Academic literature on the topic 'Brisbane Catholic Education Office'
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Journal articles on the topic "Brisbane Catholic Education Office"
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Richard, Philippe. "Representing Catholic Education Globally: The Role and Potential of the International Office of Catholic Education." Review of Faith & International Affairs 17, no. 4 (October 2, 2019): 89–93. http://dx.doi.org/10.1080/15570274.2019.1681778.
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McQuillan, Paul, and Eric Marx. "From Original Vision to World Vision. A comparison of the level of recognition and reporting of religious experience of two groups of catholic high schools students." Journal of Youth and Theology 6, no. 2 (February 17, 2007): 24–40. http://dx.doi.org/10.1163/24055093-90000237.
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The research reported in this paper began as a result of Dr Paul McQuillan's quest to verify his personal experience teaching senior high school students (age 16 and 17) in Australian Catholic Schools. Over a number of years of teaching Religious Education to groups of students he noted that they often witnessed to their deep experience of the transcendent, even though this was not always interpreted religiously by the students. His own teaching methodology was based on the experiential approach to Religious Education espoused by Hammond, Hay, Moxon, Netto, Raban, Straugheir and Williams and facilitated the recognition and recording of these experiences by the students. The statistical analysis in comparisons between survey groups was the work of Dr Eric Marx from the School of Psychology at the McAuley (Brisbane) Campus of Australian Catholic University. The authors suggest ways to address an apparently diminishing level of recognition and reporting of these experiences.
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Blundell, Patricia. "An Aboriginal Studies Program For Year 11." Aboriginal Child at School 16, no. 2 (May 1988): 17–42. http://dx.doi.org/10.1017/s0310582200015327.
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To situate the Aboriginal Studies program I am designing, I would need to say that in a Year 11 course in Religious Education at a Catholic Girls’ Independent (non-systemic) High School in Brisbane, the Semester 2 area is Morality and Justice and involves a consideration of personal decision making, understanding stages of moral development, individual/personal moral issues and social, moral and justice issues. (I should add that the school is almost totally non-Aboriginal although it is multi-ethnic to the extent that it runs ESL classes at each year level).
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Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (September 9, 2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.
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PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.
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Chen, Tsung-ming. "The office of the prefect apostolic, Clemente Fernandez, o.p. (1913–1920) in difficulties: analysis on Jean de Guébriant's report to Propaganda fide." Asian Education and Development Studies 9, no. 3 (May 26, 2020): 403–13. http://dx.doi.org/10.1108/aeds-10-2018-0159.
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PurposeThe study discovers a crisis of authority and administration in Catholic mission of Taiwan during 1910 and 1920s. It aims to discover the reasons and the significance of the problem.Design/methodology/approachThe author works on the reports and correspondence of Jean de Guébriant, apostolic visitor of China missions in 1919–1920. He received some reports from the Dominican Prefect Apostolic of Formosa, Clemente Fernandez.FindingsThe author discovers a severe problem of authority brought about some conflicts between the Prefect Apostolic Clemente Fernandez, o.p. and some Dominican missionaries in the mission, conflicts reflecting ambiguous status of this prefecture apostolic with regard to not only the Dominican Provincia del Santo Rosario, headquarters of Dominican missions in East Asia, but also the Dominican apostolic vicariate of Southern Fujian in China, and even the Japanese Catholic church, because Taiwan had been conceded to the Japanese empire since 1895 until 1945.Research limitations/implicationsThe author has not yet consulted the archives in Propaganda Fide in Vatican circle and in Dominican archives. Still, some questions remain unanswered for lack of related archives. This study calls for further works in the future.Originality/valueVery few relevant studies are found on the Dominican mission in Taiwan during 1860–1949. This study reveals a serious problem on the structure of Catholic mission due to an unclear status of Taiwan. It reflects, in fact, the delicate situation in ecclesial and political aspects between China, Japan and Spanish missions in Manila, Philippines.
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Schorn-Schütte, Luise. "Priest, Preacher, Pastor: Research on Clerical Office in Early Modern Europe." Central European History 33, no. 1 (March 2000): 1–39. http://dx.doi.org/10.1163/15691610052927600.
