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.
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.
Answering the Call to Prepare Special Education Teachers at Institutions of
Catholic Higher Education
Carole W. Brown & Marie Celeste
The Catholic University of America & Loyola College of Maryland
(pp. 473-498) Vol. 9 No. 4; June 2006
Concerns for social justice have called Catholics and others to be compassionate and supportive to children with disabilities by establishing schools and other learning opportunities to nurture this population. Special education as a field has developed over the past 40 years. This study examines the incidence, context, and nature of special education personnel preparation programs in institutions of Catholic higher education (ICHE). Through literature searches and web-based searches on the National Catholic College Admission Association website, a survey, and individual college websites, the study has identified 89 ICHE that offer special education degrees out of a total of 260 Catholic colleges and universities. Within the context of the demographics of ICHE, the results of this exploratory study show regional variation in special education degree programs; patterns of other education degree offerings that often occur with special education degrees and dual certification; along with information about faculty, financial aid, accreditation, practicum sites, and relationships to Catholic schools. Recommendations are offered to strengthen special education personnel preparation in areas of need, including rural areas, and special education teachers who work with culturally and linguistically diverse populations.
Sector Differences in Student Learning:
Differences in Achievement Gains Across School Years and During the Summer
William Carbonaro
University of Notre Dame
(pp. 219-245) Vol. 7 No. 2; Dec 2003
Public and private schools have been the focus of considerable research, comparing student achievement, attendance, dropout rates, graduation rates, disciplinary incidents, and a variety of educational and prosocial outcomes across sectors. Comparative studies of student achievement have tended to concentrate on the high school years and without any effort to measure gains or losses during specific years. This study concludes that sector differences in learning vary across grade levels and that summer learning rates vary by school sector. More study of sector differences in learning is recommended, especially longitudinal studies that examine seasonal gains across school sector over the entire span of a student’s
academic career.
An Ignatian Analysis of the Walt Disney Company: Lessons for Jesuit Higher Education
Michael P. Caruso, S.J.
Loyola Marymount University
(pp. 373-400) Vol. 5, No. 3; March 2002
Love it or leave it, the Walt Disney Company is widely regarded as a model organizational culture, a multinational corporation with theme park, movie, and entertainment interests all over the world. Disney has experienced unequaled success in promoting its vision and mission. This article, the first of a two-part series, examines the lessons of Disney for Catholic higher education, particularly in the Jesuit tradition.
An Ignatian Analysis of the Walt Disney Company:
Lessons for Jesuit Higher Education (Part II)
Michael P. Caruso, S.J.
Loyola Marymount University
(pp. 454-487) Vol. 5 No. 4; June 2002
How do directors of mission and identity at the 28 Jesuit institutions of higher education in the United States perceive campus culture? This article reports the findings of a survey of 27 chief administrators responsible for mission and identity and seeks to use the data obtained to identify similarities and differences in advancing mission and identity between Jesuit higher education and the Walt Disney Company. Based on the survey results, suggestions are made to enhance mission and identity programming, hiring and orientation practices, and the campus culture at Jesuit institutions of higher education. Part One of this study was published as An Ignatian Analysis of the Walt Disney Company: Lessons for Jesuit Higher Education (Caruso, 2002) in Volume 5, Number 3.
Traditional and Progressive Schools: Identifying Two Models of Educational Practice
Louis A. Chandler
(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.
Teacher Induction in Catholic Schools
Greg Chatlain & Brian Noonan
Saskatoon Catholic School Division & University of Saskatchewan, Saskatoon
(pp. 499-512) Vol. 8 No. 4; June 2005
The purpose of this study was to examine the induction process for beginning teachers in Catholic schools. Data were collected from 100 teachers using a survey that addressed teachers’ level of confidence in the pedagogical, religious, and managerial dimensions of teaching. The results of the study indicated that the induction experiences of beginning teachers in Catholic schools were similar to those of beginning teachers elsewhere. However, there is a need for the development and implementation of a systematic process of teacher induction that consciously meets the needs in the religious dimension for beginning teachers.
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.
“The Next Generation” A Study of Catholic High School Religion Teachers
Timothy J. Cook
(pp. 115-121) Vol. 4 No. 1; Sept 2000
The Next Generations: A Study of Catholic High School Religion Teachers is a McGivney Grant-funded study that will examine the critical and growing shortage of credentialed high school religion teachers. Using survey research, this study will assess the national situation and attempt to forecast what the future holds. Ultimately, the study will make recommendations regarding the future recruitment, preparation, and retention of religion teacher candidates.
