Listening to Students: Voices from the Inner City
Rita M. Bean, R. Tony Eichelberger, Meryl Lazar, Gregory A. Morris & Cindy Reed
(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.
Catholic Education in the 21st Century
Patricia Boland
(pp. 508-520) Vol. 3 No. 4; June 2000
Catholic schools have always served immigrant populations, minority groups, and the urban poor. Demographic shifts in society at large and in Catholic circles have precipitated changes in the mission and purpose of Catholic education. This article explores ways to both preserve and expand the historical mission of Catholic schools as we progress into a new century filled with technological advancements.
Perceptions of Teacher Burnout in Catholic Schools
Barbara L. Brock
Creighton University
(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.
Mother Stephanie Mohun, O.P.
Ruth Caspar, O.P. & Rosalie Graham, O.P.
Dominican Sisters, St. Mary of the Springs
(pp. 346-359) Vol. 9 No. 3; March 2006
It is often stated that Catholic schools in the US were built on the foundation of the poverty of the vowed women religious. Dozens of communities fit this description, none more so than the Dominican Sisters of St. Mary of the Springs. Sister Stephane Mohun’s service as mother general spanned a period of tremendous growth in Catholic education at every level. Seeing to the ongoing education and professional preparation of the sisters, Mother Stephanie founded colleges, staffed schools, established missions, and provided leadership for Catholic education that continues to have an enduring legacy today.
Traditional and Progressive Schools: Identifying Two Models of Educational Practice
Louis A. Chandler
University of Pittsburgh
(pp. 293-305) Vol. 3 No. 3; March 2000
Two broad approaches to contemporary education have evolved in recent decades: the traditional and the progressive. The purpose of this study was to survey public, Catholic, and independent elementary schools across the state of Ohio with the aim of finding out: (1) the extent to which various educational practices associated with those two approaches have reportedly been adopted in schools; and, (2) if the types of schools differ along a continuum of traditional to progressive educational practices. It was found that most schools report a balanced mix of practices, with Ohio’s elementary schools ranging along the traditional to progressive continuum in the following order: independent nonchartered, independent chartered, public, and Catholic. All schools tend to be more traditional in the approach they adopt to reading and to assessment. Assessment is influenced by state mandates regarding proficiency testing in selected grades. A better understanding of the practices reported to be in place in today’s schools will help inform the current debate on school reform and focus the discussion of choice by providing a framework with clear alternatives.
The Lack of Consensus among Catholic for Establishing New Elementary Schools
Michael Cieslak
Diocesan Research and Planning Office Catholic Diocese of Rockford, Illinois
(pp. 175-189) Vol. 10 No. 2; Dec 2005
For a century Catholic schools have formed the basis for a strong system of acculturation into Catholic identity and values. Catholic schools provided a low-cost basic education and served as a common school for all social classes of Catholics. This system has weakened considerably in the last decades. Between 1970 and 2000 there was a net loss of 3,595 Catholic schools in the United States, a 29.9% decline. In addition, the nature of these schools seems to be changing as the percentage of total Catholic school enrollment made up by non-Catholics has increased ten-fold in 30 years. Many Catholic Schools seem to have pursued increased academic excellence at the expense of religious acculturation. This paper examines diocesan data to determine the extent to which Catholics still consider Catholic elementary schools to be important. Findings include survey data on school importance from 55,000 diocesan Catholics. I addition, parishioner survey results are presented from two suburban parishes, each of which is considering establishing a parochial elementary school. If new elementary schools are going to be established, a way must be found for Catholics to arrive at a consensus on this issue.
Factors Affecting the Views of Bishops and Priests About Catholic Schools
John J. Convey
(pp. 248-264) Vol. 2 No. 3; March 1999
The attitudes of bishops and priests toward Catholic schools are critical for the school’s success. This article discusses a recent nationwide survey of Catholic clergy that measured the support of bishops and priests for Catholic schools, with a special emphasis on determining factors that affect such support. Overall, a high level of support for Catholic schools is reported by the majority of the clergy surveyed. Factors influencing that support include type and location of ministry, number of years ordained, and one’s own Catholic school background.
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.
To Remember, Repent, Renew
David L. Coppola
(pp. 196-202) Vol. 2 No. 2; Dec 1998
The National Catholic Educational Association (1998) reports that 13.6% or 359,146, of all students in Catholic elementary, middle, and secondary schools are non-Catholic, manifesting the importance of educating Catholic school students to understand and appreciate the diversity of cultures and religions other than their own. This article examines some ways that Catholic schools can educate students about the Jewish Holocaust, or Shoah, and through its study embrace a truly Catholic approach.