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The discussion above can be summarized in three points that refer back to the introductory remarks.1. On the basis of their social origin and social integration, both Protestant pastors and Catholic pastoral clergy were a part of that bourgeois group who acted in the service of the secular authority; this applies to all of early modern Europe. What the pastors' family achieved on the social level through familial contacts in Protestant areas was established through the mediated connections of extended family, clientage, and friendship in Catholic areas. The similarities are strengthened by the comparable form and contents of education and of educational institutions. Insofar as the state of research allows generalization, it seems that the pastoral clergy of both confessions had attained a comparable level of education by the seventeenth century. In Catholic areas university study was the exception but priests were required to complete their education at a seminary, whose standards surely met the qualifications for a specialized professional education. A complete course of study in theology was not the rule within Protestantism, either; having graduated from a philosophical faculty was a sufficient qualification. In comparison with the standards of pre-Reformation education, there was a clear improvement in education that can be called the early modern “path toward a profession.” This, together with the development of a social and familial network, allows us to characterize the pastoral clergy of Europe during the later sixteenth and seventeenth centuries as a part of that “power elite”144 who were essential for the early modern period.2. The formal conditions for the suitability of clerical officeholders reached cum grano salis a comparable level in all confessions throughout Europe during the seventeenth century. The disagreements concerning the evaluation of these conditions stem from the measures by which historical change is characterized. For the group of pastoral clergy examined here, the category of modernization proves to be insufficient, since there was a tendency transcending the confessions to appeal to prereformatory traditions in establishing an understanding of office. Historians must be able to describe how tradition was able both to accommodate and to be transformed.3. From this point of view the question of the clergy’s suitability for the goal of the developing modern state encompasses only half of the historical reality. The clergy and their contemporaries who comprised their congregations were also concerned with their role as mediators of the holy, of “the religious” in the world. Clerical perception of self and of office was decisively stamped by the conviction that despite all contradictions these formed an insoluble unity. For this reason we must also consider for both confessions the broad impact of the doctrine of the Christian state, whose core was the doctrine of the three estates. In the political and social controversies of the late sixteenth century the political impulse of this doctrine grew in strength in a way more clearly seen in Protestantism than in the territories that remained Catholic. Nevertheless the concept of the monarchia temperata in the Catholic understanding of authority also gave the clergy a right to criticize the ruler. The long tradition of the correctio principis was put into practice through the clerical understanding of office in both confessions and became a very concrete reality for people in the sixteenth and seventeenth centuries. This is a typically early modern way of developing tradition further through the consensus of generations, whose relevance the historian of the early modern period must take just as seriously as the attempts of the secular authority to use the power elites in their own interests.
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Alcaide, Jorge Carlos Naranjo. "The Development of Catholic Schools in the Republic of Sudan." Social and Education History 8, no. 1 (February 22, 2019): 83. http://dx.doi.org/10.17583/hse.2019.3611.
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Sudan is today a country self-defined as Islamic (97% of the population) and Arab. In this context the schools of the Catholic Church have played and play a relevant role in the instruction of the elites of the country and in the provision of education to the displaced and refugee communities (3.58 million persons of concern of UNHCR in 2016). This article studies the development of these schools and their change of role along the following historical periods: the part of the Turco-Egyptian rule that corresponds with the foundation of the first Catholic Schools and the work of the great promotor of education in Sudan, Daniel Comboni (1843-1881); the Anglo-Egyptian Condominium which meant their expansion (1898-1956); and the Independent Sudan where they mainly focused on the service to displaced and refugees (1956-2017). The article describes this evolution and the current situation based upon the revision of published bibliography and unpublished materials from the archives of the Education Office of the Archdiocese of Khartoum and of the Comboni Missionaries in Sudan, especially for the most recent periods.
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Lee, Penny. "Bilingual Education in Remote Aboriginal Schools; Developing First and Second Language Proficiency: A report to the Catholic Education Office of Western Australia." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 10–11. http://dx.doi.org/10.1017/s0310582200005915.
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Carter, Mark, Jennifer Stephenson, and Mark Clayton. "Students With Severe Challenging Behaviour in Regular Classrooms: Support and Impacts." Australian Journal of Guidance and Counselling 18, no. 2 (December 1, 2008): 141–59. http://dx.doi.org/10.1375/ajgc.18.2.141.
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AbstractThis article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The data reported in this study relates to support services accessed by schools and their perceived efficacy as well as impacts of dealing with challenging behaviour on the school community. A total of 51 students were identified as having severe challenging behaviour using very conservative criteria. In-school supports were most frequently used and rated as most efficacious. External supports services tended to be used less frequently and were rated as less efficacious. Parental support was seen as limited and a range of family factors was viewed to both facilitate and hinder support of students. A range of significant impacts on the school community was documented. The support of students with severe challenging behaviour in regular school settings will clearly present an ongoing issue and several suggestions arising from the present research are offered.
