Journal articles on the topic 'Catholic school principals'
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Robey, Philip V., and Robert J. Helfenbein. "Perspectives of Urban School Principals From Nontraditional Contexts: A Study of Urban Public Charter and Private School Leaders." Education and Urban Society 50, no. 4 (June 22, 2017): 303–27. http://dx.doi.org/10.1177/0013124517713248.
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Principals from 76 urban public charter and private (Catholic) schools located in three midsized cities participated in a sequential explanatory investigation measuring perceptions of key elements related to school administration. Topics include students, selves, and elements related to the job of principal. Findings indicate that most principals view few administrative tasks as very challenging yet regard experience and skills as very important. Principals also perceive high level of authority over areas related to instruction. Comparisons by school type indicate close alignment of perspectives.
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Lee, Valerie E., Julia B. Smith, and Madalyn Cioci. "Teachers and Principals: Gender-Related Perceptions of Leadership and Power in Secondary Schools." Educational Evaluation and Policy Analysis 15, no. 2 (June 1993): 153–80. http://dx.doi.org/10.3102/01623737015002153.
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This study explores teachers’ perceptions of their own power at the personal, interpersonal, and organizational levels of their schools. It investigates how the interaction between principal and teacher gender affects high school teachers’ evaluations of the principal’s leadership, as well as how it influences subsequent evaluations of their own power. The study employs a sample of almost 9,000 teachers in over 300 public, Catholic, and private secondary schools from the Administrator and Teachers Survey of the High School and Beyond study. A strong pattern of results shows that while female teachers feel empowered when working in schools headed by female principals, male teachers consider themselves less powerful in those circumstances. The interaction between teachers’ and principals’ gender contributes to understanding the persistent underrepresentation of women in the high school principalship.
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Widyawati, Fransiska, and Yohanes S. Lon. "Politik Pendidikan Agama di Indonesia dan Pelaksanaannya di Salah Satu Kampus Katolik di Flores." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 6, no. 1 (March 7, 2020): 13. http://dx.doi.org/10.33394/jk.v6i1.2227.
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Religious education has been one of most controversial problems debated in the drafting of laws relation to education and religion in the history of Indonesia. Since the establishment of the nation, the position of religious education in school has been questioned. This debate arose in particular because many private schools organized by religious communities, institutions and foundations, especially the Christians/Catholics, only gave Christian/Catholic religious education to all the students, including to the Muslims. This research explores the social and political context of this issue and specifically looks at its practices in the contemporary era on one of the Catholic campuses in Flores. This study used a qualitative approach by combining text and context analysis. Specifically for field data obtained by in-depth interviews and FGDs on a number of Catholic school organizers, school principals, teachers and non-Catholic students who take part in Catholic religious studies. This study found that when the issue of religious instruction in schools was discussed, the debate should not only be directed at what religious lessons were given to students but rather on what religious lessons students should receive from any religion that could help students to be able to overcome the problems of society, nation and state specifically in the context of pluralism.
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Boyle, Michael J., Alicia Haller, and Erika Hunt. "The Leadership Challenge: Preparing and Developing Catholic School Principals." Journal of Catholic Education 19, no. 3 (May 17, 2016): 293–316. http://dx.doi.org/10.15365/joce.1903152016.
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Robertson, Deborah. "The servant: leadership role of Catholic high school principals." Journal of Educational Administration and History 46, no. 1 (January 2, 2014): 110–11. http://dx.doi.org/10.1080/00220620.2013.857446.
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Griffin, Maggie, and David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.
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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin
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Zalot, Jozef. "Transgender Policies and Catholic Schools." Ethics & Medics 44, no. 9 (2019): 3–4. http://dx.doi.org/10.5840/em201944913.
