Volume 11, Number 4
June 2008
Table of Contents
Editors' Farewell (pp. 421-425)
Editors' Comments (pp. 426-427)
Thomas C. Hunt, Ronald J. Nuzzi
Articles
Catholic Education: A Journal of Inquiry & 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)
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.
Motivating Content: How Interest and Self-Efficacy Respond to Subject Matter in
an Alternative Teacher Education Program
Joyce F. Long & Raeal Moore
University of Notre Dame & The Ohio State University
(pp. 442-464)
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.
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)
This article examines a wide range of parish school indicators that can be used to predict long-term viability.
Conflict in Independent Catholic Schools
Dan Guernsey & James Barott
Ave Maria College & Eastern Michigan University
(pp. 485-502)
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.
Focus Section
Introduction (pp. 503-504)
Raymond J. Vercruysse, C.F.C.
University of San Francisco
Toward a Pedagogy Grounded in Christian Spirituality
Gini Shimabukuro
University of San Francisco
(pp. 505-521)
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.
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)
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.
Complexity, Connections, and Soul-Work
Deborah P. Bloch
University of San Francisco
(pp. 543-554)
Organizational theory and personal behaviors are both shaped by contemporary thinking and theories regarding spirituality, history, and the order, shape and direction of modern culture. Complexity theory, discussed in this article, offers some helpful insights into appreciating the relationships and connections often overlooked in today’s fast-paced world.
Book Reviews
The Dissenting Tradition in American Education (pp. 555-556)
By James C. Carper & Thomas C. Hunt
Reviewed by Ellis A. Joseph
Literacy in the Digital Age: Reading, Writing, Viewing, and Computing (pp. 556-558)
By Frank B. Withrow
Reviewed by Sarah E. Crosske
Imagination and Literacy: A Teacher’s Search for the Heart of Learning (pp. 558-560)
By Karen Gallas
Reviewed by Kelly Ryan