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O’Neill, Michael R., and Shane Glasson. "Revitalising professional learning for experienced principals: Energy versus ennui." Educational Management Administration & Leadership 47, no. 6 (May 10, 2018): 887–908. http://dx.doi.org/10.1177/1741143218764175.
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This article contributes to the limited body of literature pertaining to attempts by educational systems to satisfy the professional learning needs of experienced principals, defined as those with more than 10 years of experience in at least two schools. Specifically, this article illustrates the Catholic Education Office of Western Australia’s endeavour to create an innovative, integrated, cross-sectoral program to enhance the leadership capabilities and health and wellbeing outcomes of experienced principals from Catholic, Government and Independent schools in that state. The program comprised four integrated pillars: a 360-degree review of participant leadership capabilities followed by executive coaching to effect improvement; an executive health assessment and coaching with an exercise physiologist to enhance participant health and wellbeing outcomes; a theoretical program based on a nationally accepted standard for principals, developed by the Australian Institute for Teaching and School Leadership; and a group project transacted in a non-educational setting. The article begins with a synopsis of existing literature related to the professional learning needs of experienced principals and the few reported evaluations of programs designed to cater for the unique needs of this cohort. Participant feedback collected at the commencement of the program, its midpoint and conclusion are presented. The article concludes with recommended changes that could be implemented to enhance the efficacy of future program iterations.
Dissertations / Theses on the topic "Brisbane Catholic Education Office"
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Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.
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As a means of addressing observed inadequacies in school
curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial
withdrawal centre for counsellor-selected gifted children.
The Learning Enrichment Centre (L.E.C.) aimed to -
1) meet the needs of enrolled gifted students by -
a) providing appropriate learning experiences; and
b) providing an administrative arrangement (partial withdrawal)
which afforded them the opportunity to interact
with like minds;
2) meet the needs of the system by -
a) developing and evaluating units of work for gifted
students;
b) conducting workshops, seminars and in-service days for
teachers.
In 1984 the L.E.C. curriculum was designed and implemented in
accordance with Maker's model of curriculum modification for gifted
students (Maker, 1982). This model outlines a set of principles which
Maker claims, recognize the characteristics and needs of gifted
students and guide the development of a qualitatively different
curriculum. In making decisions about design and implementation of
Maker's curriculum modifications, factors related to the setting, the
teachers and the students were considered.
The overall purpose of the Study was to assist teachers in making
rational decisions about future L.E.C. provision. In particular the
Study was to collect information on the worth of the program - its
relative strengths and weaknesses - and the influence on the curriculum
of the administrative arrangement.
The program was evaluated by ascertaining levels of satisfaction
typically expressed by the students.
Of secondary concern was whether the organisational arrangement
of partial withdrawal had inhibited or enhanced the program's
intentions. It was acknowledged that unfavourable attitudes of
parents, classroom teachers or peers could conceivably alter students'
receptivity of the program.
In Term 4, two parallel questionnaires, one addressing the
L.E.C., the other the regular classroom, were administered to the
students. By comparing responses on matching items, levels of
satisfaction with the L.E.C. curriculum were determined. Selected
items on the L.E.C. instrument were further to reveal how students
felt about the administrative provision and whether classroom teachers
and peers were perceived to be supportive.
Subsequent to program completion, a questionnaire was mailed to
parents bo ascertain their support for the program by asking them how
their child's emotional behaviour had changed as a result of LEC
attendance. Also they were to indicate whether they preferred that
enrichment occur in the regular classroom or partial withdrawal
setting.
To confirm the students' impressions of classroom teacher support
and interest, parents were requested to comment on their understanding
of it.
Student responses indicated that they found their LEC experiences
to be particularly interesting and enjoyable, and the LEC teachers to
be kind, helpful, friendly and fair. These perceptions differed
significantly from their perceptions of school. Elements of the Maker
model which were consistently most valued by the group were the
Process modifications, 'Freedom of Choice' and 'Higher Levels of
Thinking'.
Parents proved to be supportive of the LEC program.
Although some would have preferred classroom enrichment
to partial withdrawal, they felt that schools could not
currently provide it.
It was the students' viewpoint that interactions
with peers and classroom teachers were not adversely affected
by their LEC participation. Classroom teachers were seen
to be generally supportive and interested - a perception
incidentally not shared by parents and LEC teachers.
Perceived positive attitudes towards their LEC involvement
most likely enhanced student satisfaction with the program.
