Volume 12, Number 2
December 2008
Table of Contents
Editors' Comments (p. 133)
Lorraine Ozar, Joseph M. O'Keefe, & Michael James
Articles
Catholic Schools, Catholic Education, and Catholic Educational Research:
A Conversation with Anthony Bryk
Anthony Bryk
Carnegie Institute for the Advancement of Teaching
(pp. 135-147)
Anthony Bryk is President of the Carnegie Foundation for the Advancement of Teaching. Previously, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University as well as the Marshall Field IV Professor of Urban Education and Sociology at the University of Chicago. Dr. Bryk received his undergraduate degree from Boston College and his doctorate from Harvard University. His main areas of expertise are school organization, education reform, Catholic schools, and educational statistics. He founded and directed efforts to support and inform educational improvements in the Chicago public schools. In 1993, Harvard University Press published the groundbreaking book Catholic Schools and the Common Good with Valerie Lee and Peter Holland. Dr. Bryk recently spoke with Joseph M. O’Keefe, S.J., dean of the Lynch School of Education at Boston College and co-editor of the journal, on the future of Catholic schools, Catholic educational research, and the journal. The following is a transcript of that conversation, providing direction for the future of Catholic education. [Special thanks to Craig Horning, doctoral student at Boston College, for transcribing the conversation.]
The Catholic School According to the Code of Canon Law
Zenon Cardinal Grocholewski
Prefect of the Congregation for Catholic Education
(pp. 148-159)
For close to three decades, his Eminence Zenon Cardinal Grocholeski, worked at the Supreme Tribunal of the Apostolic Signatura as notary, chancellor, secretary and prefect. A professor, scholar, and canonist of exceptional ability, he is considered one of the world’s most prominent experts on the Code of Canon Law. In light of his competence and experience, The Servant of God Pope John Paul II, appointed his Eminence as Prefect of the Dicastery for Catholic Education in 1999. This rare combination and manifestation of intellect, expertise, and dedication is witnessed in the oration presented for publication, The Catholic School According to the Code of Canon Law delivered by His Eminence, as Prefect of the Congregation of Catholic Education on May 28, 2008 at Fordham University, New York. [Introduction by Gerald M. Cattaro, professor and executive director of the Catholic School Leadership program at Fordham University, Graduate School of Education]
Nurturing Spirituality and Vocation: A Catholic Approach to New Teacher Induction
Richard Shields
University of St. Michael’s College, Toronto
St. Mary’s Catholic Secondary School, Hamilton, Ontario
(pp. 160-175)
The Catholic school system in Ontario, Canada, is fully funded by the government. Recently Ontario’s Ministry of Education mandated an induction year, the New Teacher Induction Program (NTIP), for all new teachers. This legislation provides an opportunity for Catholic school boards to take the lead and shape creative and effective programs for new teacher induction. The mission of the Catholic school and the vocation of a Catholic teacher give meaning and direction to the new teacher’s professional educational practice. This article first explores some of the pastoral theological concerns that those charged with developing a Catholic approach to NTIP need to consider and integrate into the programs they develop and lead. It then proposes a model for new teacher induction that builds on the insights from pastoral theology and adult learning theory.
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)
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.
Focus Section - Accountability and Assessment
An Introduction to Value-Added Analysis
Ron Costello, Peggy Elson, & John Schacter
Archdiocese of Indianapolis, Archdiocese of Indianapolis, & Teaching Doctors Value-Added Analysis Network
(pp. 194-205)
For the last 3 years, more than 80% of the respondents to Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward The Public Schools have stated that they would rather see a school’s performance measure based upon “improvement shown by students” than the “percentage passing the test” (Rose & Gallip, 2007, p. 35). If this were to become the norm, the next question would be what “improvement” is significant? Educators need to understand “value-added” if they are going to use “improvement” to show that schools are improving student achievement.
Urban Catholic High Schools and Disadvantaged Females
Corinne R. Merrit
Emmanuel College
(pp. 206-222)
The purpose of this study was to discover the life experiences of disadvantaged female graduates of urban Catholic high schools and what they say about the capacity of Catholic education to meet their academic, emotional, social, and spiritual needs. Based on narrative inquiry, this study was conducted using a series of in-depth, semistructured interviews to elicit the life experiences of 5 participants. Twelve common personal characteristics emerged directly from the narratives of the participants and provided the backdrop for two patterns: (a) the importance of education, and (b) the importance of relationships. This study found the high school experiences met the academic needs of all participants, but the different school sites varied in their ability to meet the emotional, social, and spiritual needs. This study also found four characteristics interacted in creating the Catholic school culture: (a) building relationships, (b) promoting a sense of community, (c) supporting a caring and nurturing environment, and (d) emphasizing respect for all members of the school community.
An Assessment of the Institutional Vision of Catholic Colleges and Universities
Robert Abelman & Amy Dalessandro
Cleveland State University & Kent State University
(pp. 223-257)
Institutional vision is a philosophical template—a concept of what, at its best, a college
or university is like and the kinds of human beings that institution is attempting to cultivate. A content analysis of the institutional vision of a nation-wide sample of Catholic schools was performed and key linguistic components found to constitute a well conceived, viable, and easily diffused mission and vision were isolated. The prevalence of these components in comparison to other types of religious schools and secular four-year institutions is discussed. Findings suggest that Catholic schools are vision-driven institutions that communicate their priorities and defining characteristics by employing clear, highly optimistic, and inspirational language. They do little to articulate effectively a unification among the community of students, faculty, and staff, or coordinate their vision of the institution with that of the administration. They are less likely than other types of religious and secular schools to address the pragmatic benefits of their education.
Review of Research
The Effects of Catholic and Protestant Schools: A Meta-Analysis
William H. Jeynes
California State University at Long Beach
(pp. 258-278)
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.
Book Reviews
Windows on Learning: Documenting Young Children's Work
By Judy Harris Helm, Sallee Beneke, & Kathy Steinheimer
Reviewed by Sharon K. Alexander
Teach with Your Strengths: How Great Teachers Inspire Their Students
By Rosanne Liesveld & Jo Ann Miller
Reviewed by Rebecca Spitznagel
What America Can Learn from School Choice in Other Countries
Edited by David Salisbury & James Tooley
Reviewed by Sister Mary Sheila Maksim, O.P.