Recruitment, Preparation, and Retention of Catholic High School Religion Teachers
Timothy J. Cook
(pp. 530-556) Vol. 4 No. 4; June 2001
In September 2000, this journal announced an important national study, funded by grants from the Lilly Endowment, the Knights of Columbus McGivney Fund, and the Chief Administrators of Catholic Education, on the impending shortage of religion teachers in Catholic high schools. This article reports the findings of that study in three important areas: recruitment, preparation, and retention. The study summarizes the results of surveys to nearly 200 Catholic high schools and 1000 religion teachers throughout the United States. Extensive recommendations are offered for each area studied, with a view to securing a stable future pool of highly qualified high school religion teachers.
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.
Career Aspirations of Potential Applicants for Principals of Catholic Schools:
An Australian Perspective
Tony D’Arbon, F.M.S.
Australian Catholic University, Strathfield, New South Wales
(pp. 46-60) Vol. 10 No. 1; Sept 2006
Recent surveys of leadership succession planning in Catholic schools in New South Wales, Victoria, South Australia, Tasmania, and the Northern Territory of Australia have confirmed the growing shortage of persons applying for positions of principal in Catholic schools in those states and territory and examined reasons for the decline in numbers. This paper focuses on a particular aspect of that research in which the career aspirations of those being surveyed, in the pool of potential applicants for principal positions, are analyzed and reported. Implications for the future of Catholic schools in Australia as well as for the future leadership of schools in general are examined.
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.
Children’s Cultural Capital and Teachers’ assessments of Effort and Ability:
The Influence of School Sector
Susan A. Dumais
Louisiana State University
(pp. 418-439) Vol. 8 No. 4; June 2005
Bourdieu (1973) theorized that differences in social background correspond to differences in possession of cultural resources (cultural capital), as well as the orientation to those resources (habitus). Additionally, Bourdieu argued that struggles for power occur in different settings (fields). His essay reviews Bourdieu’s main ideas and describes how they may apply to the American educational system. In particular, two setting are considered; public elementary schools and Catholic elementary schools. Based in analyses using data form the Early Childhood, Longitudinal Study (ECLS), Catholic school kindergartners are more likely to participate in arts activities, and their parents are more likely to be involved in and comfortable with the school environment. Regression analysis show that arts lessons and attendance at arts events do not affect teachers’ perceptions of the effort or ability of students in either public or Catholic schools. Parents’ orientation toward school has more of an effect in public than in Catholic schools. In public schools, attending open houses and conferences, volunteering, and feeling unwelcome at school all affect teachers’ evaluations of students’ effort and ability, while only attendance at school events and conferences affect teachers’ perceptions in Catholic schools. These findings suggest that the traditional definition of cultural capital may not be appropriate for young American children, that parents’ orientation toward schooling should be included in future studies of educational stratification, and that more research is needed in the examination of public-Catholic school differences in cultural resources.
Including and Serving Students with Special Needs in Catholic Schools: A Report of Practices
W. Patrick Durow
Creighton University
(pp. 473-489) Vol. 10 No. 4; June 2007
Based on responses to a survey of 19 Midwestern Catholic dioceses, the author reports the mission, educational practice, and financial means utilized to serve students with special needs in Catholic schools.
Educating Urban African American Children Placed At Risk: A Comparison of Two Types of Catholic Middle Schools
L. Mickey Fenzel & Janine Domingues
(pp. 30-52)
Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, first developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk. The present study compares the effectiveness of two types of high-poverty Catholic schools for 322 African American middle school students. Result show that Nativity schools are more successful than traditional Catholic schools in effecting student gains in standardized test score performance. Results also suggest that features such as small school and class size, small student-teacher ratios, and an extended academic day contribute to these gains. The quality of the school and classroom environment, as perceived by students, that contributed to the amount of engaged learning time also may have contributed to their stronger academic performance. Implications for urban schooling for African American middle school children placed at risk are discussed.