The evaluation unequivocally indicated that the
LEC program based on Maker's model appealed to the students.
Though withdrawal from class possibly contributed to program
satisfaction, the level of satisfaction was very high
and could not be attributed solely to hidden curriculum
efects (the organisational arrangement).
The Study concluded that use of the Maker model
as a guide for developing LEC curricula should continue
but that parent and classroom teacher attitudes towards
the administrative arrangement should be regularly monitored
as they appeared to have the potential to enhance or
reduce students' receptivity of the program.
As a result of Study, various procedures for the
conduct of future evaluations were recommended.
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Grajczonek, Janice P., and n/a. "'Wot's in a String O'Words?': An Ethnomethodological Study Investigating the Approach to, and Construction of, the Classroom Religion Program in the Catholic Preschool." Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070705.120432.
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This study investigates current teaching practice of the classroom religion program in two preschool settings in the Archdiocese of Brisbane. It also examines the approach to, and construction of, religious education in key Church and Brisbane Archdiocesan documents. Since the first Catholic school opened in Australia in 1820, research and scholarship have elucidated deeper understandings of the nature and purpose of religious education. Over time, a variety of approaches and curriculum models for the classroom religion program have been implemented in both primary and secondary schools. Broadly speaking there are two approaches to the Catholic primary school classroom religion program: educational and catechetical. The educational approach does not presume students' faith, and aims to develop students' religious literacy. The catechetical presumes student faith and aims to develop it. Currently, the Brisbane Catholic Education Religious Education Guidelines (Barry & Brennan, 1997a, 1997b; Barry et al., 2003) adopts an educational approach to the classroom religion program. However, while the approach to religious education in Catholic primary and secondary schools has received scholarly and professional attention over the years, the nature and purpose of religious education in early childhood education in the context of the Catholic preschool, have received minimal attention. Although the first preschools in Catholic schools in the Brisbane Archdiocese opened in 1988, there is no set curriculum for the classroom religion program for the preschool sector. However, Brisbane Catholic Education is presently preparing such a document in preparation for the introduction of the preparatory year of schooling into all Archdiocesan Catholic schools in 2007. The specific focus of the study is to use teachers' talk-in-interaction with their students during classroom religion lessons, as a means to exemplify their approaches to, and constructions of, their classroom religion programs. Underpinned by an Ethnomethodological methodology, the study gathered data in the form of lesson recordings from two preschool teachers. The lesson transcripts are analysed using the ethnomethodological analytic tools of Conversation Analysis and Membership Categorisation Analysis. These analyses reveal deep insights into teachers' practices: the nature of the content they present, their approaches to, and constructions of, their religion programs, as well as the ways in which they construct their students. In addition to classroom practice, this study also investigates relevant sections of the key Church documents The Religious Dimension of Education in a Catholic School (Congregation for Catholic Education, 1988) and the General Directory of Catechesis (Congregation for the Clergy, 1997), as well as the Archdiocese of Brisbane Catholic Education document, 'Religious Education in Preschools', which is part of the Preschool Handbook: Towards Continuity of Learning in the Early Years (Catholic Education Archdiocese of Brisbane, 2002b). Together with the Ethnomethodological methodology, this part of the investigation adopts a functional linguistic methodology using the analytic technique, Systemic Functional Linguistics. Both Systemic Functional Linguistics and Membership Categorisation Analysis are used to explicate these documents. The two Church documents are critical documents, as they contribute to curriculum development and implementation of the classroom religion program in all Australian Catholic schools, whilst the Brisbane document outlines the current policy for religious education in Catholic preschools in the Archdiocese. These analyses elucidate key insights into how the classroom religion program is approached, and reveal that whilst the Church documents maintain an educational approach, aspects of the documents are ambiguous. Analysis of the Brisbane Archdiocesan preschool document reveal it to be at variance with the current educational approach taken by the Archdiocese in its classroom religion curriculum for primary and secondary schools. This study contributes significantly to the nature and purpose of religious education in the early years. It has implications for the theory and practice of the classroom religion program in early childhood, and for preservice and inservice teacher education programs. It also contributes to policy design that guides and shapes curriculum development and implementation. The use of analytic techniques drawn from two different methodologies, Ethnomethodology and functional linguistics, enables a detailed and in-depth analysis, showing them to be effective techniques to be used together in research. These methodologies complement each other to reveal critical insights into both the document studies and teacher classroom interaction. The nature and purpose of religious education in early childhood education is evolving. As Catholic dioceses continue to expand into early childhood education, the focus on religious education in this sector becomes more critical. This study provides a significant foundation for future research.