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Over the past few years The National Catholic Bioethics Center (NCBC) has received numerous inquiries from Catholic school principals and superintendents asking for guidance on how they can (1) respond to gender ideology in their schools and (2) address the particular challenges that arise when a student (or parent) announces that he or she is transgender. In the absence of specific, practical guidance on these issues from the US bishops or the Church universal, these administrators are confused and often at a loss for what they should—and should not—do. The NCBC reviewed various Catholic school policies concerning transgenderism to identify best practices. The following list is neither complete nor exhaustive. Instead it is presented as a guide or framework for other schools to use in drafting their own policies in response to this powerful, but erroneous, social trend.
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Spesia, David. "Forming Catholic School Principals as Leaders of the New Evangelization." Journal of Catholic Education 20, no. 1 (October 26, 2017): 244–65. http://dx.doi.org/10.15365/joce.2001112016.
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Frabutt, James M., and Gabrielle Speach. "Principals’ Perspectives on School Mental Health and Wellness in U.S. Catholic Elementary Schools." School Mental Health 4, no. 3 (June 17, 2012): 155–69. http://dx.doi.org/10.1007/s12310-012-9081-1.
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Magallanes, Vivian M., and Dexter Paul D. Dioso. "Leadership Style Practices of Principals and Organizational Commitment Profile of Employees of Dioceasan Catholic Schools." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 39–40. http://dx.doi.org/10.52006/main.v3i2.156.
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The principals play a vital role in the success of the schools. The leadership style practices of the principals can have a wedge on the commitment of employees. Keeping committed teachers is a challenge faced by educational leaders. Hence, the paper describes the extent of leadership style practices and employees' organizational commitment profile in Antique Diocesan Catholic Schools (ADCS) during the school year 2019-2020. Likewise, it explores the significant difference in principals' leadership style practices as perceived by the employees when grouped according to demographics. Also, it determines the relationship that exists in the extent of leadership style practices and organizational commitment profile of employees.
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O’Neill, Michael R., and Shane Glasson. "Revitalising professional learning for experienced principals: Energy versus ennui." Educational Management Administration & Leadership 47, no. 6 (May 10, 2018): 887–908. http://dx.doi.org/10.1177/1741143218764175.
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This article contributes to the limited body of literature pertaining to attempts by educational systems to satisfy the professional learning needs of experienced principals, defined as those with more than 10 years of experience in at least two schools. Specifically, this article illustrates the Catholic Education Office of Western Australia’s endeavour to create an innovative, integrated, cross-sectoral program to enhance the leadership capabilities and health and wellbeing outcomes of experienced principals from Catholic, Government and Independent schools in that state. The program comprised four integrated pillars: a 360-degree review of participant leadership capabilities followed by executive coaching to effect improvement; an executive health assessment and coaching with an exercise physiologist to enhance participant health and wellbeing outcomes; a theoretical program based on a nationally accepted standard for principals, developed by the Australian Institute for Teaching and School Leadership; and a group project transacted in a non-educational setting. The article begins with a synopsis of existing literature related to the professional learning needs of experienced principals and the few reported evaluations of programs designed to cater for the unique needs of this cohort. Participant feedback collected at the commencement of the program, its midpoint and conclusion are presented. The article concludes with recommended changes that could be implemented to enhance the efficacy of future program iterations.
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Dike, Daniel Dike, Lusila Parida, and Sirilus Sirhi. "Pola Kepemimpinan Kepala Sekolah dalam Penguatan Karakter di Sekolah Dasar, Kota Sintang-Kalimantan Barat." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 4, no. 1 (January 14, 2020): 1. http://dx.doi.org/10.26858/jkp.v4i1.10957.
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This study aims to describe the image of principal's leadership patterns in the formation of character values in elementary schools. The research design used a case study research at the Elementary School 07 Sintang, the Islamic Elementary School Sintang, and Elementary School Suluh Harapan Sintang. The subjects of the research used the area sampling method because of consideration of the special characteristics of the schools with reference schools, state Islamic schools and private Catholic schools. Data collection is done through observation, in-depth interviews and document studies. The selection of research subjects using the purposive sampling method. The subjects of these researches were 33 people’s consisting of three principals and 30 teachers. Data validity is done through the triangulation process. The results showed that the dominant leadership patterns in the three schools tended to be dominant in the instructional leader pattern. For the process of forming the students’ character to be more optimized, the principal must do a combination of leadership patterns. Transformative leadership patterns and cultural leadership must be cultivated in strengthening character by innovating strategic programs according to the conditions and abilities of the school. The character strengthening programs that are integrated into students' subjects and extracurricular for students must accommodate the six stages of the pyramid of habituation of character values.