Growing up Catholic in a Scottish City: The Relationship Between Denominational Identity, Denominational Schools, and Attitude Toward Christianity Among 11- to 15- year-olds
Leslie J. Francis & Harry M. Gibson
(pp. 39-54) Vol. 5 No. 1; Sept 2001
From a large survey conducted in a Scottish city, this article identifies 1,285 students attending Catholic schools (16.6% of whom were not Catholics) and 1,240 Catholic students (14.8% of whom were educated in non-Catholic schools). The data demonstrate that Catholic students educated in Catholic schools hold a more positive attitude toward Christianity than comparable Catholic students educated in non-Catholic schools and that non-Catholic students educated in Catholic schools hold a less positive attitude toward Christianity than comparable Catholic students. Both findings have implications for the evaluation of the Catholic school system.
Cognitive Spirituality and Hope in Catholic High School Students
Bruce B. Frey, Jennifer Teramoto Pedrotti, Lisa M. Edwards, & Diane McDermott
University of Kansas, California Polytechnic Institute, University of Notre Dame, &
University of Kansas
(pp. 479-491) Vol. 7 No. 4; June 2004
This study explores the validity of a construct of cognitive spirituality as measured by a recent measure, the Spirituality Index of Well-Being, in a sample of Catholic high school students. Spirituality on this scale is conceptualized as a composite of life scheme (having meaning in one’s life) and generalized self-efficacy. Construct-based validity evidence was produced through factor analysis and examination of correlations between the spirituality scale and subscale scores with scale and subscales on the Children’s Hope Scale, a well-being indicator previously used for this population. In addition, differences between male and female students were found, with females producing higher scores on the life scheme subscale, suggesting a greater sense of meaning in their lives. The Spirituality Index of Well-Being also demonstrated high internal reliability in this sample. It is argued that the goal of Catholic education is education of the whole person and that this conceptualization of spirituality is consistent with that goal. The Spirituality Index of Well-Being appears to be a valid and reliable measure of cognitive spirituality for this population and a useful indicator of student-well-being.
Religious Participation as Cultural Development:
Sector Differences in Chicago’s Jewish Schools
Adam Gamoran & Matthew Boxer
University of Wisconsin-Madison
(pp. 440-462) Vol. 8 No. 4; June 2005
This paper uses the case of Jewish schools in Chicago to explore the role of religious schools in the development of cultural capital among youth. The author focus on three sectors of Jewish Schools (Orthodox day schools, non-Orthodox day schools, and non-Orthodox supplementary schools) as contexts for learning and expressing Jewish practices, affiliations, and beliefs, which are understood to be markers of cultural capital for the Jewish community. Survey results from 834 students in grades 7-12 revealed that family and school environments are independently associated with cultural capital development. Generally, the contributions of families are more prominent than the impact of schools, but both school type and learning opportunities also contribute to cultural outcomes.
Technology in Catholic Schools: Are Schools Using the Technology They Have?
Michael G. Gibbs, Anthony J. Dosen, & Rosalie B. Guerrero
Astronomical Society of the Pacific, DePaul University, &
University of Illinois at Urbana-Champaign
(pp. 176-193) Vol. 12 No. 2; Dec 2008
This article examines important questions related to the use of computer technology in Catholic schools. Under consideration are issues related to how teachers use the Internet in classrooms, communicate with parents, and design lessons with technological support. Differences in computer use between high-poverty and low-poverty schools are also examined.
Private Schools and the Public Good: The Effect of Private Education on Political Participation and Tolerance in the Texas Poll
Jay P. Greene, Nicole Mellow, & Joseph Giammo
University of Texas at Austin
(pp. 429-443) Vol. 2 No. 4; June 1999
Private Schools make an undeniable contribution to the public good. Nevertheless, many critics argue that public schools do a better job of instilling civic values in students. This article examines the effect of public and private education on political participation and tolerance and demonstrates that private schools excel in promoting civic values.