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Oski, Mary. "Examination of the impact of the Catholic education office Melbourne school improvement planning processes within Catholic primary schools /." Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/7077.
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Idobo, Michael, and res cand@acu edu au. "Quality Assurance Processes: The nature, outcomes and effectiveness of quality Assurance Processes of the Catholic Education Office, Sydney." Australian Catholic University. School of Educational Leadership, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp212.01092009.
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AIMS:The project examines the perceptions of significant stakeholders in the Catholic Education system concerning the nature, outcomes and effectiveness of the implementation of the Quality Assurance Processes developed by the Catholic Education Office (CEO), in the Archdiocese of Sydney. The study identifies factors that were assisting or hindering the effective implementation of these processes as they existed in 1996. It offers suggestions and recommendations for a future and more effective implementation of these processes. SCOPE This research is qualitative in nature, and uses interview as the main source of data collection. The Catholic schools selected for this study are those that have been involved in the implementation of the first Cycle of the Quality Assurance Processes of the CEO, Sydney. Care was taken to select two schools from each of the three Regions under which the Catholic schools in the Archdiocese of Sydney are presently organised. CONCLUSIONS The achievement and maintenance of quality outcomes has always been an integral part of Catholic Education. Through the brief historical background, this study has revealed that leaders in Catholic Education in Sydney have always sought to achieve and maintain quality outcomes since the establishment of the first schools, up until the implementation of the current quality assurance processes. This study found that the current form of Quality Assurance Processes is a most effective means of achieving and maintaining quality outcomes in the present-day Catholic education system. The Processes are professionally articulated in context with current practices, and have the potential to enhance accountability, credibility and development of both the personnel and the schools system. The implementation of the Quality Assurance Processes, to a great degree, has been effective and successful, the present study has shown that, stakeholders are becoming more and more aware of the actual nature and outcomes of these processes. The study also found great optimism among in the key player about the future of the Processes and has concluded that they well received and appreciated across the system. There were a few concerns about the clarity of aims and objectivity, the link between the different processes, and the apparently high and technical terms involved in naming/describing these Processes. The study has, therefore, concluded further that the Processes need streamlining, regular reviews and training programs to strengthen the practice and consolidate the gains and achievement. The implementation of Cycle 2 with appropriate modification is desirable.
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Turkington, Mark, and res cand@acu edu au. "The Catholic Education Office (CEO) Sydney as a Learning Organization and its Perceived Impact on Standards." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp57.29082005.
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The Catholic Education Office (CEO) Sydney is a large non-government education authority which administers the systemic, Catholic schools of the Archdiocese of Sydney, Australia. The system consists of 148 primary and secondary schools with an enrolment of some 62,000 students. The major research question was: What characteristics of a learning organization can be identified in the Catholic Education Office (CEO) Sydney and are these perceived to raise standards in systemic schools of the Archdiocese of Sydney? Like all western education systems the CEO Sydney is immersed in constant change and is expected to account for improving educational standards within the system. The learning organization with its emphasis on adaptability and continuous improvement was considered an appropriate framework within which to conduct this research. The study consisted of two main parts the first investigated the CEO Sydney as a learning organization using a survey questionnaire distributed, using a dedicated web site, to a sample of primary and secondary principals in the system and a smaller number of senior CEO Sydney personnel. The response rate was 91%. This was complemented by examination of relevant CEO Sydney documentation and policies. The definition of the learning organization adopted for the study consisted of eight characteristics each of which formed a scale in the questionnaire. The eight characteristics adopted were: ‘Systemic Thinking and Mental Models’, ‘Continuous Improvement of Work’, ‘Taking Initiatives and Risks’, ‘Ongoing Professional Development’, ‘Trusting and Collaborative Climate’, ‘Shared and Monitored Vision/Mission’, ‘Effective Communication Channels’ and ‘Team Work and Team Learning’. This part of the study was essentially a quantitative one, with the data subjected to descriptive, statistical analysis complemented by some clarifying and contextualising qualitative data. The second part of the study investigated the perceived relationship between the CEO Sydney and its learning organization characteristics and the standards in three curriculum outcome areas (religious education, literacy and numeracy). This part of the study was also quantitative using descriptive statistics complemented by Pearson correlation, multiple regression and canonical correlational analyses. Once again some relevant contextualising qualitative data was gathered. Five demographic groups (gender, role, region (principals only), years of experience as a principal and age) were examined to see if there were any differences in the extent to which the various learning organization characteristics and curriculum outcomes were identified by each group. The results of this study indicated that the CEO Sydney exhibited many of the characteristics of a learning organization with particular strengths in ‘Continuous Improvement of Work’, ‘Systemic Thinking and Mental Models’ and ‘Shared and Monitored Vision/Mission’. The weakest characteristic was ‘Taking Initiatives and Risks’. Demographic group analysis of this data revealed that there were no statistically significant differences in the responses of the different demographic groups. The results also indicated that there were correlations between the CEO Sydney as a learning organization and raising standards particularly in religious education and literacy and less so in numeracy. Finally, the study made a number of recommendations for the further development of the CEO Sydney as a learning organization and ways that it can further raise standards in the schools of the system.
