and adult development, the data were analyzed to determine how teachers are influenced by the work, the workplace, and other members in the workplace in determining their job satisfaction. The results of the study indicated that Catholic elementary school lay teachers place high priority on characteristics such as autonomy, administrative recognition and support, student motivation, and positive relationships with colleagues. Participants also stated that these characteristics are the conditions of the Catholic school system that encourage them to remain in Catholic school teaching. For the Catholic elementary school lay teachers in this study, commitment stems from the cultural bonds between the teacher and the school that reflect the shared values and beliefs held by both.
Models of Theological Reflection: Theory and Praxis
John Trokan
College of Mount St. Joseph
(pp. 144-158) Vol. 1, No. 2; Dec 1997
This paper explores the theory and practice of using theological reflection in teaching theology. Specific models of theological reflection, teaching methodologies, and learning outcomes are analyzed and discussed.
The Sacred and the Secular: Aligning a Marianist Mission with Professional Standards of Practice in an Educational Leadership Doctoral Program
Darla J. Twale & Carolyn S. Ridenour
University of Dayton
(pp. 181-196) Vol. 7 No. 2; Dec 2003
This inquiry was conducted to explore how the characteristics of our university’s religious mission are interwoven into our educational leadership doctoral program and are manifest in the structure and learning experiences that our students encounter. We examined how these characteristics might correspond to or relate to the Interstate School Leaders Licensure Consortium (ISLLC) standards that resulted from national reform initiatives in educational leadership in the mid 1990s. We concluded that the foundations of the PhD program are built solidly on the distinctive characteristics and identity of our founders and are aligned with these professional standards as well. Implications for universities include our conclusion that when the distinctive mission of a university aligns with the professional standards of a field, more effective leadership preparation will result.
That Feeling of Being on the Edge:
Six Case Studies of Stress in Catholic Elementary School Administrators
Monica Veto, Patricia Nugent & Sharon Kruse
(pp. 301-318) Vol. 4 No. 3; March 2001
Educational administration is a stressful profession. As reform agendas and student populations become more challenging, little is changing in schools to counter this long-standing truth. Educational leaders of the 21st century are facing more pressures, changes, and challenges as the pace of their professional lives increases. This study develops notions around novice and veteran administrators’ identification of and responses to stressful incidents in their professional practice.
From Doubt to Affirmation: Reflections on the Recent History of Catholic Parochial Education
Timothy Walch
Herbert Hoover Presidential Library
(pp. 120-129) Vol. 1 No. 2; Dec 1997
The author of a new history of parochial schools reviews the soul-searching that gripped Catholic education in the 1980s and shows how doubt and anxiety forced Catholic educators to face a simple but vital fact of life: As long as there are parents, pastors, and teachers interested in parochial education, these schools will survive and thrive. Even though American Catholic parochial education will never again attain the position of influence it had in the middle of the 20th century, parish schools will remain important education laboratories for the coming century.
Choice and Schools: An Analysis of Free Market Financing and Educational Values
Joseph Watras & Edward St. John
University of Dayton & Indiana University
(pp. 400-413) Vol. 1 No. 4; June 1998
In the public policy discourse about vouchers, many Catholic school advocates have been aligned with the new conservative critics of public schools. A review of the Dayton, Ohio, area Catholic schools reveals that need-based student subsidies, which are a variation on vouchers, might reverse the declining urban enrollment in Catholic schools and continue their tradition of educating poor and disadvantaged students. However, the case suggests that choice schemes can alter the educational aims of schools in unexpected ways.
Border Catholic Schools: Unique Stakeholder Alliances (Part I)
Karen M. Watt
The University of Texas Pan American
(pp. 27-48) Vol. 6 No. 1; Sep 2002
This article, the first of a two-part series, presents an analysis of data extracted from the dissertation The Impact of Catholic Schooling on Low-Income Mexican-American Students (Watt, 1999). The research was prompted by the author’s interest in The Coleman Report of 1966, a controversial document that claimed multiply-disadvantaged minority Catholic school students outperformed their public school counterparts. This study was qualitative in nature, exploring four case studies of 3rd-grade teachers, their schools, and their classrooms in a Hispanic cultural context. Findings will be presented in Part II.
Border Catholic Schools: Unique Stakeholder Alliances (Part II)
Karen M. Watt
The University of Texas Pan American
(pp. 168-188) Vol. 6 No. 2; Dec 2002
The article presents the results of a qualitative study extracted from the dissertation The Impact of Catholic Schooling on Low-Income Mexican-American Students (Watt, 1999). This study explored four case studies of third-grade teachers, their schools, and their classrooms, in a Hispanic cultural context. Findings revealed that the Border Catholic Schools were communities of consensus with regard to the nature and mission of Catholic schooling. All stakeholders “held the same stake,” agreeing on the curriculum, instruction, and operation of the Border Catholic Schools. Part one of this study was published as “Border Catholic Schools: Unique Stakeholder Alliances (Part 1)” (Watt, 2002) in Volume 6, Number 1.