Relevant bibliographies by topics / Catholic high schools Victoria

Academic literature on the topic 'Catholic high schools Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Catholic high schools Victoria"

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Sander, William. "Catholic High Schools and Homework." Educational Evaluation and Policy Analysis 22, no. 3 (2000): 299. http://dx.doi.org/10.2307/1164245.

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Sander, William. "Notes: Catholic High Schools and Homework." Educational Evaluation and Policy Analysis 22, no. 3 (January 2000): 299–311. http://dx.doi.org/10.3102/01623737022003299.

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Donlevy, J. Kent. "Non-Catholic Students Impact on Catholic Teachers in Four Catholic High Schools." Religious Education 102, no. 1 (April 2007): 4–24. http://dx.doi.org/10.1080/00344080601117663.

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Sander, William. "Catholic High Schools and Rural Academic Achievement." American Journal of Agricultural Economics 79, no. 1 (February 1997): 1–12. http://dx.doi.org/10.2307/1243938.

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Scully, Timothy R. "Catholic high schools: facing the new realities." International Studies in Catholic Education 5, no. 2 (October 2013): 233–36. http://dx.doi.org/10.1080/19422539.2013.821347.

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

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.
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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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Keith, Timothy Z., and Ellis B. Page. "Do Catholic High Schools Improve Minority Student Achievement?" American Educational Research Journal 22, no. 3 (September 1985): 337–49. http://dx.doi.org/10.3102/00028312022003337.

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Iryanto, Aloysius, and Don Bosco Karnan Ardijanto. "PEMAHAMAN GURU PENDIDIKAN AGAMA KATOLIK TENTANG TUGAS MISIONER GEREJA DAN PELAKSANAANNYA DI SLTA KATOLIK KOTA MADIUN." JPAK: Jurnal Pendidikan Agama Katolik 19, no. 1 (April 20, 2019): 100–115. http://dx.doi.org/10.34150/jpak.v19i1.171.

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The Sacrament of Baptism and of Confirmation urge the faithful to participate in the mission of the Church. One of various realizations of the Church’s mission is running the Catholic Schools. In other words, all members of a Catholic school: teachers, employees, students, foundations or parents, are called and sent to be involved in the mission of the Church. One of the fruits of carrying out Church missionary duties in Catholic schools is baptism. In 2012-2016 the number of baptisms in the Catholic High Schools in the city of Madiun was 15 people. Starting from the above, several questions can be asked as the starting point of this research: 1) What is the Church’s mission? 2) What is the Church’s mission according to the Catholoc religious educators? 3) How do the Catholic religious educators implement the Church’s mission in the Catholic Senior High Schools in Madiun city? This study aims: describing the understanding of the Church’s mission, to analyze the understanding of Religious Educators on the Church’s mission and to analyze how the religious educators to realize the Church’s mission in the Catholic Senior High Schools in the Madiun city. To achieve these objectives, researcher used qualitative research methods with interview techniques. The respondents of this study were religious educators in four Catholic Senior High Schools in Madiun. The results of the study show that: 1) The Religious Educators know the understanding of the Church’s mission. 2) All faithful are responsible to participate in the Church’s mission. 3) The Religious Educators had to be responsible and to involve in the Church’s mission in Catholic Senior High Schools. 4) The Religious Educators had already done and implemented the Church’s mission in their schools. In fact, there were some difficulties come from extern or intern of the schools.
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Gamoran, Adam. "Student Achievement in Public Magnet, Public Comprehensive, and Private City High Schools." Educational Evaluation and Policy Analysis 18, no. 1 (March 1996): 1–18. http://dx.doi.org/10.3102/01623737018001001.

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Problems with our public urban high schools are widely discussed, and many see magnet schools and private schools as the answer. But are those schools really better at increasing the academic skills of students? Using the National Educational Longitudinal Survey, I estimated the effect of attending a magnet school, Catholic school, or secular private school on the achievement of urban students in math, reading, science, and social studies. I then compared these estimates to the achievement of students who attend comprehensive public high schools. I found that magnet schools are more effective than regular schools at raising the proficiency of students in science, reading, and social studies; Catholic schools have a positive impact on math skills, while secular private schools do not offer any advantage, net of preexisting differences among students. Further analyses tested the sensitivity of the results to assumptions about independence and selectivity; these showed support for the magnet school advantages in reading and social studies, but raised doubts about the Catholic school effects in math and the magnet school effects in science.
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Dissertations / Theses on the topic "Catholic high schools Victoria"

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De, Souza Marian, and res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum." Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.

