Relevant bibliographies by topics / Australian Catholic schools

Academic literature on the topic 'Australian Catholic schools'

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Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Australian Catholic schools"

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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.
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Rymarz, Richard, and John Graham. "Australian core Catholic youth, Catholic schools and religious education." British Journal of Religious Education 28, no. 1 (January 2006): 79–89. http://dx.doi.org/10.1080/01416200500273745.

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Neidhart, Helga, and Janeen T. Lamb Lamb. "Australian Catholic Schools Today: School Identity and Leadership Formation." Journal of Catholic Education 19, no. 3 (May 17, 2016): 49–65. http://dx.doi.org/10.15365/joce.1903042016.

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Saha, Lawrence J. "Do Private Schools in Australia Produce More Active Citizens?" Educational Practice and Theory 43, no. 1 (May 1, 2021): 5–22. http://dx.doi.org/10.7459/ept/43.1.02.

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The focus of this paper is whether type of Australian school attended makes a difference in student engagement in political and civic culture. Recently private schools have been said to “undermine cohesion” in Australian society. Similarly, it was argued over two decade ago that Australian private schools have skimmed the elite students from the government sector and now “impart to their pupils values and preferences of the culture from which they are drawn”, namely the dominant culture. Using data from the Youth Electoral Study (YES) survey, this analysis examines whether Australian students in government, Catholic and Independent schools differ in six political domains: voting commitment, positive attitude toward voting, political knowledge, political activism, political trust and civic volunteer behaviour. At the bivariate level, students in private schools generally show higher levels of political engagement compared to students in government schools in all domains. However, when family and school variables are controlled, the differences between these students in voting commitment, political knowledge and volunteer behaviour disappear. However students in Catholic schools show significantly higher levels in positive attitude toward voting and political activism. The effects of Independent schools disappear for five political domains but a significantly high level of political trust remains. Explanations for these patterns of outcomes are put forward, and directions for future research are explored.
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Dorman, Jeffrey P. "School Environment Questionnaire: An Instrument Developed for Australian Catholic Secondary Schools." Journal of Christian Education os-39, no. 1 (April 1996): 31–44. http://dx.doi.org/10.1177/002196579603900105.

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Dorman, Jeffrey P., Barry J. Fraser, and Campbell J. Mcrobbie. "Classroom Environment in Australian Catholic and Government Secondary Schools." Curriculum and Teaching 12, no. 1 (January 1, 1997): 3–14. http://dx.doi.org/10.7459/ct/12.1.02.

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Dorman, Jeffrey P., and Tony D'Arbon. "Assessing Impediments to Leadership Succession in Australian Catholic Schools." School Leadership & Management 23, no. 1 (February 2003): 25. http://dx.doi.org/10.1080/1363243032000080014.

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Martin, Joyce. "Concerns of First‐Year Teachers in Australian Catholic Schools." South Pacific Journal of Teacher Education 20, no. 2 (January 1992): 95–104. http://dx.doi.org/10.1080/0311213920200202.

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Dempsey, Ian. "The Use of Individual Education Programs for Children in Australian Schools." Australasian Journal of Special Education 36, no. 1 (June 15, 2012): 21–31. http://dx.doi.org/10.1017/jse.2012.5.

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A cornerstone of special education practice is customising instruction to meet individual students’ needs. Individual education programs (IEPs) are used in many countries to document the manner in which such instruction is customised and to provide a record of student outcomes. Using 2009 data from the Longitudinal Study of Australian Children, this paper examines a range of student and school variables associated with Australian children aged 8 to 9 years who had an IEP at the time. There were significant differences across government, Catholic and independent schools, and significant differences across the states and territories in the use of IEPs. The Discussion section of the paper explores possible reasons for those differences and the desirability for more consistent use of IEPs with students with a disability in Australia.
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De Nobile, John, John McCormick, and Katherine Hoekman. "Organizational communication and occupational stress in Australian Catholic primary schools." Journal of Educational Administration 51, no. 6 (September 23, 2013): 744–67. http://dx.doi.org/10.1108/jea-09-2011-0081.

