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1
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.
Full textAbstract:
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.
2
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.
3
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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4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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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7
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.
8
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.
9
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.
10
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.
11
de, Souza Marian. "Students' and teachers' perceptions of year 12 religious education programs in Catholic schools in Victoria: Implications for curriculum." Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/0eb9fe072316241111f36ff6158fa5df92b4546634fdc9479e5d304317b593a7/26341216/64843_De_Souza_1999_Students_and_teachers_perceptions2_1_.pdf.
Full textAbstract:
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.
12
Morris, Andrew Bernard. "School ethos and academic productivity : the Catholic effect." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36338/.
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This thesis is a study of the comparative academic effectiveness of Catholic schools in England. It uses a combination of quantitative and qualitative approaches to investigate the hypothesis that, pupils who attend Catholic comprehensive schools will, all things being equal, achieve higher levels of academic attainment in GCSE examinations at the age of sixteen than similar pupils attending other maintained comprehensive schools. The study reviews the published findings of research in this field in England and the United States of America and reports previously unpublished analysis of the results of school inspections made under Section 9 of the Education Act 1992 by OFSTED. There has been very little empirical research into the academic effectiveness of Catholic schools in England. Findings that have been reported have arisen from studies which were focused on other issues and this facet of the results has not been investigated further. In contrast, in the USA there has been a significant quantity of large scale research indicating the academic superiority of schools in the Catholic sector. The research uses a simple form of multi-level modelling as the main analytical tool to compare the performance of pupils (n = 2335) attending eighteen comprehensive schools in a medium sized shire county. In addition, a case study approach is used to compare two different models of Catholic school in the sample to highlight factors which may contribute to their differing levels of academic productivity. The findings partly confirm previous research that has indicated the superiority of Catholic schools in England and extends understanding of the possible causes of that superiority. The study suggests areas for further research and possible applications of the findings for Church authorities and other providers of maintained schools.
13
McQuillan, Paul, and res cand@acu edu au. "The limit experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.
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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of limit experience among some Catholic High School students in their final year at selected secondary colleges in Brisbane. Limit experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life. The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term religious, although individuals might indeed interpret them as religious. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a limit experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of limit experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for spiritual sensitivity and the context of relational consciousness, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.
14
McQuillan, Paul Terence. "The 'Limit" experience of senior high school students: A study across four Catholic high schools." Thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/76abe2869b990483c5c24fc67e79b327cbfb16a49abc850283418605122bb56d/2051690/64995_downloaded_stream_220.pdf.
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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of “limit experience” among some Catholic High School students in their final year at selected secondary colleges in Brisbane. “Limit” experience was defined as "an experience that reveals a reality of life beyond the self, beyond the here and now". It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life.”
15
Fikwamo, Rodgers K. "Leaders' Perceptions of the Role of Leadership in Catholic High Schools Through a Generational Lens." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/550.
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Up until the 1950s, Catholic school principals were mainly priests, sisters, and brothers who were well grounded in theology, scripture, catechesis, and the Catholic social teachings they received during their formation. Conversely, lay principals who currently staff most Catholic high schools may not have this same Catholic formational training that helped to form the religious mission of schools in earlier years. Hence, this study was developed to investigate current Catholic school leadership models and the way principals' perceptions of leadership may impact the religious missions of Catholic schools. Additionally, the factor of generational diversity may contribute to differences in principal's perceptions of leadership. Thus, the purpose of this study is to investigate how current lay principals from two generational cohorts perceive their roles as leaders and how such perceptions impact the religious mission of their schools. To accomplish this investigation, the researcher employed three elements of the Catholic school leadership framework designated by the United States Catholic Conference (USCC), including educational, managerial, and spiritual leadership. These concepts constitute the framework through which this study examined the principals' perceptions of leadership in Catholic high schools. To collect the data and answer the research questions, this study utilized a qualitative methodology consisting of document analysis, observations, and interviews. To conduct the study, six principals from two generations were selected from Catholic high schools in a large diocese on the West Coast of the United States. Based on the research results, differences were discovered between the generational cohort known as the Baby Boomers and those known as the Xers, where Baby Boomers exhibited more future-focused perspectives and Xers demonstrated a strong focus on values. Baby Boomers also connected the religious mission of the school to the charisma of the founding order or congregation of their school, while Xers relied exclusively on the identity of the diocese. However, despite these generational differences, the study results show that the current principals have not only maintained and preserved the religious mission to a new level of forming peer Christian leadership among students and teachers.
16
Mead, Susan Virginia. "Achievement of public and non-Catholic private high school students within a matched sample." Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45818.
