Relevant bibliographies by topics / Catholic Education Office (CEO)

Academic literature on the topic 'Catholic Education Office (CEO)'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Catholic Education Office (CEO)"

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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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Starr, Joshua P. "On Leadership: Standardized testing: Making the best of it." Phi Delta Kappan 101, no. 6 (February 24, 2020): 61–62. http://dx.doi.org/10.1177/0031721720909637.

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The Every Student Succeeds Act, passed by Congress in 2015, was meant to rein in the over-testing of public school students. Since then, however, standardized testing hasn’t eased up much, and it isn’t likely to go away anytime soon, notes PDK’s CEO Joshua P. Starr. As long as our schools are required to administer frequent tests, he argues, school system leaders should use the resulting data as best they can, letting it inform their interactions with community members, parents, educators, students, and colleagues in the central office.
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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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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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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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Habeahan, Salman. "UPAYA PENINGKATAN KUALITAS PELAKSANAAN PENDIDIKAN AGAMA KATOLIK BAGI SISWA NEGERI DI GEREJA KATOLIK PADA WILAYAH PROVINSI DKI JAKARTA." JPAK: Jurnal Pendidikan Agama Katolik 22, no. 1 (March 18, 2022): 51–65. http://dx.doi.org/10.34150/jpak.v22i1.344.

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This article aims to examine the implementation of Catholic religious education in the Church (Parish) for Catholic students who attend public schools, and do not receive Catholic religious education because there are no Catholic teachers who teach in public schools at the elementary, junior high, high school and vocational school levels. The research was conducted on 47 Catholic churches that carry out Catholic religious education for Catholic students studying in public schools in the Special Capital Region of Jakarta with 78 respondents. The finding is that quite some public schools at the elementary, junior high, high school, and vocational levels with 15 students and above do not receive Catholic teaching in their schools because there are no Catholic religious teachers who teach at these schools. The main problem of this research is: can efforts to improve the quality of Catholic religious education for public students in the Catholic Church in the Special Capital Region of Jakarta overcome the problem of the lack of Catholic religious teachers teaching in public schools?. Efforts to improve the quality of the implementation of Catholic religious education for public students carried out in the Catholic Church have a positive impact on fostering Catholic students and in fulfilling the obligations of academic demands to get the value of Catholic religious education and character in public schools. This research recommends the importance of improving the quality of Catholic religious education for public students in the Church; such as coaching for Catholic Religion teachers who teach in the church and the assessment process so that it is by the assessment standards in the applicable curriculum. For this reason, it is important to collaborate with the Directorate General of Catholic Guidance at the Ministry of Religion of the Republic of Indonesia to prepare a budget for the development of Catholic religious teachers/catechists who teach Catholic students attending public schools. And the importance of good planning by the Directorate General of Catholic Guidance at the Ministry of Religion of the Republic of Indonesia and the Provincial Government of DKI Jakarta for the formation of Catholic Religion teachers in public schools. In addition, optimal efforts and cooperation are needed for the Catholic Community Service Regional Office of the Ministry of Religion of the Special Capital Region of Jakarta with the Jakarta Archdiocese Catechetical Commission, the role of family/Parents, so that the implementation of Catholic teaching for public students at 47 churches/parishes in DKI Jakarta can be implemented. The quality is improved because it can overcome the problem of the shortage of teachers who teach Catholicism in public schools.
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Kohnen, James. "The Education of an Accidental CEO: Lessons Learned from the Trailer Park to the Corner Office." Quality Management Journal 15, no. 4 (January 2008): 58. http://dx.doi.org/10.1080/10686967.2008.11918206.

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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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Hlupic, Vlatka. "Courageous leadership: Anita Krohn Traaseth, former CEO of Innovation Norway." Strategic HR Review 19, no. 2 (January 8, 2020): 51–54. http://dx.doi.org/10.1108/shr-11-2019-0082.

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Purpose This paper aims to examine the leadership strategy of the publicly owned organisation, Innovation Norway, between 2014 and 2019, when it was under the leadership of former CEO Anita Krohn Traaseth. Design/methodology/approach The author, Vlatka Hlupic, Professor of Leadership and Organisational Transformation at Hult Ashridge Executive Education and CEO of The Management Shift Consulting Ltd, looked at Anita’s examples of courageous leadership while in office. Anita drew upon the different “levels” of individual mindset and corresponding organisational culture in the Emergent Leadership Model, in Vlatka’s book: The Management Shift. Findings Vlatka’s leadership strategy allowed Anita to oversee a cultural change in Innovation Norway from a traditional bureaucratic set-up to one based on entrepreneurship. Through trust and transparency, Anita was open with her staff and the Norwegian society at large about the transitional work, sharing not only good results but also difficult times and resistance, publishing her personal working contract as well as the organisation’s goals. Anita found Vlatka’s Emergent Leadership model an effective and honest way of guiding an existing culture into another culture. Originality/value Readers should come away with an understanding of how courageous leadership requires an acceptance that those in power cannot control everything. Delivering a process, a new way of thinking and working, can be an extremely challenging and risky transition, but effective leaders will believe in that process and follow it through, even if criticism and dissatisfaction occurs, in the knowledge that by being open and honest with their team throughout, they will reach business goals, unified and empowered.
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Dissertations / Theses on the topic "Catholic Education Office (CEO)"