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.
Thomas Aquinas: Integrating Faith and Reason in the Catholic School
Dennis Doyle
University of Dayton
(pp. 343-356) Vol. 10 No. 3; March 2007
The Second Vatican Council, social upheaval, and quickly changing cultural norms were a part of the fabric of life in the 1960s. Values and beliefs held firmly for generations were called into question. Faith, once solid, appeared to some Catholics to turn fluid and doubtful. Though now well over seven centuries old, the work of Thomas Aquinas can itself be understood and appreciated as a response to the demands of philosophical challenges that threatened to make things fall apart. By his fitting together of faith and reason, Aquinas’ intellectual approach can serve as a inspiration for educators, especially those at the high school level.
The Catholic School:
A Catalyst for Social Transformation Through the Teaching of Gospel Values
Joan L. Dobzanski
Diocese of Manchester
(pp. 319-334) Vol. 4 No. 3; March 2001
The United States Catholic bishops, in their 1998 pastoral statement Sharing Catholic Social Teaching: Challenges and Directions, challenge Catholic educational leaders to address the need for a more explicit and intentional integration of Catholic social teaching into their programs and institutions. This article proposes a model for strengthening a Catholic school system’s commitment to sharing the social doctrine of the Church through critical examination of its identity, mission, and culture.
Ten Dimensions of Inclusion: Non-Catholic Students in Catholic Schools
J. Kent Donlevy
University of Calgary, Alberta
(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.
The Evolution, Validation, and Use of a Personal Form of the Catholic School Classroom Environment Questionnaire
Jeffrey P. Dorman
(pp. 141-157) Vol. 3 No. 2; Dec 1999
The research reported in this article contributes to classroom environment research and Catholic education by describing the development, validation, and use of a personal form of the Catholic School Classroom Environment Questionnaire (CSCEQ). Using the class form of the CSCEQ as a basis, a 49-item instrument that assesses a student’s perceptions of his or her own role in the class was developed and validated with a sample of 1317 students from 52 religious education classes in 17 Australian Catholic high schools. This instrument assesses seven classroom environment dimensions: Student Affiliation, Interactions, Cooperation, Task Orientation, Order and Organization, Individualization, and Teacher Control. The research revealed differences in the religious education classroom environment in Catholic boys’, girls’, and coeducational schools, differences between grade 9 and grade 12 classes, and differences between boys’ and girls’ perceptions of the environment in coeducational classrooms. This application of the CSCEQ’s personal form demonstrates its usefulness as a research tool in Catholic high school religious education classes.
Validation and Use of the Catholic School Graduate Characteristics Inventory
Jeffrey P. Dorman
(pp. 165-180) Vol. 7 No. 2; Dec 2003
Scales and subscales to assess the desirable characteristics of Catholic school graduates were developed and validated using a sample of 557 alumni of Australian Catholic high schools. Exploratory factory analysis supported a 4 scale structure (viz., Religious Faith & Spiritual Development, Personal Integration, Social Responsibility, and Life-long Learning Skills). The utility of this instrument, the Catholic School Graduate Characteristics Inventory (CSGCI), is enhanced by the optional subdividing of each scale into 3 internally consistent subscales. The use of the CSGCI revealed statistically significant differences in the characteristics of Catholic school graduates according to gender and year of graduation. These results suggest that the characteristics of graduates are not static and warrant ongoing investigation by school and system administrators.
Some Determinants of Classroom Psychosocial Environment in Australian Catholic High Schools: A Multilevel Analysis
Jeffrey P. Dorman
(pp. 7-29)
This research investigated some determinants of classroom environment in Australian Catholic high schools. The Catholic School Classroom Environment Questionnaire (CSCEQ) was used to assess seven dimensions of the classroom pyschosocial environment: student affiliation, interactions, cooperation, task orientation, order and organization, individualization, and teacher control. The sample consisted of 1,719 students from 80 classes in 20 Catholic coeducational and single-sex schools. Validation data attested to the sound structural properties of the CSCEQ. Because the data were nested (i.e., students within classes within schools), multilevel analyses were used to investigate the influence of student gender, grade, subject, and school type on students' perceptions of the classroom environment. Statistically significant associations between some of these grouping variables and some of the CSCEQ scales were evident, with gender and grade the main explanatory variables. Variance in order and organization was not explained by any of the four hypothesized grouping variables.