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Over the past six years, analyses of the National Center for Education Statistics' High School and Beyond data have primarily focused on the differences in achievement between public and Catholic high school students. Valuable data on non-Catholic private school students have been virtually ignored. Based on a strategy proposed by Althauser and Rubin (1970), in this study non-Catholic private schools are matched with public schools similar in school average base year student achievement levels, school average base year student socioeconomic levels, geographic region and racial composition. T-test results show that, among students in the most similar matches, non-Catholic private school students score significantly higher on vocabulary, reading, and a test composite of vocabulary, reading and general math scores. Public/non-Catholic private differences in basic and advanced math, science and civics are not significant although all but the civics tests show a small non-Catholic private advantage. The multiple regression analyses suggest that, for the most closely matched pairs, non-Catholic private school students have a small statistically significant advantage over public students on the 1982 reading test and test composite. However, the non-Catholic private advantage on general math, science, vocabulary and writing tests, and the public advantage on the advanced math and civics tests, are not significant. Thus, the null hypothesis stating that there are no differences between the 1982 achievement test scores of students in public schools and the tests scores of students in non-Catholic private schools is generally refuted. Yet, the differences, primarily favoring non-Catholic private school students, are small and in many cases not significant.Master of Science
17
Voss, Kenneth E. "Perceptions of the Correlates of Academic Achievement in Selected Union and Non-union Catholic Secondary Schools in Pennsylvania." Youngstown State University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1181565305.
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Hack, Joanne. "Meaning-making: A key pedagogical paradigm for schooling in the third millennium." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/d0a95816cccbef77b55acc77ab4ce17d10021a66a1c3f4c0d413028615056c72/2169993/64896_downloaded_stream_121.pdf.
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This thesis addresses the need for schools to provide a method for young people to come to terms with the complexity of their changing world as they seek to make meaning for themselves. It begins by tracing the theoretical foundations for an increased focus on meaning in Australian schooling and its establishment as a stated pedagogical principle in federal and state policies, syllabi and Catholic Church documentation on education. It analyses the literatures of the future direction of schooling, youth spirituality and the foundation documentation on Catholic education. It proposes that there is a degree of overlap in these literatures and the common discourse and the emerging paradigm addresses the need for students to develop a sense of personal meaning. The thesis provides an historical overview of schooling in terms of the societal contexts and the educational and philosophical assumptions that underpin the curriculum and pedagogical activities. It develops a model that identifies changes in the process of meaning-making and proposes a framework that could help schools become more effective resource agents for students in the development of their meaning-making capacities. It uses this framework to investigate the key documents of one Catholic system of secondary schools. It identifies the extent to which the system actually puts into action this pedagogical principle through its policy, research material, strategic planning, school culture (charism) and religious education programmes. Finally the thesis relates the findings of the specific school system to the overall process of secondary schooling within a Catholic context in Australia and proposes some issues for further consideration.
19
Downey, Michael John, and res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools." Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.
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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that “formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers’ daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, “moments of grace” that nourished and sustain teachers’ spirits. These experiences were identified as teachers’ experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, “adding more water to an already overfull cup” by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the ‘moments of grace’ that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and “teach with authority” (Mk. 1:22).
20
Lane, Maureen, and res cand@acu edu au. "Growing Up Catholic in Sunshine, 1919-1927, The Establishment of Our Lady of the Immaculate Conception Primary School: A journey in historiography." Australian Catholic University. School of Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp213.02092009.
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This study is, in effect, the compilation and the telling of the story of the establishment of the school of Our Lady of the Immaculate Conception at Sunshine, it seeks to add to the quantum of knowledge available in regard to: First - the story of that particular school's establishment, Second - its derivation from and contribution to the \vider context of the development of Catholic education in Victoria, and Third - its place in the story of the growth of a suburban community as a reflection of some of the social forces which were operating in Victoria at that time. This thesis is the result of an invitation by the writer to a number of people to collaborate in constructing the storf. These people ranged from those who, as children, attended the new school, and those whose experience of its establishment was a generation removed but who, nevertheless. claim an affinity ,with the school and its society, to those archivists, professional and otherwise, whose task or desire is to keep alive the historical foundations of our culture. It this thesis is attached to any particular school of historiography it would be closest to the Annales school as outlined in The Living Past: Western Historiographical Traditions (1975). As Andrea and Schmokel describe it, The labors of love of a group of historians associated with the journal Les Annales have produced a wealth of informative detail studies about the life styles, living standards, social values and assumptions about various social groups in all periods of French and European history. (This school) simply seeks to recover knowledge about the past as it was lived. (p.266) In the light of postmodern criticism developed since 1975, this thesis acknowledges directly the ideological base from which the author is coming. Nevertheless, it remains within the orbit of Annales historiography in that it seeks to
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Sproston, Carlyn, and res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.
Full textAbstract:
This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding. The study focuses on classroom practice which aims to include all participants, through negotiation, in the actions that take place in the classroom. I have used a narrative approach to describe the way in which three action research cycles were implemented in the English classroom during one academic year. A variety of data gathering techniques was used and these included: classroom questionnaires, classroom meetings, journals, partnership observation and interviews. The main sources of data were the interviews that I undertook with each of the twenty five students in the class. The three action research cycles allowed both the students and me to reflect upon classroom activities and make appropriate changes as the cycles progressed. In addition, negotiating in this English class has helped me to better understand my students and, through reflection, to improve my teaching practice. Analysis of the data suggests that students experience greater commitment and motivation when they are given opportunities to be actively involved in contributing to their own learning. The data also supports research that recognises the importance of collaboration, positive relationships within the classroom, the importance of metacognitive skills and student voice. In addition, the findings point to the value of action research as a method of improving teaching practice.
