Volume 9, Number 4
June 2006
Table of Contents
Editors' Comments (pp. 397-398)
Thomas C. Hunt, Ronald J. Nuzzi
Articles
Toward the Professionalization of Catholic High School Religion Teachers:
An Assessment of Religion Teaching as a Profession
Timothy J. Cook & William J. Hudson
Creighton University & Totino-Grace High School
(pp. 399-424)
This article assesses religion teaching as a profession in terms of selected characteristics that scholars agree are common to all professions. The characteristics that are addressed include essential service, call to serve, special knowledge and skills, specialized and advanced university training, public trust and status, code of ethics and performance standards, and professional organization. The research suggests that religion teaching satisfies two of the seven selected characteristics, namely the essential service and call to serve, but does not fully satisfy the other five. The main conclusion drawn is that steps must be taken to professionalize religion teaching. To that end, recommendations include the further development of a professional association for religion teachers, credentialing standards, and a certification/licensing scheme.
Catholic School Principal Job Satisfaction: Keys to Retention and Recruitment
Jennifer Fraser & Barbara L. Brock
St. Michael Primary School, Baulkham Hills, New South Wales, Australia & Creighton University
(pp. 425-440)
This article presents a study on principal retention in New South Wales, Australia. Factors in job retention included economic security, role enjoyment, and the opportunity to contribute. Disincentives to the principalship included lack of support from the employing authority, inadequate pay, isolation, growing responsibilities, difficult parents, and interfering pastors. Findings suggested that the ideal principal role would include greater remuneration, a more supportive employing authority, clearly defined role expectations, and job recognition.
Focus Section
Introduction (pp. 441-442)
Merylann J. Schuttloffel
The Catholic University of America
A Rationale for Special Education in Catholic Schools
Thomas J. Long & Merylann J. Schuttloffel
The Catholic University of America
(pp. 443-452)
Debates about inclusive education for students with special needs challenge Catholic educators to develop a rationale consistent with Catholic theology and Church teaching. Guided by the rationale, arguments are made for the role Catholic schools, seminaries, and Catholic higher education should contribute to realize an inclusive Church. Contemplative practice offers a process for engaging Catholic identity with school practitioner decision making for implementing inclusion. This article posits that the rationale for Catholic special education reflects an authentic understanding of Catholic identity within Catholic learning communities.
The State of Special Education in Catholic Schools
Leonard DeFiore
The Catholic University of America
(pp. 453-465)
Catholic educators in recent years have worked to increase their schools’ capacity to provide special education services to more students. The expansion of federal programs to support students with special needs has aided in dealing with this issue, but it has also exacerbated problems. The exacerbation comes from the increased focus on both the needs of children and the inability of the schools to respond positively as often as they would like. The aid comes in the form of some governmental assistance as well as increased financial support from local sources. However, the demand for services continues to exceed the resources available to respond. This paper explores the current dimensions of this situation.
Responses From the Field (pp. 466-472)
Lori Moreau
Father Anglim Academy, Fort Myers, Florida
Roberta Weaver, Shauna M. Adams & Mary F. Landers
University of Dayton
Mary Jane Owen
Disabled Catholics in Action, Washington DC
Answering the Call to Prepare Special Education Teachers at Institutions of
Catholic Higher Educatio
Carole W. Brown & Marie Celeste
The Catholic University of America & Loyola College Maryland
(pp. 473-498)
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.
Review of Research
Immigrant Youth Mental Health, Acculturation, and Adaptation
James M. Frabutt
University of North Carolina at Greensboro
(pp. 499-504)
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.
Book Reviews
Wrong Turn on the Information Superhighway:
Education and the Commercialization of the Internet (pp. 505-508)
By Bettina Fabos
Reviewed by Stacey Atwood
And What Do You Mean by Learning? (pp. 508-511)
By Seymour B. Sarason
Reviewed by Michael P. Joseph
Breaking Ranks II: Strategies for Learding High School Reform (pp. 511-513)
By NASSP and the Educational Alliance
Reviewed by Vicki Kilgarriff
Radical Simplicity: Small Footprints on a Finite Earth (pp. 513-516)
By Jim Merkel
Reviewed by Frank W. O’Linn
Silent Covenants: Brown v. Board of Education and the Unfulfilled Hopes for Racial Reform (pp. 517-519)
By Derrick Bell
Reviewed by Lisette Allen
Teaching the Personal and the Political: Essays on Hope and Justice (pp. 519-522)
By William Ayers
Reviewed by Mary Westervelt