Effects of Catholic School Attendance on Student Achievement:
A Review and Extension of Research
Thomas B. Hoffer
National Opinion Research Center at the University of Chicago
(pp. 212-235) Vol. 1 No. 2; Dec 1997
This paper begins with a review of basic descriptive data on achievement differences between public and Catholic school students and the main theories intended to explain Catholic sector effects on student achievement. The main theories are cast in terms of competitive markets, the communities in which the schools are embedded, and the historically institutionalized purposes of the schools. The analytical research is then reviewed and extended with some original analyses from recently collected national survey data on high school students. The main points from the review and extension of empirical research are as follows: (a) Catholic high schools have positive effects on verbal and mathematics achievement, but no discernable effects on science; (b) Catholic school effects are greater for students from disadvantaged backgrounds, especially with respect to family structure and functioning; and (c) the main schooling mechanism accounting for the Catholic school effects is the greater concentration of academic coursetaking among Catholic school students. The most glaring gap in the research record is the lack of data to assess effects of Catholic elementary school attendance. Finally, further work is needed to sort out the larger theoretical issues and practical implications of markets, charters, and communities.
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.
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.
A Search for Common Ground:
Value Preferences of Lay and Religious Teachers in Roman Catholic Secondary Schools
Candace H. Lacey
Arkansas State University
(pp. 55-67) Vol. 2 No. 1; Sept 1998
This study examined the value preferences of full-time lay and religious faculty members in Roman Catholic secondary schools in one archdiocese. Using The Study of Values (Allport, Vernon, & Lindzey, 1960), two main research questions were addressed: What relative importance do teachers place on the six identified values? And what differences exist between the value preferences of religious and lay teachers? Findings indicated that both religious and lay teachers considered the religious value preference most important, while the economic value was the least preferred orientation. The significant difference found between groups for the religious valued preference is discussed in terms of instrumentation. Implications for hiring are presented and recommendations for future research are made.
Motivating Content: How Interest and Self-Efficacy Respond to Subject Matter Taught in an Alternative Teacher Education Program
Joyce F. Long & Raeal Moore
University of Notre Dame & The Ohio State University
(pp. 442-464) Vol. 11 No. 4; June 2008
Understanding how teachers’ motivational levels respond to the course content is particularly relevant in Catholic schools, where instructors are routinely required to teach courses both within and beyond their certification area because of budgetary constraints. Students in the ACE alternative licensure program face this challenge during their 2 years of teacher preparation. Pre and post data from first- and second-year ACE students (n = 107) revealed that although subject matter interest levels remained relatively robust throughout the academic year for primary certification subjects, significant differences emerged in scores for religion and other out-of-certification courses. In addition, sense of self-efficacy in classroom management, student engagement, and instructional strategies also varied by subject matter taught and year in the program.
What Secondary Teachers Need in Professional Development
Lisa Lucilio
(pp. 53-75)
Most dioceses do not have well-articulated, systematic approaches to the professional development of Catholic school teachers and administrators. This article summarizes current research on effective strategies for professional development and reports on a study of one Midwestern diocese regarding the needs, perceptions, and plans of teachers and principals at the high school level.
Catholic High School Students’ Attitudes Toward Homosexuality:
A Snapshot of Incoming College Freshmen
Michael J. Maher
Loyola University Chicago
(pp. 432-478) Vol. 7 No. 4; June 2004
This study is a survey of incoming freshmen at a Midwestern Catholic university on their agreement with Church teachings on homosexuality. In general, females had more homo-positive attitudes than males, graduates of Catholic high schools had more homo-positive attitudes than graduates from non-Catholic high schools, and graduates from coeducational Catholic high schools had more homo-positive attitudes than graduates from unisex Catholic high schools. Also, if respondents agreed with the Church’s teaching against homosexual activity and that homosexuality is a disorder, they were less likely to agree with the Church’s teachings that gay and lesbian people have rights that the Church should protect.
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.
Students’ Choice of Schools for Their Children:
Logistic Regression Analysis on Contributing Factors
Magdalena Mo Ching Mok & Marcellin Flynn
Hong Kong Institute of Education & St. Joseph’s College, Australia
(pp. 6-33) Vol. 8 No. 1; Sept 2004
School choice has been an issue in the education systems where parents are given the autonomy to select schools for their children. Previous research suggests that parental decisions are affected by demographic, financial, and value-related factors. This study investigated variables including: demographic and socio-economic background, motivation, quality of school curriculum, quality of school life, and classroom environment as factors contributing to secondary students’ choice of schools for their own children. The sample comprised 8,265 secondary students from 70 Catholic schools in New South Wales, Australia. Analysis of variance and logistic regression were used to identify contributing factors of school choice. Findings suggested that students’ expectations of schools, quality of school curriculum, quality of school life, and the classroom environments they experienced all contributed to their intention to send their own children to the same schools, after controlling for their background differences. On the other hand, students’ intentions were not affected by their gender, socio-economic backgrounds, or country of birth.