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Perdana, Setio Qadrian. "Interaksi Sosial Keagamaan Antara Siswa Muslim Dan Siswa Katolik (Studi Kasus SD Slamet Riyadi Kebon Kangkung, Kota Bandung)." Religious: Jurnal Studi Agama-Agama dan Lintas Budaya 2, no. 2 (August 30, 2018): 149–61. http://dx.doi.org/10.15575/rjsalb.v2i2.3104.
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SD Ignatius Slamet Riyadi is a school under the auspices of the Foundation of the Holy Cross. Students in the school consist of Catholic, Christian, Buddhist and Islamic students. There are more Catholic students than Muslim students. Muslim students and non-Muslim students interact in the school environment. The purpose of this study to answer the problems are (1) How the religious life of Muslim students SD Slamet Riyadi? (2) How is the religious social behavior of different religious students in SD Slamaet Riyadi? (3) How is the friendship between Muslim student and SD Katama Slamaet Riyadi?The location of this research is SD Ignatius Slamet Riyadi Kebon Kangkung Bandung. Research subjects are Muslim students, while research sources consist of classroom teachers, principals and parents. Data collection techniques used are observation, interview and documentation. Data analysis is data reduction, data presentation and conclusion drawing or verification.The results showed that the form of interaction between Muslim students and Catholic students through discussions, extracurricular activities, breaks in the school cafeteria and competition in academic terms. Social behavior of Muslim students feel comfortable in interacting with classmates and friends in one school. The behavior of Muslim students who are polite and courteous enough to maintain good relationships. The religious life of Muslim students is strongly influenced by culture and learning in Catholic schools. One of the patterns of worship is to pray very much to imitate the catholic worship of praying with the use of hand symbols dikepal and Indonesian language.The conclusion that can be drawn from this research is: the form of interaction between students in SD Slamet Riyadi divided form on the interaction of friendship school, in class and at home with parents. Factors that affect the occurrence of interaction between Muslim students with Catholic students SD Slamet Riyadi is the education of tolerance and school culture are disciplined and comfortable to follow activities together. Education Tolerance is implemented through teacher dialogue both when learning activities. The existence of different religious students is acceptable in the majority Catholic environment, so Muslim students are well received. SD Slamet Riyadi too, has educated students from various religions, learning patterns and curriculum set making these students feel comfortable studying in Catholic schools.
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Thielking, Monica, and Shane R. Jimerson. "Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 211–23. http://dx.doi.org/10.1375/ajgc.16.2.211.
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AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.
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López, Alejandra Isabel Santana, and Natalia Hernández Mary. "Strategies for solidarity education at Catholic schools in Chile: Approximations and descriptions from the perspectives of school principals." Education, Citizenship and Social Justice 8, no. 1 (July 25, 2012): 3–16. http://dx.doi.org/10.1177/1746197912448707.
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Pontoh, Bernadette E., Henny N. Tambingon, Jeffry S. J. Lengkong, and Viktory Nicodemus Joufree Rotty. "Implementation of School Principal Entrepreneurship Leadership in the Covid-19 Pandemic Era at Karitas Catholic High School in Tomohon City." Asia Pacific Journal of Management and Education 4, no. 1 (March 20, 2021): 60–65. http://dx.doi.org/10.32535/apjme.v4i1.1050.