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Dissertations / Theses on the topic "Australian Catholic schools"

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Mellor, Graeme J., and res cand@acu edu au. "Reimagining the Catholic School: an exploration of principals’ responses to changing contexts of the contemporary catholic school." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp114.25102006.

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The focus of this research project was the changing perception amongst practising Catholic school principals of the nature and purpose of the contemporary Catholic school. This examination was set within the changing social, ecclesial and educational contexts within which the Catholic school has operated in the decades following the Second Vatican Council (1962–1965). The research which was conducted amongst principals in the Archdiocese of Brisbane, Australia, was focused by two research questions. These were:How do principals currently perceive the purpose of Catholic schools? How do they perceive Catholic schools changing? The review of the literature examined elements of the changing environment of the contemporary Catholic school. It also surveyed the ways in which that literature described the effects of changing social, ecclesial and educational contexts upon the sense of purpose amongst principals of Catholic schools. The demise of “inherited meanings” and the reconstruction or reimagining of a new meaning structure provided the conceptual template for the study. Since the study explores the perceptions of leaders concerning their schools in times of extensive and foundational contextual change, it involved an interpretive research design. An epistemological stance of constructionism was adopted because it acknowledges the impact which engagement with the research exerts upon participants’ construction of meaning. An interpretivist theoretical perspective served to structure the research in a manner that was congruent with the philosophical foundations of the research questions. The employment of the research orientation of symbolic interactionism was appropriate because it holds that meaning and interpretation of phenomena are to be understood by listening to the voices and perspectives of the participants within a given context. A case study approach was utilised in the execution of the research design which allowed for flexible, systematic and continuing data collection, analysis and participant feedback. Data were collected through the use of personal, open-ended questionnaire, semistructured interviews, critical review interviews, focus groups and independent review and were analysed using constant comparative method. The research led to the conclusion that in the contemporary Catholic school, a high priority is given to the offering of a holistic educational experience to students. This, in turn, is predicated upon an anthropology which adopts a more unitive rather than dualistic view of the human person. This represents a significant conceptual movement within the period under study. A greater emphasis is also placed upon the evangelising role the Catholic school, which, in turn, acknowledges the increasingly secular environment within which it operates. At the same time, there is a strong, expressed belief amongst its leaders that the contemporary Catholic school offers an experience of a redemptive community in which its members can find acceptance, inclusion and a sense of the spiritual dimension of life which transcends the status of affiliation with the institutional Church.
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Cannon, Helen Mary, and res cand@acu edu au. "Redesigning the Principalship in Catholic Schools." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp76.09042006.

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The purpose of this research was to determine how the role of the principal in the Catholic school could be redesigned so that more quality applicants are prepared to seek principalship and principals already in the role could be retained. The catalyst for this study derived from the shortage of suitable applicants for the position of principal, a problem that exists not only in Australia, but also in many Western countries. An exploratory mixed method design was chosen for the study with the data gathering divided into two phases. The first phase was the qualitative phase during which the data were gathered using focus group interviews and analysed using QSR N6. The second phase was the quantitative phase, where the data were collected using a survey constructed from the data gathered and analysed in the first phase. This research project asked the question, how can the principalship be redesigned to attract more quality applicants to the role and retain incumbents already in the role? The research revealed that, to answer the question a fundamental rethinking of the principalship is necessary and that such momentous change requires nothing less than a paradigm shift. The new paradigm would be based on sharing leadership rather than on an hierarchical approach. It would have structures that are flexible and customised to the local needs of the school and school community. Learning would be central and a work/life balance would be essential, for all principals. The new paradigm would also offer enough flexibility to encourage women to both take up, and remain in, principalship. The findings from this research led to the development of nine propositions, which, it is suggested, should inform and influence the new paradigm of principalship. Together with the recommendations, they provide a scaffold and a guide to action for redesigning the principalship.
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Ugochukwu, L. C., and n/a. "Catholic education in practice : a case study of a Catholic high school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.161949.