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Nelson, Kathryn O'Shae. "Reasons given by Anglo/Hispanic parents/guardians for choosing a Catholic high school in the southwestern United States." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184394.
Full textAbstract:
The purposes of this descriptive study were to determine the reasons for which Anglo and Hispanic parents/guardians send their children to a Catholic high school in the southwestern United States and to investigate the effect of specific demographic elements upon the parents'/guardians' reasons. These elements were sex, age, and ethnicity of student; age, sex, ethnicity, religion, educational level, and social-economic status of parents/guardians; and marital status, family school affiliation, and family configuration, and family mobility. A modified Delphi procedure with two questionnaires was used to both identify the reasons and to investigate the possible effects of the demographic elements. A RVAX computer with SPSSX was used to apply measures of central tendency, factor analysis, and ANOVA to the data. The study revealed that the main reasons for this Catholic school choice were academics and discipline/environment. The secondary reasons were teachers/students, size and programs, and religious instruction and atmosphere. The two remaining reasons were dissatisfaction with public schools and family tradition. The study indicated that the interaction of age, sex, and ethnicity of students did significantly influence the evaluations of discipline/environment, religious instruction and atmosphere, and family tradition. In addition, the evaluations of the seven factors were significantly influenced by various combinations of family mobility, economic status, family configuration, marital status, religion, educational level, and ethnicity, age, and sex of parents/guardians. The study suggested that although parents/guardians in 1986 agree with those in a 1974 study that academics is important, they place much less importance upon religion. Other major findings suggested that the values of specific categories of parents/guardians cannot be accurately predicted and that it should not be assumed that Anglo and Hispanic students are sent to a Catholic school for different reasons. Finally, the study suggested that academics and discipline/environment, the main reasons for which parents/guardians make the Catholic school choice, should be a concern of all schools, whether they are parochial, private, or public.
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Holmquist, Ann Louise Conley. "Walking the Labyrinthine Pathway: An Ethnographic Perspective on Forming Persons-In-Community in a Catholic Secondary School." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/549.
Full textAbstract:
Catholic schools make distinct claims about their mission and the identity of their schools as communities - places where teachers and students are to be formed as "persons-in-community" (Bryk, Lee & Holland, 1993; National Conference of Catholic Bishops [NCCB], 1972). Yet, there is a paucity of qualitative research that has explored the experiences of beginning teachers' induction into Catholic school communities. One way to address this lacuna is to use ethnographic methods to explore the experiences of beginning teachers and write a thick description (Goeertz, 1973) of the newcomers' experiences. I conducted such a qualitative inquiry at Our Lady of Grace Academy (OLGA), an independent, Catholic girls day and resident college-preparatory school. I spent one semester with a group of six newcomers-four classroom teachers, an academic counselor, and a librarian/technology specialist-as a participant observer in their daily work lives.
Implementing qualitative ethnographic methods, encompassing life history interviews, participant observation, and journal writing, newcomers described their experiences and dispositions on topics germane to Catholic school mission and community, in particular, what brought newcomers to OLGA in the first place and their experiences of a sense of membership in the community by way of their socially mediated participation in multiple communities of practice.
Time constraints and my insider status were limitations. The goals of the study were met, but more conclusive findings would have resulted from a longer study. There were limits to what I could ethically report due to the fact that I conducted fieldwork on my own workplace. Ethnographic inquiry is a viable way for a practitioner to conduct research because the workplace is where the practitioner will need to exercise his or her best observation and listening skills.
Using creative analytic processes (CAP) ethnographies (Richardson & St. Pierre, 2005), the findings of the study take shape around the participants' walk along a metaphorical labyrinthine pathway. Vignette's of newcomer's experiences unfold to dialogic interplay with theory. The dissertation culminates with insights and multiple truths that surfaces along the way, additional questions that resulted, and recommendations for implementing ethnographic methods as a way into induction practices in Catholic secondary schools.
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Sharkey, Kevin T. "An exploration of the use of Web 2.0 to enhance teaching and learning in an Australian Catholic secondary school." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/ca3a17a03853e633b4a3b065dd04c2e174e91f8eb3b5157bcc2aff5f5321e9a4/2479771/65083_downloaded_stream_308.pdf.