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The purpose of this study is to describe the implementation of entrepreneurial leadership during the Covid-19 pandemic at Karitas Catholic High School in Tomohon City, the supporting and inhibiting factors as well as the solutions for handling them. This research used a descriptive qualitative approach. The research subjects were five people consisting of a school principal and four vice principals. The data were collected from interviews, observation, and documentation studies. The data were analyzed by an interactive model. The findings indicate that entrepreneurial leadership was implemented through the principal role as an explorer, a miner, an accelerator, and an integrator. The supporting factors are teachers’ IT skills, government allowances, parents’ support and proactivity, online learning facilities, and entrepreneurial instincts of teachers and students. The inhibiting factors are the late payment of tuition fees, the uncertainty of parents' income, the late disbursement of the government's school operational assistance (BOS) funds and the foundation's compulsory funds, the complexity of the foundation's centralized system, and the lack of online learning facilities. The efforts to overcome the inhibiting factors are coordination with parents, overcoming arrears, recording the number of students without online learning facilities, and conducting offline learning for them. The results suggest continuing to implement entrepreneurial leadership more openly and creatively, increase the supporting factors, and minimize the inhibiting factors with various efforts.
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Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (September 9, 2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.
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PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.
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Boyle, Michael, and Claudia Hernandez. "An Investigation of the Attitudes of Catholic School Principals towards the Inclusion of Students with Disabilities." Journal of Catholic Education 20, no. 1 (October 26, 2017): 190–219. http://dx.doi.org/10.15365/joce.2001092016.
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Simoncini, Kym, and Michelle Lasen. "Support for quality delivery of outside school hours care: A case study." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 82–94. http://dx.doi.org/10.1177/183693911203700212.
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THERE HAS BEEN LITTLE research investigating Outside School Hours Care (OSHC) despite the growing demand for it in Australia. OSHC services can be managed by schools, Parents and Citizens' Associations, local councils, non-profit organisations or for-profit companies, and have varying levels of support available to them. This study investigates the different models of OSHC adopted by seven schools in a regional city in Queensland, with the aim of identifying elements that enhance quality of care. The schools—including two state, three Catholic and two independent—were all located in middle-to-high socioeconomic status (SES) suburbs in a small geographical area. In all seven, the OSHC services were on school premises. Data collection methods included interviews with principals, OSHC coordinators and area coordinators, as well as researcher observations. Quality Profiles awarded by the National Childcare Accreditation Council (NCAC) and themes emerging from an interview with the director of the Queensland Network of Children's Activities (QCAN) were used for triangulation and validation of results. Findings suggest that models of OSHC that provide coordinators with additional levels of support are more likely to deliver quality care to children. While support from the principal is important, that from outside the school in the form of area coordinators is vital in providing assistance with accreditation, professional development and networking. One key recommendation for services managed by Parents and Citizens' Associations is the additional support of an area coordinator.
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Spesia, David. "Nurturing a Heart for the New Evangelization: A National Study of Catholic Elementary School Principals in the U.S." Journal of Catholic Education 20, no. 1 (October 26, 2017): 266–90. http://dx.doi.org/10.15365/joce.2001122016.
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Fernando, Sr Mary, Kennedy D Gunawardana, and Y. K. Banda. "Assisted Christian Schools Governance, Practices, Boards Commitments and Performance Measures in Sri Lanka." International Business Research 11, no. 8 (July 19, 2018): 97. http://dx.doi.org/10.5539/ibr.v11n8p97.
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Education has been playing the most important pivoting role in the development of human civilization in the present. Hence, education is inseparable and it is imperative to cater to the present needs of the society and prepare the society for a better future. One of the most valuable gifts that the Catholic Church has contributed is the holistic approach in the education, as we need to compete for Knowledge and wisdom; true education is not only training the mind but also the heart leading to wisdom. However the overall performance of the holistic education system faced wide spread controversy and continuing concern about how schools are being managed and controlled has led to many studies on school performance. The purpose of the study is provided evidence from single or a few perspectives such as selected indicators and school governance principals. In addition, there are many inconsistencies in the finding across the world that shows no signal school governance model is appropriate for all schools, countries and economic environments. The study has considered the three different school governance practicess of board clear funtion, sustainable policy, and board charter in capturing the effect of board governance on school performance. In addition, to elucidate school performance is dealing with board governance; the study used four perspective of balance score card as a determinant of school performance. The estimation results suggested that the board clear function, sustainable policy and board charter had significant positive driving forces on school performance.