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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
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Ugochukwu, L. C., and n/a. "Catholic education in practice : a case study of a Catholic high school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.161949.

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An aspect of Australian education is the continued presence of the Catholic schools including those in the Archdiocese of Canberra and Goulburn. They have continued to be a significant part of Australian education after decades of ups and downs. The question today is not whether Catholic schools will survive but rather how effective they will be despite the changes which have taken place over the last few decades. Catholic schools still aim to provide all the elements of a State education, and in addition, to offer them within a Catholic setting. They have tried to create an environment that will continue to reflect the cultural values of its members. The Theses is on Catholic Education in Practice: A Case Study of a Catholic High School in the A.C.T. The Theses is based on historical and analytical approach. The results of a case study involving random sampled students, their parents/guardians and teachers in a Catholic High School in the A.C.T. sets out to investigate what factors still attract them to the Catholic school despite the significant changes that have taken place since Catholic education was introduced into Australia. By examining these three groups of people who are directly involved in Catholic schools, it is hoped that a more balanced assessment of the extent to which ideals and practices of Catholic education have been retained. The results show that students attend Catholic schools for a variety of reasons including academic and religious and because of the traditional approach to areas such as discipline. The religious values continue to be an important part of the school which makes it distinctively Catholic, but the integration is not as pervasive as previous due to the change in the nature of staff and students at the school.
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Kiely, Thomas Joseph. "Schooling a soul integral curriculum in American Catholic high schools /." Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/443036395/viewonline.

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Churach, Daniel N. "Internet Usage in Science Classrooms in Hawaii Catholic High Schools." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/977.

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The major purpose of this study was to determine what associations exist between student Internet usage in secondary science classrooms and the way students perceive their classroom environment. A second purpose was to study how the Internet was used in each classroom involved and to see what effects these various approaches had on classroom environments. The study included a sample of 431 students in five Hawaii Catholic high schools and data were collected using site observations, student-teacher interviews, and a questionnaire using the Constructivist Learning Environment Survey, a student attitude towards science scale, and Internet usage questions. Site observations were carried out periodically over an academic year, with a high degree of communication between the sample teachers and the author.Some three dozen students representing all five high schools were interviewed in depth in an attempt to qualitatively clarify the quantitative findings of the total sample. The results of the study indicate that there is an association between greater student Internet usage and a positive perception of classroom environment. Additionally, the students in this sample express an almost total acceptance of the Internet as an educational resource. Student interview data suggest that this new technology has moved past the innovative stage and into the mainstream of daily educational routine. It seems that student attitudes, as well as individual feelings of self-control and personal relevance seem to be enhanced by the use of the Internet, allowing students to construct unique meaning on a personal level. Finally, there is a high association between student Internet usage and teacher Internet usage, that is, the attitude and behaviour of individual teachers concerning their Internet usage has an influence on the extent to which their students use the Internet for academic purposes.
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Churach, Daniel N. "Internet Usage in Science Classrooms in Hawaii Catholic High Schools." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13136.

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The major purpose of this study was to determine what associations exist between student Internet usage in secondary science classrooms and the way students perceive their classroom environment. A second purpose was to study how the Internet was used in each classroom involved and to see what effects these various approaches had on classroom environments. The study included a sample of 431 students in five Hawaii Catholic high schools and data were collected using site observations, student-teacher interviews, and a questionnaire using the Constructivist Learning Environment Survey, a student attitude towards science scale, and Internet usage questions. Site observations were carried out periodically over an academic year, with a high degree of communication between the sample teachers and the author.
Some three dozen students representing all five high schools were interviewed in depth in an attempt to qualitatively clarify the quantitative findings of the total sample. The results of the study indicate that there is an association between greater student Internet usage and a positive perception of classroom environment. Additionally, the students in this sample express an almost total acceptance of the Internet as an educational resource. Student interview data suggest that this new technology has moved past the innovative stage and into the mainstream of daily educational routine. It seems that student attitudes, as well as individual feelings of self-control and personal relevance seem to be enhanced by the use of the Internet, allowing students to construct unique meaning on a personal level. Finally, there is a high association between student Internet usage and teacher Internet usage, that is, the attitude and behaviour of individual teachers concerning their Internet usage has an influence on the extent to which their students use the Internet for academic purposes.
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Davis, Paul W. "A historical study of American Catholic education and the oral histories of Archbishop Elder High School teachers." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1083700873.