Full textAbstract:
The rapid development of Information and Communications Technology (ICT) over recent years presents educators with significant challenges. There are many options emerging to enhance the process of teaching and learning, particularly through the use of Web 2.0 Internet sites. These have become part of the lifestyles of today's students yet schools are struggling to come to terms with the effective use of these emerging technologies. Although Web 2.0 offers significant potential to enhance learning this is proving to be difficult to implement effectively. The general research question is What factors influence Secondary School teachers to use Web 2.0 effectively to enhance learning? This research was conducted in the interpretive paradigm using a case study methodology involving me as researcher in the role of senior secondary school teacher with a position of leadership as learning technology facilitator. The study was conducted in the Years 10 to 12 Sandhurst Diocese co educational campus of a Catholic Secondary School of approximately eight hundred students. The contextual characteristics of the case study at the college were identified through a questionnaire distributed to teachers and source documents relating to the curriculum and the ICT resources in place at the college. Teachers participated in interviews and a series of workshops to promote the advancement of pedagogy with Web 2.0 leading to enhanced student learning. Data analysis was done manually which resulted in the production of a series of conclusions and recommendations. The research highlighted the importance of the formation and articulation of a vision of the place of Web 2.0 in schools. Having this vision can lead to an improved understanding amongst teachers of curriculum frameworks for teaching and learning with Web 2.0. The promotion of a collegial and collaborative environment amongst teachers was found to be important in enabling them to improve their practice.;This collaboration includes the cultivation of on-line personal learning networks for teachers. Teachers' effective use of Web 2.0 was found to depend largely on a pedagogical focus to foster higher order thinking, individualised learning and information literacy in students. The research involved an exploration of the effectiveness of senior leaders and teachers in leading whole school change in promoting the effective use of Web 2.0 to enhance teaching and learning. Recommendations based on these findings have been made for professional learning leaders, curriculum leaders, school leadership teams and systemic authorities. The research findings have implications for further research into improvements in effective teaching practice with Web 2.0 to enhance learning. More research is needed to investigate personal learning networks for students and teachers, semantic aware applications, the re-definition of the mission of schools in this digital age and drivers for sustainable technological change in schools.
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Moore, Peter Joseph, and n/a. "Two school-based evaluations at a Catholic high school in the ACT a review." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061019.091214.
Full textAbstract:
The completion of two school-based evaluation reports at a
Catholic High School in the ACT highlighted the need for
support structures both for evaluating staff and for the
management of an evaluation report. The writer (a school
principal) felt a need to review school-based evaluations
in a more professional manner, and to ensure that
evaluations were managed with greater support for the staff
involved.
In the absence of known Australian checklists, designed to
review school-based evaluations, two recognised evaluation
checklists, those of Russell and Maling-Keepes, are tested
as instruments of review, by applying them to the two
school evaluation reports. Four evaluation reviews are
documented, in all. The main purposes of this research
were:
(1) to determine the merits of the completed evaluations by
applying the checklists of Russell and Maling-Keepes,
(2) to test the relevance of the evaluation checklists of
Russell and Maling-Keepes as instruments of review at
the school level,
(3) in the light of this research, to be in a better
position to recommend
a) a suitable review method for use by Catholic
School Principals,
b) support structures, both at a system level and a
school level, to assist the development of
school-based evaluations.
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Beaumier, Casey Christopher. "For Richer, For Poorer: Jesuit Secondary Education in America and the Challenge of Elitism." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104064.
Full textAbstract:
Thesis advisor: James O'TooleIn the 1960s American Jesuit secondary school administrators struggled to resolve a profound tension within their institutions. The religious order's traditional educational aim dating back to the 1500s emphasized influence through contact with "important and public persons" in order that the Jesuits might in turn help direct cultures around the world to a more universal good. This historical foundation clashed sharply with what was emerging as the Jesuits' new emphasis on a preferential option for the poor. This dissertation argues that the greater cultural and religious changes of the 1960s posed a fundamental challenge to Catholic elite education in the United States. The competing visions of the Jesuits produced a crisis of identity, causing some Jesuit high schools either to collapse or reinvent themselves in the debate over whether Jesuit schools were for richer or for poorer Americans. The dissertation examines briefly the historical process that led to this crisis of identity, beginning with the contribution of Jesuit education to the Americanization of massive numbers of first and second-generation immigrant Catholics as they adjusted to life in America in the first half of the twentieth century. As Catholics adapted, increasingly sophisticated American Jesuit schools became instrumental in the formation of a Catholic elite, and many of the institutions found themselves among elite American schools. This elite identity was disrupted by two factors: the cultural volatility of the 1960s and the Jesuits' election of a new leader, Pedro Arrupe. While some Jesuit educators embraced Arrupe's preferential option for the poor, others feared it would undercut the traditional approach of outreach to the elite. Through a case study of one Jesuit boarding school, the dissertation seeks to expand our understanding of the impact of 1960s social change into the less-explored realms of religion and education
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: History
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Downey, Michael John. "Experiences of teachers' daily work which nourish and sustain the spirituality of lay teachers in Catholic high schools." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/07b01d13f59fb122a30149bac8f230480d03c07a4174aff214fb6d3802f9bd79/644318/64850_downloaded_stream_75.pdf.
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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that 'formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers' daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, 'moments of grace' that nourished and sustain teachers' spirits. These experiences were identified as teachers' experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, 'adding more water to an already overfull cup' by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the 'moments of grace' that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and 'teach with authority'
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Stewart, Dalys A. "Principals' post-observation feedback and its influence on teacher professional growth at two Southern California Catholic high schools." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588574.
Full textAbstract:
The principal plays a key role in establishing a culture of collaboration and ongoing learning, and his/her actions related to effecting change are vital to the success of the school. A principal can contribute to the advancement of teacher expertise by engaging in specific behaviors. One such behavior is focused feedback, which leads teachers to reflect on their instructional routines. Given with intentionality, it is a powerful tool. Therein lies the motivation for this study.