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Malaikosa, Yes Matheos Lasarus. "STRATEGI KEPALA SEKOLAH DALAM MENGIMPLEMENTASIKAN MANAJEMEN BERBASIS SEKOLAH UNTUK MENINGKATKAN MUTU SEKOLAH." Idaarah: Jurnal Manajemen Pendidikan 5, no. 1 (April 13, 2021): 1. http://dx.doi.org/10.24252/idaarah.v5i1.20270.
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Abstract: Principal Strategies in Implementing School Based Management to Improve School Quality This study aims to obtain an overview of the principal's strategy in implementing school-based management to improve school quality. Education has a strategic role in preparing the quality of human resources to respond to the industrial revolution 4.0. This research uses a qualitative approach with a multi-case study design, the researcher tries to understand the meaning of events and interactions by involving the principal, teachers, students, school staff, as well as the business world and the industrial world, so that researchers can understand the concepts and strategies related to the principal's strategy in implementing school-based management to improve school quality. The findings of the study show that school principals are able to implement SBM to improve the quality of education, by directly involving teachers, education staff, students, school committees, parents, alumni, stakeholders and the community to formulate a vision, mission, and objectives, as well as strategic targets for SMA Negeri 1 Kupang and Giovanni Catholic High School. Implementing SBM, the principal in an objective, transparent and accountable manner in conducting ongoing evaluations of short and long term programs, and always sending program implementation reports to all parties including stakeholders.Abstrak: Strategi Kepala Sekolah dalam Mengimplementasikan Manajemen Berbasis Sekolah untuk Meningkatkan Mutu Sekolah Penelitian ini bertujuan untuk memperoleh gambaran mengenai strategi kepala sekolah dalam mengimplementasikan manajemen berbasis sekolah untuk meningkatkan mutu sekolah. Pendidikan memiliki peran strategis untuk menyiapkan kualitas sumber daya manusia dalam merespon revolusi industri 4.0. Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi multikasus. Peneliti berusaha memahami makna peristiwa serta interaksi dengan melibatkan kepala sekolah, guru, peserta didik, staf sekolah, serta dunia usaha dan industri, sehingga peneliti dapat memahami konsep serta strategi kepala sekolah dalam mengimplementasikan manajemen berbasis sekolah untuk meningkatkan mutu sekolah. Temuan penelitian menunjukkan bahwa kepala sekolah mampu mengimplementasikan MBS dalam meningkatkan mutu pendidikan dengan melibatkan langsung guru, tenaga kependidikan, peserta didik, komite sekolah, orang tua, alumni, dan stakeholder serta masyarakat untuk merumuskan visi, misi, dan tujuan, serta sasaran strategis pada SMA Negeri 1 Kupang dan SMA Katolik Giovanni. Implementasi MBS yang dilakukan kepala sekolah secara objektif, transparan dan akuntabel dalam melakukan evaluasi secara berkelanjutan terhadap program jangka pendek dan jangka panjang, serta selalu mengirim laporan pelaksanaan program kepada semua pihak termasuk stakeholder.
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Polka, Walter, Peter Litchka, Rosina Mete, and Augustine Ayaga. "Catholic School Principals’ Decision-Making and Problem-Solving Practices During Times of Change and Uncertainty: A North American Analysis." Journal of Catholic Education 20, no. 1 (October 26, 2017): 220–43. http://dx.doi.org/10.15365/joce.2001102016.
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Coffey, Anne, and Shane Lavery. "Student leadership in the middle years: A matter of concern." Improving Schools 21, no. 2 (October 4, 2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.