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Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.

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This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.
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Chambers, David. "Using Assessment Data for Informed Decision-Making in Catholic High Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10688584.

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School leaders and principals have an obligation to use every tool at their disposal to maximize student achievement. All students deserve the best use of data to inform the decision-making of those entrusted to deliver the finest education available to them. The purpose of this study was to ascertain the perceptions of principals in Los Angeles Archdiocesan high schools about the use of assessment data in their schools by finding how they were using assessment data to inform curricular and pedagogical decisions, and then determining what factors affect the use of assessment data to inform their curricular decision-making.

This study was a mixed-method investigation using a quantitative survey to find processes in Archdiocesan high schools that capture and utilize assessment data to inform decision-making, as well as to determine the principals’ perceptions of the benefits and challenges related to assessment data usage. The qualitative aspect of this study consisted of interviews of Archdiocesan high school principals meant to expand upon the findings of the survey. The findings of the study, viewed through the lens of a conceptual framework, suggest a breakdown in the use of data from the very beginning of the process. Standardized assessment data are the information used to drive curricular decisions while data from formative assessments and curriculum maps, are utilized less frequently. The study also found that, while principals feel that their teachers valued the use of data, there was room for growth in the protocols enlisted to analyze assessment data, and in the cultivation of a culture of collaboration and learning.

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Hollis, Lanny K. "Catholic schools and student academic performance Does the urban catholic school experience mitigate ethnoracial disparity? /." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.

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Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on Mar. 11, 2010). Includes bibliographical references (p. 252-291). Available online via the OhioLINK ETD Center and also available in print.
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Goodwin, Denise Anne Carmel. "Exploring the spirituality and religiosity of Dinka Children in Catholic Schools in the western suburbs of Melbourne, Victoria." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/770291ba45bc18daf4771abb3edd00362c2c2dd4c472a46339cfacbc88087040/29160404/64885_downloaded_stream_110.pdf.

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This research explored the religiosity and spirituality of newly arrived Catholic Dinka children in Catholic schools in the western suburbs of Melbourne. In particular, the study focused on Dinka children's spirituality borne of their experiences of war and trauma and sought to understand their perceptions of God, Jesus, Church and prayer. A disparity was highlighted between the available literature on children's spirituality, (Hay & Nye, 1998; Hyde, 2005; Mountain, 2005), which presented findings from children who were 'untraumatised', with the predisposition of the Dinka children who were traumatised. The research aimed to identify incongruities between these and Catholic religious education assumptions in their schools. This qualitative research was guided by an epistemology of constructivism, which aimed at gathering a Dinka community narrative that was subjected to interpretive analysis, specifically phenomenological hermeneutics.
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Books on the topic "Catholic high schools Victoria"

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Catholic high schools and minority students. New Brunswick, N.J: Transaction Publishers, 2002.

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Hill, Paul Thomas. High schools with character. Santa Monica, CA: Rand, 1990.

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Catholic high schools: Facing the new realities. New York: Oxford University Press, 2011.

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Guerra, Michael J. Catholic high schools and their finances, 1988. Washington, D.C: National Catholic Educational Association, 1988.

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Guerra, Michael J. Catholic high schools and their finances, 1990. Washington, D.C: National Catholic Educational Association, 1990.

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Leitbilder katholischer High Schools: Eine zeitgeschichtliche Studie am Beispiel der High Schools in der Erzdiözese Chicago. Münster: Aschendorff, 2010.

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Grayson, Fred N. CliffsTestPrep Catholic High School Entrance Exams. New York: John Wiley & Sons, Ltd., 2004.

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Frank, Christian M. Catholic (reluctantly). Manchester, N.H: Sophia Institute Press, 2007.