Maritain’s Philosophy of Education and Christian Religious Education
Mario O. D’Souza, CSB
University of St. Michael's College
(pp. 375-395) Vol. 4 No. 3; March 2001
Catholic schools invest much time and energy in writing mission statements that express the common values, beliefs, and goals of the Church community. This article explores the philosophical foundation supporting our mission by analyzing the work of the Catholic philosopher Jacques Maritain. While often labeled dismissively as a new-Thomist, Maritain’s thought offers a cogent, philosophically balanced view of education that is highly congruent with Catholic theology. Arguing that Catholic schools are more than just institutions staffed by Catholics, the author reasons that all education, if the truth be told, is in some form a religious education, and that good teachers create schools that invite students to grow in the life of
the mind.
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.
Immigrant Youth Mental Health, Acculturation, and Adaptation
James M. Frabutt
University of North Carolina at Greensboro
(pp. 499-504) Vol. 9 No. 4; June 2006
Immigrant youth make up an increasingly significant part of the national Catholic school population. This article discusses the challenges facing all immigrant youth, with special attention given to the Hispanic community.
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.
Through the Glass Darkly:
New Paradigms for Counselors, Courage, and Spirituality in Contemporary Education
Judy Goodell & David C. Robinson, S.J.
University of San Francisco
(pp. 522-542) Vol. 11 No. 4; June 2008
This article proposes a paradigm shift in the view of the school counselor role. Evolving from the dualistic mind/body split of traditional physics, counseling has largely focused on problem identification and attempting to fix what is wrong. The new sciences of chaos and complexity invite a more holistic view, with the psychospiritual development of all students seen as an appropriate part of a comprehensive education. School counselors are well placed to mentor the psychospiritual development of all students and to facilitate the presence of spirituality on school sites. Two complementary models, Courage to Teach/Lead and the Ignatian model of Spiritual Discernment are presented with discussion of how their principles and practices might be applied by counselors engaged in this role shift.
Presentations of the Vatican Document: Consecrated Persons and Their Mission in Schools
His Eminence Zenon Cardinal Grocholewski
(pp. 75-87) Vol. 7 No. 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.
The Catholic School and the quest for Unity
Jeffery Gros, FSC
Secretariat for Ecumenical and Interrelations Affairs
(pp. 380-397) Vol. 2 No. 4; June 1999
Christian unity has been a repeated theme of the papacy of John Paul II. Inspired by Vatican II’s call for a new openness to ecumenical efforts, the Pope has been an outspoken advocate for renewed dialogue among Christian churches. This article analyzes recent efforts and suggests ways in which the Catholic school, through its curriculum, faculty, governing boards, and outreach programs, can contribute to the ecumenical vision of Vatican II.
Conflict in Independent Catholic Schools
Dan Guernsey & James Barott
Ave Maria College & Eastern Michigan University
(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 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.
Selected Programs for Improving Catholic Education: Attempting to Bridge Theory and Practice
Regina Haney & Joseph M. O’Keefe, S.J.
(pp. 491-493) Vol. 2 No.4; June 1999
The Culture of Catholic Schools
James L. Heft, S.M.
The University of Dayton
(pp. 27-36) Vol. 1, No. 1; Sep 1997
This article explores the elusive but important role culture plays in making Catholic schools distinctive. It examines the connection between ritual, especially the Eucharist, and the everyday practices and habits of those who constitute the school community. It further examines the relationship between dogma and dialogues, affirming that both are necessary for Christian life and community.
The Soul in Trauma: Poetry of War in the Classroom
Kathryn Hendren
Fordham University
(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.
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.
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.
Developing a Predictive Metric to Assess School Viability
John T. James, Karen L. Tichy, Alan Collins, & John Schwob
Saint Louis University, Archdiocese of St. Louis, & Archdiocesan Board of Catholic Education, Archdiocese of St. Louis
(pp. 465-484) Vol. 11 No. 4; June 2008
This article examines a wide range of parish school indicators that can be used to predict long-term viability.
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.