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An aspect of Australian education is the continued presence of the Catholic schools including those in the Archdiocese of Canberra and Goulburn. They have continued to be a significant part of Australian education after decades of ups and downs. The question today is not whether Catholic schools will survive but rather how effective they will be despite the changes which have taken place over the last few decades. Catholic schools still aim to provide all the elements of a State education, and in addition, to offer them within a Catholic setting. They have tried to create an environment that will continue to reflect the cultural values of its members. The Theses is on Catholic Education in Practice: A Case Study of a Catholic High School in the A.C.T. The Theses is based on historical and analytical approach. The results of a case study involving random sampled students, their parents/guardians and teachers in a Catholic High School in the A.C.T. sets out to investigate what factors still attract them to the Catholic school despite the significant changes that have taken place since Catholic education was introduced into Australia. By examining these three groups of people who are directly involved in Catholic schools, it is hoped that a more balanced assessment of the extent to which ideals and practices of Catholic education have been retained. The results show that students attend Catholic schools for a variety of reasons including academic and religious and because of the traditional approach to areas such as discipline. The religious values continue to be an important part of the school which makes it distinctively Catholic, but the integration is not as pervasive as previous due to the change in the nature of staff and students at the school.
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Manning, Christine. "Spirituality and teaching lectio divina : a resource for teachers in an Australian context /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Hyde, Brendan, and res cand@acu edu au. "Identifying Some Characteristics of Children’s Spirituality in Australian Catholic Primary Schools: A study within hermeneutic phenomenology." Australian Catholic University. School of Religious Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp82.04092006.

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This qualitative research study aimed to identify, through classroom observation and conversation, some characteristics of children’s spirituality in Australian Catholic primary schools. In the context of this study, spirituality was described as an essential human trait. While much of the recent literature in the field describes spirituality in terms of connectedness and relationality, in this study spirituality was described as a movement towards Ultimate Unity (de Souza, 2004a, 2004b), whereby at the deepest and widest levels of connectedness, an individual’s true Self may experience unity with Other. Spirituality was also described as the outward expression of such unity in terms of how one acts towards Other. Located within the constructionist epistemology, and in taking its philosophical stance from interpretivism, this qualitative study took its theoretical impetus from that stream of human science known as hermeneutic phenomenology. The videotaped life expressions of two groups of approximately six children in Year three (8-years-olds) and Year five (10-years-olds) in each of three Australian Catholic primary schools formed the texts that were reflected upon in order to gain insight into the spirituality of these children. The researcher met with each group on three occasions. Each group meeting, consisting of a semi-structured interview (conversation) and an activity (observation) was structured around the three categories of spiritual sensitivity – awareness sensing, mystery sensing and value sensing – as proposed by Hay and Nye (1998). van Manen’s (1990) lifeworld existentials were drawn upon as guides to reflection upon the life expressions of these children. Hermeneutic phenomenological reflection upon the texts of this present study identified four characteristics of these children’s spirituality – the felt sense, integrating awareness, weaving the threads of meaning, and spiritual questing. As well, two factors which appeared to inhibit these children’s expression of their spirituality were also identified – material pursuit and trivialising. Each of the four characteristics identified reflected the descriptions of spirituality drawn upon throughout this study, particularly the notion of spirituality as a movement towards Ultimate Unity (de Souza, 2004a, 2004b). In some instances, these characteristics also revealed the emergence of the Collective Self, in which the individual Self of each child became unified with every other Self among the group of children. It was argued then, that a movement towards Ultimate Unity may entail the emergence of a Collective Self, in which, at the deepest and widest levels of connectedness, Self and Other become one and the same. The two inhibiting factors indicated that such a movement was thwarted in that these factors prevented the children from moving beyond their superficial self towards deeper levels of connectedness. As the result of this investigation, this present study proposed some recommendations for learning and teaching in the primary religious education classroom which may nurture spirituality. These include the creation of appropriate spaces for nurturing spirituality, allowing children time to engage in the present moment of their experience, the use of tactile experiences in religious education, and the need to begin with the children’s personally created frameworks of meaning. A learning model for addressing the spiritual, affective and cognitive dimensions of the curriculum has also been offered as a means by which to realise these recommendations for learning and teaching. As well, recommendations for the personal and professional learning of teachers and leaders in Catholic primary schools who seek to nurture the spirituality of their students have also been proposed in light of the characteristics of children’s spirituality that were identified. These include the formation and professional learning for teachers of religious education, and the possibility of revisioning the curriculum to explore where spiritual development might be addressed across the curriculum.
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Downey, Michael John, and res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools." Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.