The purpose of this qualitative, phenomenological study was to examine the practices in which principals engage during classroom post-observation feedback, and their effect on teacher professional growth. Seven teachers at 2 Southern California Catholic high schools were interviewed to capture their perceptions of the effect that principal feedback has had on their professional growth. Although much research has revolved around the impact that principals' actions have on the enhancement of teacher practice, very little research has focused on these effects from the perspective of the teacher. Capturing teachers' perceptions about the way their principals' actions impact their instructional practice may add to the existing body of knowledge in the field of education related to the way principals promote the use of effective practices at their schools. It may also shed light on the need for the teacher's voice to be heard and taken into consideration when making decisions on and implementing policies that are directly related to improving teacher practice.
Three main ideas emerged from a review of the existing literature: (a) there is a direct connection between the principal's actions and teachers' professional growth; (b) principal feedback produces lasting changes in instructional practice, especially when given immediately following the teaching; and (c) teachers are reflective practitioners seeking to improve their practice on an ongoing basis. Educational institutions may be able to utilize the findings of this study to inform their practice, and or to re-examine their policy on evaluation processes.
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Saker, Leslie G. "A study of 1st and 2nd year Catholic university students' perceptions of their senior religious education classes in Catholic schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/797.
Full textAbstract:
The primary purpose of this study was to investigate the perceptions of 1st and 2nd year university students of their years eleven and twelve religious education classes at a Catholic school. A secondary purpose was to understand students’ acceptance or non-acceptance of official Catholic Church doctrine/dogma and why. Four research questions were asked to direct the study. 1. Are Catholic schools in Western Australia carrying out the mandate for their existence, that is, the Catholic education of their students? 2. Did students perceive their religious education classes as aiding their religious development? 3. Are students accepting or rejecting important doctrinal teachings of the Catholic Church? If so, why is this the case? 4. How do students perceive their lived experience and the Catholic Church's teaching on morality? Catholic students who had spent their senior years (11 and 12) at a Catholic school, who had studied religious education and who are now 1st and 2nd year students in the School of Education at Edith Cowan University constituted the participants for this study. The study centred upon descriptive research using the interpretative paradigm with a variety of methods to build upon the descriptive approach. With the collection of data, there were two stages. Stage one of the study used the quantitative method of research, the questionnaire, which consisted of six constructs and 75 items administered to 133 1st and 2nd year university students. The analysis of the questionnaire allowed the researcher to prepare for stage two, the interview stage (qualitative research). This stage involved one-to-one interviews. The questions for the interview stage were developed from the analysis of the questionnaire data. To enhance the validity and reliability of the study triangulation of the data was undertaken
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Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.
Full textAbstract:
The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.
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DAVIS, PAUL WILLIAM. "A HISTORICAL STUDY OF AMERICAN CATHOLIC EDUCATION AND THE ORAL HISTORIES OF ARCHBISHOP ELDER HIGH SCHOOL TEACHERS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1083700873.
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Mention, Brittany LeVonne. "21st Century Segregation: An analysis of racial disparity in Midwest Ohio Parochial schools." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1533165949620468.
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Marquis, William P. "What schools contribute to education : a comparative study of Catholic and public high school students using a value-added approach." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1265297914.
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Davies, Michael, and res cand@acu edu au. "The Search for Success in a Charismatic Environment: senior teacher’s responses to high stakes testing in academically successful Christian Brothers’ schools." Australian Catholic University. Education (VIC), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp193.19032009.
Full textAbstract:
In Australia, traditionally a wide range of measures have been used to identify academically successful schools. The mix of these measures has varied from state to state. But recently, added to this mix, and perhaps becoming the most influential factor, has been the examination results of senior students. These have become far more available to the prospective parents and governing bodies. They are used to gauge the ranking of the school, and to whether parents can expect their children to gain entry into the more prestigious tertiary programs available. But these scores are also being used to rank staff, and in turn, the ‘quality’ of staff becomes yet another factor in identifying an academically successful school. In other words, the notion of high stakes testing is gaining wide spread use across all forms of schooling in Australia, including State, Independent and Catholic schools. This thesis is about teachers in academically successful Christian Brothers’ schools. It is an interpretive study that seeks to understand how these teachers respond to this form of assessment: high stakes testing. Their responses include emotional responses, how they change their teaching style and how they feel about teaching in Christian Brothers’ schools striving for academic success. In this research I interviewed teachers and administrators at three academically successful Christian Brothers’ schools in three different states in Australia. I developed three cases from these interviews and document searches, one drawn from each school, that indicate the range of issues that emerged, for them, as teachers in academically successful Christian Brothers’ schools. The specific use of high stakes testing was found to be very different in each of the schools. One school used high stakes testing as an accountability measure for staff, another used it as an accountability measure for students, and the third had no history of using high stakes testing. The study concludes that academic excellence can be achieved in Christian Brothers’ schools whilst remaining faithful to the ethos that underpins these schools: the Charism of Edmund Rice. Significant factors in the determination of the successful implementation of high stakes testing in these schools were found to be: the effect of senior management; influence of the media; the influence of culture; and changing culture and the nature of the schools. The thesis concludes with a blueprint for a hypothetical Christian Brothers’ school to follow that may lead to academic success.