The Effects of Catholic and Protestant Schools: A Meta-Analysis
William H. Jeynes
California State University at Long Beach
(pp. 258-278) Vol. 12 No. 2; Dec 2008
A meta-analysis was undertaken including 41 studies to determine the influence of Catholic and Protestant schools. The analysis examined studies undertaken at both the elementary and secondary school level. The results indicate that both Catholic and Protestant school students do better than their counterparts in public schools. In addition, Protestant school students excelled more than their Catholic counterparts on most standardized tests, but Catholic school students did better than their Protestant school counterparts on non-standardized measures. The significance of these results is discussed.
Catholic Virtual Schools: Real Possibilities or Oxymoronic Dreams?
Jack Kelly
Newman Theological College
(pp. 422-434) Vol. 5 No. 4; June 2002
Currently, four Catholic virtual schools exist in the province of Alberta. Such educational innovation raises many questions about the definition and context of Catholic schooling. The designers of electronic educational alternatives must be aware of the need to create virtual communities within their institutions. By using theories of community building, virtual architecture, and innovative course design, many opportunities for faith development can emerge. The rapid changes in the delivery of this form of education may become a rich source of research for those interested in applying the gifts of modern technology to the traditions of Catholic education.
Values Infusion: A Systematic Response to Catholic Identity
Mary Jane Krebbs
Archdiocese of New York
(pp. 306-314) Vol. 3 No. 3; March 2000
This article explains how the Archdiocese of New York responded to the need for making its values-based approach to education more conspicuous and formal. Through ECOS, a curricular change process, the Office of the Superintendent of Schools spearheaded a dialog and a program focusing on Catholic identity and values infusion as one source for the resurgence of that identity.
A Comprehensive Approach to Character Building in Catholic Schools
Thomas Lickona
State University College at Cortland
(pp. 159-175) Vol. 1 No. 2; Dec 1997
The overall goal of Catholic education is to help students achieve a transformation in Christ. Integral to this transformation is development of the natural moral virtues and spiritual/supernatural virtues. Schools need to implement a comprehensive character-building program which focuses on twelve components, such as caring classroom communities, prayer, and moral discipline.
An Exploration of Hope in Catholic School Students
Diane McDermott, Jennifer Teramoto Pedrotti, Lisa M. Edwards & Angela M. Houske
(pp. 274-285) Vol. 5 No. 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, C.M., Anthony J. Dosen, C.M. & Frances Ryan, D.C.
DePaul University
(pp. 24-40) Vol. 10 No. 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 Catholic School: Avenue to Authenticity
Denis McLaughlin
Australian Catholic University
(pp. 274-292) Vol. 3 No. 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.
Sector Differences in Opportunities for Parental Involvement in the School Context
Gail M. Mulligan
(pp. 246-265) Vol. 7 No. 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.
Catholic School Counseling: From Guidance to Pastoral Care
Robert Murray, O.S.A., Kristy Suriano & Judith Madden
Villanova University
(pp. 34-52) Vol. 7, No. 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.
Urban Revitalization: A Case Study of One Catholic Elementary School’s Journey
Roxanne Farwick Owens
DePaul University
(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.
Education on the Threshold of the Third Millennium: Challenge, Mission, and Adventure
Giuseppe Pittau, S.J.
(pp. 139-152) Vol. 4 No. 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.
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.
Integrating Liberation Theology into Restructuring: Toward a Model for Urban Catholic Schools
Edward St. John
Indiana University
(pp. 265-280) Vol. 2 No. 3; March 1999
While the research on Catholic schools focuses on their distinctive character including the central role of faith communities within those schools, the challenges facing faith communities in urban Catholic schools have received relatively little attention. This essay argues that the integration of the principles of liberation theology, especially reflection on Gospel passages related to social justice, into the Accelerated Schools Project (ASP) may be a viable approach to restructuring in urban Catholic schools. The congruities and incongruities in the origins and purposes of liberation theology and the ASP are examined. Then a strategy is suggested for integrating liberation theology into the ASP, with the intent of building a deeper shared sense of community and commitment to social justice.
Advanced Placement Science Programs in Catholic High Schools
Daniel D. Schinzel
(pp. 417-440) Vol. 3 No. 4; June 2000
The purpose of this study was to examine Advanced Placement (AP) science programs in participating Catholic high schools and develop guidelines for the implementation of similar programs at other Catholic schools. The areas of interest were curriculum, instruction, and Advanced Placement examination results. Administrators and teachers at Catholic high schools with Advanced Placement science programs were surveyed using instruments developed by the researcher. The responses of AP teachers and administrators were analyzed and compared in order to determine important features of existing science programs.