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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.
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Bariroh, Siti. "Pendidikan Multikultural Upaya Membangun Keberagaman Inklusif di SMA Negeri 1 Bumiayu Kabupaten Brebes." International Conference of Moslem Society 1 (October 24, 2016): 197–206. http://dx.doi.org/10.24090/icms.2016.2417.
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The people of Indonesia are heterogeneous, in terms of religion or kepecayaan, culture, ethnicity, language and culture, because Indonesia is a country that Berbhineka Tunggal Ika, with a classification of social, cultural and excellence culture and geography, is one of the biggest advantages of a multicultural world , The roots of multicultural education, coming from intensive care to spread the views on the importance of the background of learners, both in terms of aspects of culture, ethnicity and religion. Educational attention in earnest background of learners is the forerunner for the emergence of multicultural education.
Multicultural education is composed of two terms, namely education and multicultural. Education means the development process and the attitude of a person or group of conduct in an attempt to mature through teaching, training, processes, and how to educate. Multicultural interpreted as cultural diversity, a variety of politeness. The concept of multicultural education in the journey widespread, especially countries that have ethnic diversity, rationalism, religion and culture like Indonesia.
SMA Negeri 1 Brits Brebes are public school students come from various backgrounds, ranging from the academic year 2011-2016 has been practicing multicultural education, given its students are not from the same religion, namely Islam, but there are also students who are non-Muslims are Catholic and Protestant, with an approach and interviews with parents guardians and students, they are welcomed, the provision of teaching of religious education non-Muslims, and runs well without any intimidation and discrimination, because the kids are already observed by the schools in following the teachings of his religion, although in the District brebes no teacher of Religious Education in addition to Islam, with the help of the church, can run smoothly, from planning, mobilization, organization and evaluation and control are done by the school, school committees and offices of National Education and Ministry of Religious Affairs Brebes Brebes.
In this research use, qualitative research methods, by presenting a wide range of anchovies in favor, with the data collection through: observation, interviews, and questionnaires to the school principal, school committees, teachers Muslims and non-Muslims, and elderly parents are Muslim and non-Muslims, as well as the students were Muslims and non-Muslims to Obtain valid the data, the number of students taking the population of parents and guardians are non-Muslims, principals, school committees and teachers partly that Muslims and non-Muslims.
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Pratidhina, Elisabeth, Kurniasari Kurniasari, Budijanto Untung, Herwinarso Herwinarso, Anthony Wijaya, Bergitta Dwi Anawati, Jane Koswojo, Johanes VD Wirjawan, and Sugimin Sugimin. "Pendampingan Eksperimen Fisika Bagi Siswa-Siswa SMA di Surabaya." Aksiologiya: Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (December 10, 2019): 78. http://dx.doi.org/10.30651/aks.v4i1.3069.