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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that “formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers’ daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, “moments of grace” that nourished and sustain teachers’ spirits. These experiences were identified as teachers’ experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, “adding more water to an already overfull cup” by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the ‘moments of grace’ that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and “teach with authority” (Mk. 1:22).
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Moore, Peter Joseph, and n/a. "Two school-based evaluations at a Catholic high school in the ACT a review." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061019.091214.

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The completion of two school-based evaluation reports at a Catholic High School in the ACT highlighted the need for support structures both for evaluating staff and for the management of an evaluation report. The writer (a school principal) felt a need to review school-based evaluations in a more professional manner, and to ensure that evaluations were managed with greater support for the staff involved. In the absence of known Australian checklists, designed to review school-based evaluations, two recognised evaluation checklists, those of Russell and Maling-Keepes, are tested as instruments of review, by applying them to the two school evaluation reports. Four evaluation reviews are documented, in all. The main purposes of this research were: (1) to determine the merits of the completed evaluations by applying the checklists of Russell and Maling-Keepes, (2) to test the relevance of the evaluation checklists of Russell and Maling-Keepes as instruments of review at the school level, (3) in the light of this research, to be in a better position to recommend a) a suitable review method for use by Catholic School Principals, b) support structures, both at a system level and a school level, to assist the development of school-based evaluations.
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Price, Damien Faust, and res cand@acu edu au. "An Exploration of Participant Experience of the Service Learning Program at an Australian Catholic Boys’ Secondary School." Australian Catholic University. School of Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp192.04032009.

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This research explores participant experience of the Service Learning Program in the context of an Australian Catholic Boys’ Secondary School. The research aims to explore what is happening as adolescent participants engage in working and relating with homeless people over an extended period of time. What are they learning? What sense or meaning are they making of their experiences, and are they deepening their value and belief system towards existential change? Service Learning is a curriculum initiative that Australian Secondary Schools are implementing to assist in the development of both the ethos of schools and in attempts to meet the needs of Twenty-first Century youth for a relevant education. While the benefits for participants in Service Learning are well documented, the effects upon recipients of the services provided, and whether the benefits for participants are the result of prior learning, family factors, or predispositions to this type of experiential learning, remain unclear. While Service Learning Programs are proving to be increasingly popular for school administrators, there appears to be a lack of clear models for Service Learning, its links to academic curriculum, or clearly articulated goals to assess success and achievement. A real danger of an adhoc approach to Service Learning in schools exists. The discussion of benefits to participants has not clearly identified links between program elements and hoped for benefits, nor has it examined the process or journey that participants have engaged in. Critical reflection on these issues has informed the purpose of this research and helped to shape the following research questions that focus the conduct of the study: Research Question One What features of the Service Learning Program at Holy Family College impact on participant experience? Research Question Two What changes are there in the meanings participants give to their experiences in the Service Learning Program over time? Research Question Three How do participants perceive their Service Learning experience in terms of their personal world view and the world view promoted by the school? The theoretical framework for this study was that of Constructionism as the criteria for judging that neither ‘reality’ nor ‘validity’ are absolute; rather they are derived from community consensus of what is ‘real’, what is useful, and what has meaning. In exploring participants’ experience as they served and related with homeless people ‘reality’, ‘usefulness’ and ‘meaning’ were derived from the student’s reflection upon their experience and their communal dialogue. Hence this study used Symbolic Interactionism as the perspective to explore experience. An interpretive approach was utilised, as humans interpret their environment, evaluate beliefs in terms of their usefulness in situations, select what they notice in every situation and focus on human action and interaction. A case study approach was used as it acknowledged the unique setting of a ‘van site’ for homeless people. Using personal journaling and focus groups data was collected from fifty-three Year 11 students who had volunteered to participate on the van for a period of six months. All fifty-three participants in the Service Learning Program experienced particular phases regardless of prior service experience, variables linked to family or personality type. These phases were: Expectations, Exposure, Reframing, Disillusionment, Awareness and Agency. This study concluded that within these phases, participant experience was influenced by the length of time of the program, the presence of active mentors facilitating the experience, ongoing reflection upon experience and situating the experience in a clear ideological framework. While each participant experienced the phases mentioned above no two students derived the same meaning or level of meaning from their experiences. The research concluded that each participant will exit a Service Learning Program with varying levels of internalisation of the core values of the program. Some will exit with a surface appreciation of what the program was about; others deeper, others tacit; some will arrive at a point of existential change. While acknowledging the influence of family and personality factors in this journey, this research shows that the presence of active mentors, reflection upon experience, a clear ideological framework and a significant length of time to allow for the maturation of both reflection and experience will move participants further along towards existential change than would otherwise have occurred. A model; the Spiral Model of Service Learning is proposed to support these findings.
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Doszpot, Maureen, and n/a. "Developing culture of a new catholic primary school : vision building, shared values and beliefs." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060705.145541.