Toward a Pedagogy Grounded in Christian Spirituality
Gini Shimabukuro
University of San Francisco
(pp. 505-521) Vol. 11 No. 4; June 2008
Church documents, theology, leadership theory, and sociology come together in this article to present a pedagogy for Catholic schools that is deeply rooted in personal faith and a contemporary understanding of the person. Practical insights into developing a spirituality for teaching are offered.
The Hidden Civic Lessons of Public and Private Schools
David Sikkink
(pp. 339-365) Vol. 7 No. 3; March 2004
Curriculum theory has long acknowledged the presence of a hidden curriculum in schools. Whereas the formal curriculum is explicit and documented, the hidden curriculum involves those attitudes, experiences, and learnings that are largely implicit and unintended. This article compares the hidden civic lessons found in public and private schools. Catholic and other private schools have measurable organizational strengths that socialize students into participation in public institutions more effectively than public schools.
The University Consortium for Catholic Education (UCCE):
A Response to Sustain and Strengthen Catholic Education
Paige A. Smith
John Paul II Institute for Studies on Marriage and Family
(pp. 321-342) Vol. 10 No. 3; March 2007
This article examines the current and potential contributions of the University Consortium for Catholic Education (UCCE) to both K-12 and higher Catholic education. In order to situate the development of alternative teacher preparation programs, a history of Catholic teacher formation is addressed followed by a brief summary of the existing programs that comprise the UCCE. Attention is given to the essential nature of a Catholic educator’s responsibility to deepen Catholic identity through authentic education in collaboration with the family and how recent college graduates who matriculate in UCCE programs are formed to respond to
this task.
Education with a Sense of Wonder: A Spiritual Journey
Ruth Stuart Starratt
Boston University
(pp. 216-225) Vol. 3 No. 2; December 1999
The visual arts offer ample opportunities for educators to teach to the soul. This essay opens up some of the possibilities present in art education, opportunities to inspire dreams, announce visions, and ask ultimate questions.
From Doubt to Affirmation: Reflections on the Recent History of Catholic Parochial Education
Timothy Walch
(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.
The Past Is Prologue: American Catholic Education and the New Century
Timothy Walch
(pp. 355-363) Vol. 4 No. 3; March 2001
The author of a recent history of American Catholic education points to three ongoing traditions—tenacity, adaptability, and identity—as evidence that parochial education will continue well into the next century. In this personal essay, Walch challenges pessimistic assessment of Catholic education that appeared in Phi Delta Kappan. He also highlights other, more positive assessments of Catholic schooling. Walch concludes that even though American Catholic parochial education will never again attain the position of influence it had in the mid-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
(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.
My Brother’s Keeper: Violence and School Liability
Sarah M. Watson
St. Xavier High School
(pp. 454-463) Vol. 4 No. 4; June 2001
Violence has become a major issue for employers, and regrettably schools have not been immune to this development. As the incidents of school violence have increased, so have the opportunities for litigation. This article discusses the most recent court cases arising from school violence concerns and provides recommendations for educators in the following areas: documenting student misbehaviors, especially violent incidents; providing clear behavioral rules for school and school-related activities and instructions about how to follow those rules; negligence; peer harassment; weapons at school; and foreseeability.
New Learning Paradigms for Catholic Education
Angela Ann Zukowski, MHSH
The University of Dayton
(pp. 51-66) Vol. 1 No. 1; Sept 1997
A paradigm shift is needed in Catholic education for the 21st century. The new paradigm needs to communicate that the purpose of Catholic education is not to transfer knowledge but to create environments and experiences that bring students to discover for themselves, to make students members of communities of learners that make discoveries and solve problems. The New Frontiers for Catholic Schools project supports educators in making technology a vital part of the future of Catholic education.
New Paradigms and Unchanging Purposes of Catholic Schools:
A Response to Sr. Angela Ann Zukowski
Sr. Mary Catherine Antczak, O.P.
Immaculate Conception Academy
(pp. 457-463) Vol. 1 No. 4; June 1998
Sr. Antczak responds to Sr. Angela Ann Zukowski’s article, “New Learning Paradigms for Catholic Education,” which appeared in the first issue of the Journal. The author questions Sr. Zukowski’s call for a new paradigm shift in Catholic education, raises questions about the impact of such a shift on the purposes of Catholic schooling, and considers the potential of the New Frontiers criteria for assessing the application of new technologies.