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ABSTRAK Fisika adalah ilmu yang sangat erat dengan kehidupan sehari-hari dan menjadi tonggak perkembangan teknologi. Oleh sebab itu, mata pelajaran fisika diberikan pada siswa-siswa Sekolah Menengah Atas (SMA). Pembelajaran Fisika harusnya menekankan pada pengalaman langsung untuk mengembangkan kompetensi agar siswa mampu memahami fenomena alam. Hal ini akan membantu siswa untuk memperoleh pemahaman yang lebih mendalam. Akan tetapi, banyak sekolah-sekolah di Indonesia tidak memiliki peralatan yang cukup memadai untuk menunjang pembelajaran eksperimen, termasuk beberapa SMA di daerah Surabaya dan sekitarnya. Program Studi Pendidikan Fisika sebagai institusi yang mencetak calon guru-guru fisika perlu memberikan andil dalam mengatasi keterbatasan yang dimiliki oleh SMA-SMA di Surabaya dan sekitarnya. Program Studi Pendidikan Fisika memiliki peralatan dan sumber daya manusia yang cukup memadahi sehingga memungkinkan untuk mengadakan program pengabdian masyarakat berupa Pendampingan Eksperimen Fisika untuk Siswa-Siswa SMA. Program ini telah terlaksana sejak September 2018 hingga April 2019 melibatkan 14 sekolah mitra dengan jumlah siswa yang berpartisipasi sebanyak 1259 siswa. Kegiatan ini mendapatkan respon yang baik dari pihak sekolah, guru fisika, dan para siswa. Melalui kegiatan ini, keterbatasan peralatan eksperimen di sekolah cukup teratasi. Para siswa juga antusias sebab dengan kegiatan eksperimen pembelajaran fisika menjadi lebih menarik.Kata Kunci: eksperimen fisika; pengabdian kepada masyarakat; sekolah menengah atas.ABSTRACT Physics is closely related to our daily life and becomes a fundamental subject for technology development. That is why physics is given to high school students. The physics learning process should emphasize direct experience to guide students in understanding phenomena in nature. The direct experiment will stimulate students to develop their in-depth knowledge. However, most schools in Indonesia, including in Surabaya, do not have adequate experiment apparatus to support that physics learning activity with experiments. Department of Physics Education, as an institute that educates pre-service physics teachers, should contribute to solving the limitation of some senior high schools in Surabaya. Department of Physics Education in Widya Mandala Catholic University has sufficient experiment facilities and human resources to conduct a community service program in the form of Physics Experiment Assistance for High School Students. The program has been conducted from September 2018 until April 2019. There are 14 schools attendinng this program, with 1259 students involved. This program gains positive responses from school principals, physics teachers, and students. Through this program, the limitation of several high schools in providing experiment facilities can be partially solved. Students who involve in this program are enthusiastic because, through experiments, physics learning activity becomes more interesting. Keywords: community service; physics experiment; senior high school.
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刘, 光泰. "High Schools Principal Selection——A Case of Hsinchu City Catholic High School." Management Science and Engineering 03, no. 01 (2014): 16–21. http://dx.doi.org/10.12677/mse.2014.31003.
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Aurora Bernardo, Maria, Theo van der Nest, and Lyn Smith. "Conceptualising leadership for principals of Catholic schools in Aotearoa New Zealand." International Studies in Catholic Education 11, no. 1 (January 2, 2019): 80–95. http://dx.doi.org/10.1080/19422539.2018.1561135.
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DORMAN, JEFFREY P., and TONY D'ARBON. "Leadership Succession in New South Wales Catholic Schools: Identifying potential principals." Educational Studies 29, no. 2-3 (June 2003): 127–39. http://dx.doi.org/10.1080/03055690303281.
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Andreas, Siprianus. "SUPERVISI AKADEMIK DI SEKOLAH DASAR KATOLIK: UPAYA MENINGKATKAN KOMPETENSI PEDAGOGIK GURU DALAM PENYUSUNAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP)." Edum Journal 1, no. 2 (December 14, 2018): 95–105. http://dx.doi.org/10.31943/edumjournal.v1i2.480.
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The main purpose of this school is action research to help improve the competence of pedagogy teachers in Catholic Elementary School Magetlegar, in drawing up the plan of study that correspond to the standards of competence of each of the subjects to be-be a reference in the learning process so that the learners are able to achieve the minimum ketuntasan criterion. This type of research is Research conducted in Schools Action three stages, namely the preparation, implementation and evaluation and reflection, and performed at least in two cycles. See data acquisition results of research in the research activities of this school action, it can be concluded that the academic supervision conducted by the principal against the teachers, managed to enhance their pedagogic competence in putting together a Planning Study. Academic supervision conducted by the principal managed to increase the competence of pedagogy teachers in drawing up the planning of learning.
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Grygutis, Jakub. "MISSIO CANONICA AS A BASIS FOR EXISTING THE EMPLOMENT CONTRACT OF CATHOLIC CATHECHESIS." Roczniki Administracji i Prawa 1, no. XIX (June 30, 2019): 345–54. http://dx.doi.org/10.5604/01.3001.0013.3606.