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Turkington, Mark. "The Catholic Education Office (CEO) as a learning organization and its perceived impact on standards." Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/1deb431d2a4cb2ef985280087019cd4e2ee7efaca501bbdff709b069008c25fd/2415635/65120_downloaded_stream_345.pdf.

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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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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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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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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 L. "Quality assurance processes: The nature, outcomes and effectiveness of quality assurance processes of the Catholic Education Office, Sydney." Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/e94adbea111daccf0c84a49e98de71b9bee9421d448ae2da595a09db6a460b1d/17767069/64926_downloaded_stream_151.pdf.

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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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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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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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(14145619), Eric P. Holgate. "A technology master plan for the Rockhampton Diocese of Catholic Education: Design, development & retrospective evaluation." Thesis, 2005. https://figshare.com/articles/thesis/A_technology_master_plan_for_the_Rockhampton_Diocese_of_Catholic_Education_Design_development_retrospective_evaluation/21589467.

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The Rockhampton Diocese of Catholic Education represents a large, diverse and unique body of school environments, spread across a vast area of regional central Queensland. The Diocese provides Catholic education to approximately 11,500 students in 27 Primary Schools and 8 Secondary Colleges located from Bundaberg in the south to Mackay in the north and from the Capricorn Coast in the east to Longreach in the west.

Over recent years the Rockhampton Diocese of Catholic Education has been investigating and embracing information and communication technology (ICTs) in the provision of Catholic education. The use of ICTs has clearly enhanced the teaching and learning processes and assisted with the efficient administration and management of both the Catholic Education Office (CEO) and schools. However, as technology use has grown, there have been increasing and continuing requests from many staff throughout the Diocese for leadership and guidance to be provided by CEO.

In response to these requests, CEO embarked upon a Diocese wide Technology Planning Initiative (WI) intended to provide a systematic approach towards ICT planning. Integral to the Technology Planning Initiative was the need for development of a systemic Technology Master Plan for the Diocese. It was considered essential that CEO base future directions for the adoption and use of ICTs on the 'real' situation and the actual problems being faced by schools and staff throughout the Diocese.

This report is the result of an investigation of technology needs throughout the Diocese as a basis for development of a holistic Technology Master Plan. This study involved a range of strategies to provide alternate sources of data upon which to base recommendations for future direction. The project included extensive interaction with staff in the Diocese and the embedding of the research component into the culture, committee structures and practices of the organisation. This has included collaboration with stakeholder groups before, during and following the actual research component of the project, thereby ensuring organisational acceptance of the processes being followed, understanding of the findings and ownership of the future directions.

Site visits and ICT audits have revealed valuable information about access, equity and availability of various technologies within school environments. The current technology-related skills of school staff (Principals, Teachers, and Library staff) was determined, which revealed considerable variation in the abilities of staff at all levels and across all aspects of school operations. The study revealed that staff attitudes towards the use of ICTs across all schools was extremely positive, with considerable enthusiasm among school staff towards the use of technology.

The study revealed that very few schools have performed formalised ICT planning for their school and that the majority of schools do not have a planning group or committee that focuses on ICT-related issues for the school. Many areas were identified as barriers to ICT adoption in the Diocese, with many respondents also providing suggestions and proposing initiatives to overcome these barriers. The study has pinpointed limitations in the current provision of ICT-related staff development across schools, and identified specific focus areas for future staff development activity.

The study has revealed the current situation within the Rockhampton Diocese of Catholic Education and enabled the translation of the current state into an action plan for future directions. The 'product' of this study is a series of sixty-two recommendations that have provided the core themes for development of a holistic Technology Master Plan for the Rockhampton Diocese of Catholic Education.

This report also provides a retrospective evaluation of progress made with implementation of the Diocesan Technology Master Plan. This reveals that significant progress has been made with the adoption and use of technology throughout the Diocese, along with substantial organisational learning.

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9

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.
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Books on the topic "Catholic Education Office (CEO)"

1

The education of an accidental CEO: Lessons learned from the trailer park to the corner office. New York: Three Rivers press, 2007.

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Novak, David. The education of an accidental CEO: Lessons learned from the trailer park to the corner office. New York: Three Rivers press, 2007.

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The education of an accidental CEO: My journey from the trailer park to the corner office. New York: Crown Business, 2007.

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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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Book chapters on the topic "Catholic Education Office (CEO)"

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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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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.
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