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Jean-Louis, Lily-Claire Virginie. "An investigation of female leaders' perceptions of organisational culture and leadership in a Catholic High School." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003507.
Full textAbstract:
For the past thirty years, leadership theories have focused on the importance of the individual within the school organisation. The shared assumptions and beliefs of the individuals working in the same organisation shape the school’s organisational culture, and organisational culture is a salient factor which should be considered when understanding educational leadership. The focus of my study is to explore the relationship between organisational culture and leadership. In the same context, new approaches to the study of leadership have explored the issue of gender in leadership. Female leadership studies - the second focus of this study - seek not only to restore the place of the individual but also argue a place for women in educational leadership. Based in the interpretive paradigm, this is a case study of a Catholic all-girl secondary school called the Loreto Convent School of Pretoria. Historically, the Loreto schools have aimed at promoting and empowering girls’ education and female leadership. It was therefore an appropriate site in which to explore organisational culture and its relationship with leadership, particularly female leadership. I purposefully chose three of the school’s female leaders - the school’s principal, the High school Head of Department and the High school head girl - focusing on their perceptions and experiences of their leadership and the school’s culture. My research findings show that an understanding of the relationship between organisational culture and leadership cannot be complete without acknowledging the importance of the leader as an individual, with his/her personal background and values, taking into account gender as well as the multiple roles that the individual has in society. Furthermore, the ‘humane’ characteristic of educational leadership leads to an understanding that the leader is often confronted with conflicting situations where he/she is caught between personal/organisational values and the need to achieve the task. Finally, my findings show that contemporary leaders are now called upon to work and participate in the promotion of social justice in order to fight against society’s socio-economic inequality and improve the quality of education and life.
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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
Full textAbstract:
Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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De, Vera Jose Carlo. "Online Professional Development: Implications on Self-Efficacy Levels and Classroom Instruction for Teachers in a Catholic High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/181.
Full textAbstract:
Online professional development (online PD), the acquisition of new skills and knowledge related to the teaching profession via the Internet, is an emerging field for teachers. This mixedmethods research explored the impact of an online PD program on high school teachers’ selfefficacy levels, classroom instruction, and the role that school culture played on teachers accepting or rejecting the online PD. Within a social cognitive theory lens, this study helped frame teacher attitudes and adult learning in the context of school culture.
Phase 1 of this study used quantitative data from two surveys called PRE and POST, which were taken before and after the online PD program, respectively. Qualitative data were collected in Phase 2, using the International Society for Technology in Education Classroom Observation Tool (ICOT), participants’ journal reflections, and interviews. Findings indicated statistically significant changes in self-efficacy levels for eight of the 21 survey items and minimal changes in technology use during instruction. Furthermore, various aspects of school culture independently affected teachers’ inclination to accept or reject the online PD. Findings supported the concept of designing personalized professional development programs tailored to the individual’s specific learning styles, attitudes, and experiences of school culture.
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Boyle, Patricia. "Exploring Potential Connections between Philadelphia-Area Catholic High School Experiences and Graduates' Later Life Pathways| Are These Schools Helping to Shape Service-Oriented Citizens?" Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600942.
Full textAbstract:
As the continuous search for educational alternatives in Philadelphia intensifies, one only has to look at the current landscape, our surrounding communities, and fiscal pressures to appreciate the need for better alternatives to our public system. This study examines one such “alternative,” though long-standing education model, Philadelphia’s Catholic schools. Within these schools, perhaps we have leaders and a system that may be positioned to play an even greater role in providing a set of experiences that may impact the later life pathways of graduates, potentially predisposing them to community or civic service interests in their adult lives. I have completed an analysis of recollections of Catholic high school graduates across multiple graduation eras and collected insights from their narratives, to help illuminate those potential connection points. Further, unlike many previous longitudinal and correlational studies, in both Catholic and secular schools, I have conducted qualitative research to map earlier student experiences to current-day life practices and dispositions. Through surveys, one-on-one interviews and a focus group with graduates of Philadelphia’s area high schools, I am surfacing findings to determine if graduates are embracing certain values from their experiences and whether and how this may have helped shaped their civic and community interests years later.
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Holyk-Casey, Karen Elayne. "A Qualitative Study of Three Urban Catholic High Schools: Investigating Parent and Principal Expectations and Realizations of Parental Involvement and the Parent-School Relationship." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/242.
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This qualitative study investigated parents’ and principals’ expectations of their roles in the parent-school relationship and how they defined, encouraged, and realized parental involvement within an urban Catholic high school setting. Through pattern analysis and axial coding of the data collected from parents and principal interviews, documents, and observations at parent-school meetings and events, four patterns emerged: (a) the underlying child-centered mission, (b) the parents’ role in supporting the student, (c) the parent-school relationship created to support the student, and (d) the principals’ role in creating a trusting environment that promotes parental involvement. Further analysis was guided by the parental involvement frameworks of Epstein (2001) and Barton, Drake, Perez, St. Louis, and George (2004) and the Catholic school mission. The findings revealed that the child-centered goal guided the parents’ and principals’ expectations of shared responsibilities, although the parents varied in how they defined parental involvement activities. Parents expressed the importance of the school’s role in creating a caring and respectful environment that encouraged a strong parent-school relationship. The principals addressed the Catholic school mission and how they developed the school culture, climate, and environment to support that mission.