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Flynn, Marcellin. Catholic schools 2000: A longitudinal study of year 12 students in Catholic schools, 1972-1982-1990-1998. NSW: Catholic Education Commission, 2002.

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Stewart, Mark A. Catholic high school entrance exams. 2nd ed. New York: McGraw-Hill, 2009.

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Book chapters on the topic "Catholic high schools Victoria"

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Sander, William. "Catholic High Schools and Homework." In Catholic Schools, 73–96. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_6.

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Sander, William. "Catholic High Schools and Rural Academic Achievement." In Catholic Schools, 53–72. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_5.

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Bryk, Anthony S. "Lessons from Catholic High Schools on Renewing Our Educational Institutions." In Restructuring Schools, 81–98. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1094-3_5.

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Maher, Michael J. "Homophobic Bullying in Catholic High Schools: Five US Studies in Heterosexism, Authority, Masculinity, and Religion." In Gender, Religion and Education in a Chaotic Postmodern World, 271–84. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5270-2_18.

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

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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.
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Greely, Andrew M. "Finances of Catholic Schools." In Catholic High Schools and Minority Students, 89–97. Routledge, 2017. http://dx.doi.org/10.4324/9781315081694-9.

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Sander, William. "Catholic High Schools and Test Scores." In The Catholic Family, 113–23. Routledge, 2019. http://dx.doi.org/10.4324/9780429309304-7.

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S.M., James L. Heft. "The Future of Catholic High Schools." In Catholic High SchoolsFacing the New Realities, 209–19. Oxford University Press, 2011. http://dx.doi.org/10.1093/acprof:oso/9780199796656.003.0010.

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Greely, Andrew M. "Religion and the Catholic School." In Catholic High Schools and Minority Students, 49–52. Routledge, 2017. http://dx.doi.org/10.4324/9781315081694-5.

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Greely, Andrew M. "Catholic Secondary Schools and Upward Mobility." In Catholic High Schools and Minority Students, 67–80. Routledge, 2017. http://dx.doi.org/10.4324/9781315081694-7.

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Conference papers on the topic "Catholic high schools Victoria"

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Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.

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Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.
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Hollingsworth, Hilary, Jonathan Heard, Anthony Hockey, and Tegan Knuckey. "Reporting student progress: What might it look like?" In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_16.

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The Communicating Student Learning Progress review produced by ACER in 2019 set out recommendations for schools and systems to improve the way schools report on student learning, in particular learning progress. Two case study schools from Victoria – a Catholic primary school and government secondary school – discuss changes they’ve made to their student reporting processes, in response to the review’s recommendations. Further research is recommended into how schools are rethinking reporting to engage students and parents in monitoring learning growth.
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Appleget, Carin. "Exploring the Latina/o Student Experience in Catholic High Schools." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893611.

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Magdalena, Ionuţ. "Transfer of Marketing Knowledge in SMEs." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/14.

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The purpose of this paper was to investigate the differences in adolescentsʼ parentsʼ perception regarding the illegal drugs and drugs consumption among the adolescents. In order to carry out the research, a sociological questionnaire was developed, subsecvently to a qualitative information obtained by organizing 6 focus groups. The field survey was conducted in the municipality of Arad consisted of polling through the questionnaire technique a number of 204 families of students from 12 high schools. The results showed significant differences at thresholds of less than 0.05 between the group with high school and university degrees for variable knowledge and symptoms, between the parent group of Catholic religion and the other two groups (Orthodox and neo-Protestant) for knowledge and drug variables and also significant differences depending of the family structure. Furthermore, there were no significant differences between groups regarding the financial level of the families and the living environment. During the research there was also followed the perspective of the parents of adolescents on the most used drugs among the students: in their opinion, the most used drugs are marijuana and ethnobotanical, with 120, respectively 113 points, followed by ecstasy and cocaine, with 75, respectively 64 points, and on the last places on consumption are the other types of drugs tested, with scores below 35 points. The result of Chi-square test showed that the values of χ² are statistically significant for all drug categories, except for ethnobotanicals, in other words, the results can be generalized to the entire population.
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Reports on the topic "Catholic high schools Victoria"

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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