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Lynch, Timothy Joseph, and res cand@acu edu au. "An Evaluation of School Responses to the Introduction of the Queensland 1999 Health and Physical Education (HPE) Syllabus and Policy Documents in Three Brisbane Catholic Education (BCE) Primary Schools." Australian Catholic University. School Of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp96.04092006.
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Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.
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O’Brien, Robert Patrick, and res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.
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The main aim of this thesis centred on what made effective professional development programs. As a particular case study data was collected on those programs sponsored by the Melbourne Catholic Education Office. Teachers from three schools in the North Western Metropolitan Zone of Melbourne, Australia, the principals from the three participating schools and training staff from the Catholic Education Office in Melbourne became the subjects of the study. The data collected from questionnaires was analysed in order to ascertain whether there were any common trends as to what the teachers thought was needed in effective professional development programs. The interviews with the participating principals and training staff were taped and later analysed in order to determine what they believed was the purpose of professional development and whether the programs currently being offered were effective. In addition, a list of characteristics of effective professional development was developed from the relevant research literature. The analysis of the above data was used to develop a model of effective professional development. The design of this model is cyclical. A main characteristic of the model promotes the reflection by both the participants and the training providers on what has occurred during the program and this process of reflection contributes in later development of programs in similar areas. It was also concluded that the needs and expectations from professional development of teachers and principals were different to what has been expected in past research projects. Both the teachers and principals expected that they would not be solely immersed in theory or in activities that may be used in the classroom. Instead they hoped to gain a knowledge of activities that are based on theory and develop an understanding of how these activities may be used and how they will assist in student learning. Hence, the link between the theory and its application was believed by teachers and principals to be of primary importance in professional development in order to maintain high teaching practices and in turn result in improved student learning.
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Lynch, Timothy Joseph. "An evaluation of school responses to the introduction of the Queensland 1999 Health and Physical Education (HPE) syllabus and policy documents in three Brisbane Catholic Education (BCE) Primary Schools." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp96.04092006/index.html.
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Thesis (Ph. D.)--Australian Catholic University, 2005.A thesis submitted in partial fulfillment of the requirements of the degree of Doctor of Education. Includes bibliographical references (p. 275-296). Also available in an electronic version via the internet.
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Dass, Permeil. "Deciphering Franklin D. Roosevelt's Educational Policies During the Great Depression (1933-1940)." 2014. http://scholarworks.gsu.edu/eps_diss/105.
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Franklin Delano Roosevelt (FDR) was the longest serving president in the history of the United States, and he served during the U.S.’s worst economic crisis. During his tenure, approximately 80,000 public school teachers were left unemployed and 145,700 students had their schools closed. Furthermore, public schools and their teachers were under attack for the large number of unemployed and illiterate people. Despite these public school challenges, the literature rarely mentions FDR’s reactions or thoughts; instead, the literature focuses on the Civilian Conservation Corps (CCC) and the National Youth Administration (NYA), two New Deal youth programs. The New Deal assisted many institutions, and educators assumed public schools would also receive assistance. Under FDR, the federal government became increasingly involved in the lives of its citizens in terms of housing, food, transportation, and employment, but it did not increase its involvement in education. In this dissertation, I decipher FDR’s educational policies by analyzing his administrative actions that supported or hindered education from 1933-1940. In particular, did FDR’s governmental programs emphasize or encourage the education of youth? Did his administrative decisions support public schools? What was FDR’s policy towards federal aid to education and why? Additionally, by analyzing how educational policies were developed within FDR’s administration, educators today will better discern how they can influence policies during each step of the policymaking process. In doing so, educators will be better prepared and positioned to support American schools.
Books on the topic "Brisbane Catholic Education Office"
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Örsy, Ladislas. The Church: Learning and teaching : magisterium, assent, dissent, academic freedom. Wilmington, DE: Michael Glazier, 1987.