This study author concluded that Catholic schools have the opportunity to create strong parent-school relationships that encourage differentiated parental involvement. In addition, she concluded that the role of all schools is to provide a relationship built on trust and the knowledge that parental involvement requires consideration of the varied types of involvement and ways in which parents choose to mediate the types of parental involvement.
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Matthews, Nathan W., and n/a. ""He kura Maori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Maori Catholic education." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 2007. http://adt.otago.ac.nz./public/adt-NZDU20070921.134919.
Full textAbstract:
Church initiated and operated Maori secondary boarding schools have existed in Aotearoa in various forms since the arrival of the missionaries in the early 19th century. Since their inception, they have contributed significantly to the development of Maori society, particularly in the production of dynamic Maori leaders who have had a compelling influence on their communities, wider Maori society and in some instances on the nation state. This thesis will examine the Society of Mary�s establishment of Hato Paora College, Feilding, as an example of a Maori Catholic secondary boarding school.
The first part contains four general chapters that provide relevant background information to the establishment of Hato Paora. The first identifies key aspects of a Maori Catholic world view and Maori Catholicism. Chapter two traces the arrival, and subsequent development, of the Catholic Church in New Zealand as a mission to Maori. The next chapter looks more specifically at the history of the Society of Mary in New Zealand and the development of the Diocese of Wellington, particularly their Maori missions, under their authority. Finally, Chapter four chronicles the situation of Maori within the New Zealand education system since its inception.
Part two of this thesis contains eight chapters that present a detailed case study of Hato Paora. The exploration of the type of educational environment provided by Hato Paora College begins in Chapter six with the examination of its foundation. Chapters seven and eight look at the philosophies and administration of each of the six rectors. The two succeeding chapters describe the defining characteristics of the school, its Maori character and its Catholic character. Chapter eleven evaluates how this school has influenced the boys who attended, using interviews with a representative sampling of old boys. Chapter twelve concerns the relationships that the College early established with the Maori communities that it belongs to.
In the final chapter, a model will be presented as a plan for the future of the school. This philosophical model attempts to provide a guide for Hato Paora, using Kaupapa Maori theory as the basic framework, while still retaining the ideals and philosophies of the College�s Marist founders.
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Hong, Man-hoi Michael, and 康文海. "Staff development as perceived by a sample of Hong Kong Catholic secondary school teachers: implications forfuture staff development programmes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955666.
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Del, Cotto-Kaminski Laura Nancy. "How secondary schools promote themselves : the case of Catholic schools in Ontario." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=80185&T=F.
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Ryan, Regina Joseph. "Factors associated with decision making concerning Catholic high schools /." 2005. http://wwwlib.umi.com/dissertations/fullcit/3161611.
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Hung, Cheng-Ho, and 洪正和. "The Study on the Vision and Characters of Catholic High Schools in Taiwan." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/50215267065159492866.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
90
The purpose of this study is to investigate the vision and the characteristics of Catholic high schools in Taiwan. During the past 40 to 50 years, the church has established 34 senior and vocational schools in Taiwan. In the current period of rapid change in the educational environment, these schools have faced new challenges. Therefore, this study was conducted to understand the following issues, which include (1) the rationale and mission of the Catholic high schools establishment, (2) the reason that the Taiwanese parents spend comparatively higher tuition fees for their children to study in private schools, and (3) the effectiveness and performance in terms of specific management, teaching, student activities and strategies of Catholic high schools. This data used in this study was collected by both interview and survey through questionnaires, eight Senior principals were interviewed, one hunderd current principals from non-Catholic high schools, one hunderd and twenty Catholic high school teachers, and four hunderd current students’ parents from Catholic high schools were involved in filling questionnaires in order to gain their perception regarding the characteristics, specific strategies and effectiveness of Catholic high schools in Taiwan. The results point out: 1. Sources interviewees have described their thoughts on education and administration of Catholic high schools; the mission of education can defined as helping people to achieve the highest and most valuable state of mind or to enter a spiritual realm for the purpose of cultivating a well balanced body and mind. A balanced and well-rounded education goes through three phases which are wisdom, moral standard and interpersonal relationships; in other words, education is to shape moral integrity, and united body, mind and soul. In details, the principles of Catholic high schools are to integrate human body and mind, intelligence, characters, and the ability of getting along with others. The cultivation of students’ wisdom is aimed at developing their ability to make correct judgments and to simultaneously, introduce their own cultural heritage to enhance their standard of values, to prepare them for their professional life, and to make them charitable and sympathetic. 2. In terms of management strategies for Catholic high schools, interviewees believe that the management philosophy of missionary schools has always been focused on people, namely management with humanity, respect and care for both students and faculty, and stress on communication and interaction. Furthermore, the principle, practice, and outcome of missionary schools are discussed in detail to emphasize school characteristics. Features of missionary schools cannot be simply depicted within a single phase, but more deeply from the school mission and principle, through which the performance and reputation of Catholic high schools are constitted. 3. In terms of face obstacles and challenges, like other private schools, Catholic high schools also have to deal with national education policy, enrolment, and the rate of students entering higher education. Catholic high schools have their own particular problems such as inability to form collobarations with other schools, the selection of succeeding principals, conflict between teachers’ and parents’ value standards and the school principles. On the issue of education policy, the government has always favoured public schools and ignored private schools, so the development of private schools has been limited. In addition, due to the vast number of schools, many private schools have problems with enrolment and rate of students entering higher education, and have to face stiff competition from other schools. The education principles held by missionary schools are consistent, thus these schools plan to use their stability as a basis for future alliances with others schools. Education is a long term endeavor and cannot be evaluated by immediate results; instead, it should be reviewed comprehensively. The existence and development of schools are not only concerned for school workers, but are also important tasks faced by missionary groups and parishes in evaluating the organization competency and social position as well as defining its core value and activity.