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This study examines the articulated vision of a new Catholic primary school in order to describe and assess its developing organisational culture. The following questions provide the major focus of the study: I How and to what extent does the Vision Statement describe the developing Catholic school culture at St Clare of Assisi Primary School? 2. What are the common beliefs and values underlying the Vision Statement at St Clare of Assisi Primary School? A review of the literature reveals that many educational researchers stress the importance of schools developing a strong, coordinated, cohesive and positive culture. The need for this culture to be based on a clearly articulated vision, embodying shared values and beliefs is also indicated and this provides the rationale for the study. A number of frameworks for school culture are examined and adapted to develop a conceptual framework for the study. The resulting Model for Developing Catholic School Culture provides a structure which enables collected data to be sorted and analysed, so that the research questions can be addressed. This study utilises the methodology of ethnographic research. Data collection strategies include participant observation, interviews, surveys, and other sources including school records and documents, photographs, artefacts and memorabilia. The findings are organised under five headings, each of which represents a belief articulated in the school's Vision Statement. These beliefs are examined to see how they are enacted verbally, visually and behaviourally by the school community Conclusions are drawn as to the relevance of the Vision Statement to the school community Other significant values and beliefs evident from an examination of the data are also identified The study concludes that the Vision Statement effectively describes the developing culture of the school for there is congruence between its beliefs and actions. What emerges of particular significance from this study is the importance of a school community articulating a shared vision. A school's Vision Statement serves a dual purpose It is the filter which allows the shared beliefs and values of the school community to be articulated, while at the same time serving as a scaffold for checking if these shared beliefs and values are being enacted by the community.
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Furtado, Michael Leonard. "Funding Australian Catholic schools for the common good in new times : policy contexts, policy participants and theoretical perspectives /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16295.pdf.

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Books on the topic "Australian Catholic schools"

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Angus, Lawrence B. Continuity and change in Catholic schooling ; an ethnography of a Christian Brothers College in Australian society. London: Falmer Press, 1988.

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Jack, Christine Trimingham. Growing good Catholic girls: Education and convent life in Australia. Carlton, Vic., Australia: Melbourne University Press, 2003.

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Kavanagh, Aengus J. Will Catholic schools be Catholic in 2030?: Exploration of issues that are of essence in the unfolding story of Catholic schools, and of church, in Australia. [Parramatta, N.S.W.]: [Patrician Brothers], 2014.

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National Catholic Education Commission (Australia). Religious education in dialogue: Curriculum around Australia. Canberra, A.C.T: National Catholic Education Commission, 2008.

