Volume 6, Number 3
March 2003
Table of Contents
Editors' Comments (p. 285)
Ronald J. Nuzzi, Thomas C. Hunt
Articles
9/11 and a Hemorrhaging Catholic Church: Teachable Moments for Catholic School Leadership Clare Fitzgerald, SSND
(pp. 286-292)
The Associate Superintendent: The Role of Leadership in a Catholic Schools Office
Margaret Boland & Mary Rose Watkins, OSF
Diocese of Trenton & Building Links for Effective and Successful Schools, Boston
(pp. 293-317)
In the late 19th century, Catholic school superintendents recognized the need for help in overseeing Catholic schools. Religious congregations established the role of community supervisor, which paved the way for the present role of the associate superintendent as a way to give support to teachers and administrators and to encourage accountability in Catholic education. This study was conducted to define and bring to light the critical importance of this role of leadership. For the purposes of this article, the term “associate superintendent” will be used, although the authors are aware that other terms for this role are used in various dioceses. This descriptive study of five dioceses located within one state, based in the four variables of leadership, power, organizational structure, and areas of responsibility, utilized a quantitative and qualitative approach to define this role. A definition for this role of leadership was constructed from the findings.
Focus Section
The Supreme Court and Vouchers: An Overview for Educators in Catholic Schools
Charles J. Russo & Ralph D. Mawdsley
University of Dayton & Cleveland State University
(pp. 318-327)
This article provides a critical summary of the current state of the voucher question as it relates to Catholic schools. After an in-depth look at the recent U.S. Supreme Court decision upholding the constitutionality of the Cleveland program (Zelman v. Simmons-Harris), the authors conclude that while voucher program might be part of an overall solution for educating the urban poor, they will have limited impact on Catholic schools.
The Legal and Social Infirmities of Zelman v. Simmons-Harris
Scott McLeod
University of Minnesota
(pp. 328-341)
With a spirited criticism of Zelman v. Simmons-Harris (2002), this article summarizes many arguments against the voucher decision, including the dissenting opinions of U.S. Supreme Court justices, opponents of the decision, and amicus curiae briefs from the American Jewish Committee, the Anti-Defamation League, and the Ohio School Boards Association, all of whom argued against the Cleveland Plan. In the end, the decision may prove dangerous to Catholic schools that accept public voucher monies.
Operational Paradoxes: Vouchers and Catholic Elementary Schools
Gerald M. Cattaro
Fordham University
(pp. 342-351)
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 The U.S. Supreme Court has ruled in support of the constitutionality of the Cleveland voucher program. Will urban Catholic schools soon become filled with voucher students? Catholic school leaders have some important decisions to face, decisions which can be clarified by taking a historical view. research, dialogue, and professional action.
School Vouchers: Blessing or Curse for Catholic High Schools?
Joseph D. Massucci & Timothy J. Ilg
University of Dayton
(pp. 352-361)
The voucher debate has thus far focused almost exclusively on elementary schools. Since Catholic and private high schools tend to be more expensive to operate than elementary schools, this article hypothesizes about the potential future impact of voucher programs on Catholic high schools.
Vouchers and Religious Schools: Why Some Religious Schools May Refuse to Participate
Ralph D. Mawdsley & Charles J. Russo
Cleveland State University & University of Dayton
(pp. 362-371)
With the recent U.S. Supreme Court decision (Zelman v. Simmons-Harris, 2002), upholding the vouchers portion of an Ohio-based scholarship program, interest in vouchers is at an all-time high. Will the availability of voucher programs create an exodus of students from public schools? Will private schools open their doors and classrooms to respond to the increasing need? Several problems remain before voucher programs can become widespread, and even then some private and religious schools may opt not to participate. This article discusses the autonomy of religious schools, summarizes relevant court cases, and explores three possible reasons why some private and religious schools may not be willing to accept vouchers.
Review of Research
Increasing Academic Motivation in Primary Grades
Michael Pressley, Sara Dolezal, Lisa Raphael, Lindsey Mohan,
Michigan State University
Alysia Roehrig, & Kristen Bogner
University of Notre Dame, & University of Minnesota
(pp. 372-392)
This review of research into motivation begins with the various approaches to increasing academic engagement that have been validated in studies, especially in the past quarter century. Two brief case studies of exceptionally engaging primary teachers, both working in Catholic schools, follow. General findings from qualitative studies of primary grade teaching affirm that engaging teachers fill their classrooms with instruction that promotes motivation and do little that undermines student motivation. This contrasts will less engaging teachers who do less that is motivating and more that undermines academic motivation. Thus, every minute of every day the engaging teachers do what the best educational motivation researchers have identified as effective. The review concludes by recognizing that such engaging instruction is consistent with Catholic philosophy of education.
Book Reviews
The Education Gap: Vouchers and Urban Schools (pp. 393-400)
By William G. Howell & Paul E. Peterson
Reviewed by Bruce S. Cooper
The Impossible Dream: Education and the Search for Panaceas (pp. 400-402)
By Thomas C. Hunt
Reviewed by Timothy Walch