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Blout, Daniel L. "Reflections on teaching in a Catholic high school a qualitative case study /." 2004. http://etd1.library.duq.edu/theses/available/etd-05112004-090807/.
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Gagne, Francine. "A descriptive study of the context, process, and content of staff development in Catholic secondary schools /." Diss., 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9935162.
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WENG, CHIEN-MING, and 翁健銘. "Utilization of Human Resources Management and Its Relationship to the Effectiveness of Catholic High Schools in Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/29193801461099857963.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
92
The purpose of this study is to examine the relationship between human resources management and effectiveness of Catholic high schools in Taiwan. Through investigating the differences between human resources management and environmental characteristics of several Catholic high schools, the present study tries to explore whether the effectiveness of the schools could be predicted by human resources management practices. The present study adopts questionnaire surveys method. The population of the study includes teachers and administrative staff from 20 schools, involving 540 participants which were randomly selected by the stratified sampling method. The total usable number of questionnaires returned is 384 with a rate of 71%, and the analyzable data reaches 67%. Data was analyzed by using the method of descriptive and inferential statistics, including mean and standard deviation, T-test, Person’s product-moment correlation, one-way ANOVA, and step-wise multiple regression. This study obtains several findings. First, human resources management theory is applicable to Catholic high schools in Taiwan. Second, in the practices of human resources management, Catholic high schools did the best in “recruiting and hiring”. However, they should put more efforts into “compensation systems”. In the effectiveness of the schools, “curriculum and instruction arrangement” gained the highest score among the scales, while the scores on “student behavior and learning” are the lowest. Third, there are significant differences between human resources management and effectiveness among school sizes. Fourth, human resources management is positively significant correlated with school effectiveness. That is, a variety of dimensions of human resources management could effectively predict school effectiveness. Finally, the study provides several suggestions. Catholic high schools in Taiwan need to enhance and provide more training and development opportunities for their faculty and staff. In addition, the schools should review their compensation systems to recruit as well as retain the best workers. To sum up, for Catholic high schools in Taiwan, it is necessary to establish appropriate human resources management systems so they can provide students a better quality of education.
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Downey, Michael John. "Experiences of teachers' daily work which nourish and sustain the spirituality of lay teachers in catholic high schools." 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006/index.html.
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Thesis (EdD) -- Australian Catholic University, 2006.Submitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 180-192. Also available in an electronic format via the internet.
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Jean-Louis, Lily-Claire Virginie. "An investigation of female leaders' perceptions of organisational culture and leadership in a Catholic High School /." 2004. http://eprints.ru.ac.za/169/.
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Chabongora, Bernadette Netsai. "Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools." Thesis, 2011. http://hdl.handle.net/10500/6105.
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The purpose of this thesis is to investigate opportunities to learn (OTL) algebra by grade
ten learners at three Catholic secondary schools in South Africa. Performance in
mathematics is poor and is a great cause for concern. Despite the government’s effort
to make education open and available to all, underperformance has continued among
the black majority who were previously marginalised in the former regime. This thesis
focuses on the OTL which are afforded learners who are given the chance to attend
classes.
This thesis met its aims through an extensive review of related literature and the
implementation of practical research. The latter was carried out through case studies
conducted in three schools where lessons were observed and interviews conducted
with the respective teachers. Literature on how OTL mathematics are created is lacking
in South Africa. Real OTL still needs to be created if the expected level of performance
is to be achieved.
The research produced a number of key findings: the learners were given the right to
attend class but were subjected to different OTL, learning to convert within and between
the different registers of representation of algebraic concepts is necessary to provide
learners with OTL, it is not enough for learners to master certain facts and procedures,
and learning is enhanced if the means to make the conversion necessary for concept
building is developed and the OTL provided. The teacher’s approach influences the way
OTL are realised and utilised by learners.
The main conclusion drawn from this research is that the OTL afforded the grade ten
learners were not the same and that different chances to make conversion within and
between registers of representation of algebra concepts were given. Giving the teachers
guidelines without expounding the meaning of specific terms such as ‘convert’ leaves
gaps in their practices and results in some learners receiving adequate OTL and others
not.
This research argues for a more involved capacity building programme for in-service
teachers to acquaint them with the expected learner-centred approaches to lesson
delivery as well as familiarise them with the terminology used in defining terms in the
syllabus.Educational Studies
D. Ed. (Curriculum Studies)