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Lawton, Stephen B. A survey of the governance of Roman Catholic and denominational education in Canada, the United Kingdom, Ireland, Australia and New Zealand. [Toronto: Ontario Institute for Studies in Education], 1985.

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Ryan, Aileen. Twelve came first: The FCJ mission to Australia. Richmond, Vic: Faithful Companions of Jesus, 2010.

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Bollen, John David. Up on the hill: A history of St. Patrick's College, Goulburn. Sydney, NSW: University of New South Wales Press, 2008.

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James, Ruth Marchant. Cork to Capricorn: A history of the Presentation Sisters in Western Australia, 1891-1991. Mosman Park, W.A: Congregation of the Presentation Sisters of Western Australia, 1996.

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Looking for Alibrandi: Original screenplay. Sydney, N.S.W: Currency Press, 2000.

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Marchetta, Melina. Looking for Alibrandi. Ringwood, Vic., Australia: Puffin Books, 1992.

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Book chapters on the topic "Australian Catholic schools"

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Gaffney, Michael. "Leading Australian Catholic Schools: Lessons from the Edge." In International Handbook of Learning, Teaching and Leading in Faith-Based Schools, 687–703. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8972-1_40.

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Hall, David, and William Sultmann. "Formation for Mission: A Systems Model Within the Australian Context." In Global Perspectives on Catholic Religious Education in Schools, 165–77. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_14.

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Lovat, Terence. "Theological Underpinnings of Australian Catholic RE: A Public Theology Proposal." In Global Perspectives on Catholic Religious Education in Schools, 63–73. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_6.

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Croke, Brian. "Australian Catholic Schools in a Changing Political and Religious Landscape." In International Handbooks of Religion and Education, 811–33. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_43.

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Grajczonek, Jan. "“To Thine Own Self Be True”: Respecting Both Religious Diversity and Religious Integrity in Contemporary Australian Early Childhood Religious Education." In Global Perspectives on Catholic Religious Education in Schools, 103–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20925-8_9.

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Pell, Cardinal George. "Religion and Culture: Catholic Schools in Australia." In International Handbooks of Religion and Education, 835–45. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_44.

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Thomson, Sue. "Australia: PISA Australia—Excellence and Equity?" In Improving a Country’s Education, 25–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_2.

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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.
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Rossiter, Graham. "Religious Education: Where to from Here? Reflections on the Trajectory of Australian Catholic School Religious Education 1965–2017." In Christian Faith, Formation and Education, 181–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62803-5_12.

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9

Malcolm, Elizabeth, and Dianne Hall. "Catholic Irish Australia and the Labor Movement." In Frontiers of Labor. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041839.003.0008.

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Abstract:
The Australian and American labor movements attracted the support of many Irish Catholic immigrants. Yet in Australia, the relationship between the Catholic community and organized labor was never an easy one. State funding of church schools was a perennial problem: Catholic leaders demanded it, while the Australian Labor Party (ALP) equivocated over the issue. This chapter investigates two further issues that also seriously tested the relationship: one involving race, the other nationalism. In the 1890s, the labor movement supported a ban on “colored” immigration, yet the Catholic Church aspired to play a leading role in missions to China. In debates around immigration restriction, Cardinal Moran of Sydney therefore sought to avoid offending the Chinese by attacking instead British attempts to dictate Australia’s immigration policy. During World War I, the ALP, which supported Britain and the empire, found the rise of anti-British republicanism in Ireland a difficult issue to manage. As a result, although sympathetic to Irish grievances, labor newspapers were very selective in their reporting and sought to impose a class, rather than a nationalist, interpretation on events. In both these cases conflict was contained, and it was not until the 1950s that a major split involving Catholics and the ALP occurred, this time over the issue of communism.
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10

Canavan, Kelvin. "The development of a system of Catholic schools in Greater Sydney and the emergence of Catholic Education Offices." In Journal of the Australian Catholic Historical Society. Volume 39 (2018), 129–45. ATF Press, 2018. http://dx.doi.org/10.2307/j.ctvr7fbxc.13.

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