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.
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.
Religion, Religiosity, and Private Schools
William Sander
DePaul University
(pp. 7-21) Vol. 9 No. 1; Sept 2005
The effects of religion and religiosity as measured by attendance at weekly religious services on the demand for private schooling is assessed. It is shown that Catholics, fundamentalist/evangelical Protestants, and respondents who attend religious services more often have a higher demand for private schooling. Data from the National Opinion Research Center’s “General Social Survey” are used.
Advanced Placement Science Programs in Catholic High Schools
Daniel D. Schinzel
Westside High School
(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.
Teacher Commitment and Longevity in Catholic Schools
Cathy Squillini
The Facilitator Center
(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.
Perceptions of Faculty Members in Selected Catholic High Schools Regarding North Central Association School Improvement Models
Karen L. Tichy
(pp. 295-311) Vol. 2 No. 3; March 1999
This article discusses a study which compared faculty members’ perceptions regarding the North Central Association (NCA) evaluation process based on format used (conventional, individualized, or outcomes) and school type (diocesan or private). Data were collected on the independent variables of format, school type, and prior NCA experience. The dependent variables were respondents’ ratings on a seven-point Likert-type scale regarding the mechanics of self-study, faculty ownership, relevance to local and professional concerns, improvement generated, and the results of participation. The author concluded with the following recommendations: (1) more time for conducting the self-study; (2) more clarification of the evaluation process, especially the outcomes format; (3) additional examples of exemplary self-studies; (4) greater attention to designing the self-study, developing faculty leadership, sustaining faculty motivation, and developing specific action plans; and (5) increased emphasis on student learning.
Teachers for Whom? A Study of Teacher Education Practices in Catholic Higher Education”
John Watzke
(pp. 138-167) Vol. 6 No. 2; Dec 2002
This article presents the results of a study of teacher education practices at 80 Catholic colleges and universities. The impetus for this work was the many Church documents in support of Catholic schools and the cooperative work of diocesan superintendents and educational leaders in the matter of teacher education. The goal of the study was to investigate questions fundamental to the role of Catholic higher education in the preparation of teachers: From where will the next generation of teachers to serve Catholic schools come? How does the preparation of teachers in Catholic institutions of higher education relate to the unique opportunities Catholic schools afford their communities? Do these programs serve Catholic schools? Given the dearth of research and professional literature specific to these questions, the study and data analysis were exploratory with the goal of identifying themes and issues for continued research, dialogue, and professional action.
Alternative Teacher Education and Professional Preparedness:
A Study of Parochial and Public School Contexts
John L. Watzke
University of Notre Dame
(pp. 463-492) Vol. 8 No. 4; June 2005
As staffing in Catholic K-12 schools has transitioned to a predominantly lay teaching corps over the past 50 years, a parallel process of secularization has taken place in teacher education programs at Catholic colleges and universities. The tradition of teaching as a vocation in the formation of vowed religious has been replaced by standard programs of educational foundations, course work, and field experiences with a primary emphasis on the issues and needs of public schools. Many factors contribute to this focus in Catholic higher education: financial concerns; teacher candidate preference; state laws; lack of proximity, affiliation, or experience with Catholic schools. Many programs function under a mission to prepare teachers for any school setting, public, private, or parochial, and view an intentional focus on Catholic Education as limiting or debilitating to the professional development of teacher candidates. This article asks the question: can an alternative teacher program based in service to Catholic education prepare teachers to be effective in both parochial and secular settings? The study investigated the professional preparedness of M.Ed. in program teacher candidates (n= 163) working in Catholic Schools and program graduates (n= 137) and these graduates’ principals (n= 112) working in either Catholic or public schools. Results of the administration of a professional preparedness inventory indicated teacher self-reported and principal reported rates at comparable levels to replicated national surveys. Comparison of graduate and principal responses by school context indicated no statistically significant difference for overall measures of preparedness. Specific areas of significant difference were identified in the Catholic school context (higher preparedness rates in curriculum and instruction and questioning and discussion skills) and public school context (higher rates of preparedness in encouraging critical thinking, reflective practice, and use of technology). Discussion focuses on the Catholic school context as a viable alternative for the preparation of teachers for multiple school contexts.