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Wiel, C. van de. De verkondigingstaak van de Kerk: Kerkelijk wetboek 1983, Canons 747-833. Leuven: University Press, 1990.
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Thomas, Schirrmacher. Studies in church leadership: New Testament church structure, Paul and his coworkers, an alternative theological education, a critique of Catholic Canon Law. Bonn: Verlag für Kultur und Wissenschaft, 2003.
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Künzel, Heike. Die "Missio canonica" für Religionslehrerinnen und Religionslehrer: Kirchliche Bevollmächtigung zum Religionsunterricht an staatlichen Schulen. Essen: Ludergus-Verlag, 2004.
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Lüdecke, Norbert. Die Grundnormen des katholischen Lehrrechts: In den päpstlichen Gesetzbüchern und neueren Äusserungen in päpstlicher Autorität. Würzburg: Echter, 1997.
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Église catholique. Diocèse de Rimouski. Évêque (1867-1891 : Langevin). Circulaire au clergé: Nouvel office et messe du st. rosaire. [S.l: s.n., 1986.
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Catholic Church. Archdiocese of Quebec. Archbishop (1870-1898 : Taschereau). Circulaire au clergé: I. Office et messe de S. Boniface. II. Petit cérémonial .. [S.l: s.n., 1986.
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Taschereau), Catholic Church Archdiocese of Quebec Archbishop (1870-1898 :. Circulaire au clergé: I. Office et messe de s. Alphonse de Ligori [i.e. Liguori] ... [S.l: s.n., 1986.
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Catholic Church. Archdiocese of Quebec. Archbishop (1870-1898 : Taschereau). Circulaire au clergé: I. Visite pastorale de 1881. I. Office des saints Cyrille et Méthode .. [S.l: s.n., 1986.
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Catholic Church. Archdiocese of Quebec. Archbishop (1870-1898 : Taschereau). Circulaire au clergé: I. Lettre du pape au cardinal Guibert; II. Décret du Saint Office concernant les dispenses ... [S.l: s.n., 1986.
Find full textBook chapters on the topic "Brisbane Catholic Education Office"
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Mezger, Caroline. "National Education and Yugoslavia’s Donauschwaben Minority Schools, 1918–1941." In Forging Germans, 29–68. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850168.003.0002.
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Chapter 1 explores nationalist activism surrounding German minority education in interwar Yugoslavia, focusing in particular on the ethnic German (Donauschwaben) communities in the Vojvodina. Following Yugoslavia’s mass nationalization of schools in 1920, demands for German minority education reverberated from the provincial schoolyard to the German Foreign Office, from Donauschwaben politicians to the League of Nations, and from local Sunday school priests to Germany’s Catholic and Protestant religious agencies. Implementing novel archival and press materials from Germany and Serbia, the chapter shows how debates surrounding the linguistic minority classroom helped ignite the Donauschwaben’s “German” nationalization. As the chapter claims, the ensuing transnational entanglements not only gave rise to a politicization of childhood and youth; they also opened the door to direct interventions from Germany.
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Lamberti, Marjorie. "The Politics of School Reform and the Kulturkampf." In State, Society, and the Elementary School in Imperial Germany. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195056112.003.0007.
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Bismarck’s struggle against political Catholicism and dissatisfaction with the supervision of the schools in the Polish-speaking areas of Prussia propelled the school administration on to a new course after 1870. His choice of Adalbert Falk brought to the head of the Ministry of Education on January 22, 1872 a judicial official who was philosophically close to the National Liberal party. During his seven years in office, Falk broke with the practices followed by his predecessors and introduced measures to dissolve the traditional bonds between the church and the school. The objectives of the school reforms were to professionalize school supervision by the appointment of full-time school inspectors in place of the clergy, to weaken the church’s influence in the school system by curtailing its right to direct the instruction of religion, and to merge Catholic and Protestant public schools into interconfessional schools, providing an education that would dissolve religious particularism and cultivate German national consciousness and patriotic feeling. These innovations thrust school politics into the foreground of the Kulturkampf in Prussia. School affairs became a matter of high politics for Bismarck when groups whom he regarded as enemies of the German Empire coalesced into a Catholic political party in 1870. Opposition in the Catholic Rhineland to Prussia’s aggressive war against Austria in 1866 led him to question the political loyalty of the Catholics, and the political behavior of the Catholics after the founding of the North German Confederation confirmed his suspicion. While the Polish faction in the Reichstag of 1867 protested the absorption of Polish Prussia into a German confederation, other Catholic deputies took up the defense of federalism and criticized those articles in Bismarck’s draft of the constitution that created too strong a central government. In the final vote the Catholics formed part of the minority that rejected the constitution. This act reinforced his image of political Catholicism as an intransigent and unpatriotic opposition. The organization of the Center party was a defensive response to the vulnerable position of the Catholic minority in the new empire, which had a political climate of liberal anticlericalism and Protestant nationalist euphoria that seemed to threaten the rights and interests of the Catholic church.
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Lamberti, Marjorie. "Confessional Schooling and School Politics in the Imperial Era." In State, Society, and the Elementary School in Imperial Germany. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195056112.003.0008.
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A reaction against Falk’s school policy was inevitable when a Conservative belonging to the Pomeranian landowning nobility took over the Ministry of Education in July 1879. During his first months in office, Robert von Puttkamer made several highly publicized gestures to communicate to the nation his disapproval of the school reforms and his intention to end the Kulturkampf in the school system. In September 1879 he used the occasion of a reply to a petition signed by more than 400 priests in the dioceses of Miinster and Paderborn to announce a policy of reconciliation. He declared, “I wish nothing more fervently than to be able to grant to the clergy of the Christian churches an effective role in the supervision of the elementary school.” He pleaded with the Catholic clergy “not to succumb to the mistaken notion that the policy of the state is to be hostile or indifferent to the beneficial influence of the church on the instruction and moral and religious education of the youth.” Once their resistance to the May Laws ceased, he promised to reinstate them in their former local school inspection offices. Another signal of the oncoming reaction was Puttkamer’s dramatic intervention in the school conflict in Elbing, a city in the province of East Prussia, where the municipal council decided to organize an interconfessional school system in 1875. Ignoring the objections of the Catholic minority, city officials carried out the first phase of the reform in 1876 with the opening of four interconfessional schools for girls. The Catholic parents protested this change and the forthcoming merger of the confessional schools for boys in a petition addressed to Falk in April 1877. Their petition remained unanswered, and only after they renewed their appeal in February 1879 did the minister request a report from the district governor in Danzig. The report arrived in Berlin on July 28, apparently held back until after Falk left office. The district government informed the new minister that “the Catholics in Elbing harbor a great distrust toward the interconfessional school, which the city government itself has provoked because it has constantly shown a conspicuous contempt toward all demands made on the school system from a church and confessional standpoint.”
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Freeland, Richard M. "Transformation of the Urban University: Boston University, Boston College, and Northeastern, 1945–1972." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0012.
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Boston’s three local, private, teaching and service-oriented, commuter universities—Boston University, Boston College, and Northeastern, classic urban universities in the years before World War II—undertook to change themselves in fundamental ways during the golden age. B.U., reaching back to its nineteenth-century origins, sought to re-create itself as a comprehensive regional and national university. Boston College, drawing on the ancient academic traditions of the Society of Jesus, worked to become the nation’s top Jesuit university and a leading force in Catholic intellectual and professional life. Northeastern, with its philosophical roots in service to the low-income population and business community of Boston, tried to balance its historic concerns with a new impulse toward national prominence in cooperative education. All three invested heavily in graduate education and research, and B.U. and B.C., in upgrading their undergraduate student bodies, shed their identities as local, service-oriented campuses. At the end of the period, only N.U. remained centrally committed to the functions of an urban university, though it, too, had taken steps to reduce its emphasis on local service. Boston’s three nonelite, private universities were hit hard by World War II, but campus leaders were conscious of predictions that the return of peace would bring a new period of expansion. By the middle of the war, Presidents Marsh of B.U. and Ell of Northeastern and the provincial Jesuit hierarchy that governed B.C., frustrated by fifteen difficult years, were turning their attention to postwar opportunities. Throughout the war, Marsh later wrote, “we kept getting ready” to “jump quickly” after the fighting stopped. Ell was equally eager. “When the war is over,” he wrote in 1943, “Northeastern will be prepared.” The senior president among the universities of Massachusetts, B.U.’s Marsh was in his middle sixties during World War II and was determined to make concrete progress toward his institutional goals in the short period in office remaining to him. Since his appointment in 1926, he had emphasized three aspects of B.U.: its religious heritage as a non-sectarian, Methodist university with a strong School of Theology; its public-service role as a diversified educational resource for the Boston area; and its academic possibilities as one of the nation’s largest universities with a full range of graduate and professional programs.