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The subject of this article is description of the legal status of a Catholic catechesis related to entering and termination of his employment by principal of a public school. This article explains heterogeneous nature of this employment relationship and what role plays mission canonica in this matter. Moreover, the issue of termination an employment with a Catholic catechesis, who is no longer authorized by the Catholic Church to serve this function, is described along with relevant legal issues. Finally, de lege ferenda conclusions are drawn
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Collins, Jenny. "Creating spaces in a male domain: Sister Principals in Catholic schools, 1850–1974." Journal of Educational Administration and History 46, no. 1 (January 2, 2014): 74–92. http://dx.doi.org/10.1080/00220620.2014.855175.
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Gardiner, Anne. "Aboriginal Education – A Reality in the 1990s." Australian Journal of Indigenous Education 24, no. 2 (1996): 20–24. http://dx.doi.org/10.1017/s1326011100002428.
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My topic today is Aboriginal education – a reality in the 1990s. To be more specific, I should say Tiwi education is a reality in the 1990s. For it is in the Tiwi context that education has taken a giant step forward. This is because firstly we are working together to Aboriginalise the school – or rather to localise the school. Secondly, I have been challenged to ‘let go’, to move away from the dominant role as Principal (i.e. non-Aboriginal, non-Tiwi Principal). This challenge came as late as May 31 1995 from our present Assistant Director of Catholic Education.
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Beltramo, J. Luciano. "The Experiences of Teacher-Assistant Principals in Catholic Elementary Schools: Boundary Spanners and Player Managers." Journal of Catholic Education 18, no. 1 (September 30, 2014): 111–36. http://dx.doi.org/10.15365/joce.1801062014.
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Partington, Geoffrey. "Non-Indigenous Academic and Indigenous Autonomy." Australian Journal of Indigenous Education 28, no. 2 (2000): 15–18. http://dx.doi.org/10.1017/s1326011100001605.
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One of the many fascinating problems raised in recent issues of the Australian Journal of Indigenous Education (AJIE) is that of Indigenous autonomy in education. Although opinions differed about the extent to which Indigenous people currently exercise educational autonomy in various situations, there was wide agreement that there ought to be Indigenous control or ‘ownership’ of all knowledge relating to Indigenous life and culture, past and present. Sister Anne Gardner, then Principal of Murrupurtyanuwu Catholic School in NT, explained (1996: 20) how she decided to ‘let go, to move away from the dominant role as Principal’, in order that Indigenous persons could take control. She had been helped to this conclusion by reading Paulo Freire, Martin Buber and Hedley Beare, and, within the NT itself, ‘people of that educational calibre, such as Beth Graham, Sr Teresa Ward, Fran Murray, Stephen Harris, all pleading with us to allow education to be owned by Aboriginal people’. Sr Gardner held that ‘Aboriginal people never act as “leader”, a view shared by her designated Indigenous successor, Teresita Puruntayemeri, then Principal-in-Training of Murrupurtyanuwu Catholic School, who wrote (1996: 24-25) that ‘for a Tiwi peron it is too difficult to stand alone in leadership’. One way to share the burdens of leadership is, she suggests, to ‘perform different dances in the Milmaka ring, sometimes in pairs or in a group’.
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Gollar, C. Walker. "The Alleged Abduction of Milly McPherson and Catholic Recruitment of Presbyterian Girls." Church History 65, no. 4 (December 1996): 596–608. http://dx.doi.org/10.2307/3170388.
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When a Yankee named George Washington rode into the town of Lebanon in central Kentucky during the summer of 1834, most townspeople grew suspicious of what they called “his eastern ways.” Washington assumed control of the eight-year-old Presbyterian school for girls and soon made it his goal to monopolize education in the area. Finding that since 1828 the Catholic Sisters of Loretto ran Saint Augustine's Female Academy in the same town, Washington, according to one report, “did all in his power to bring odium upon” the rival institution. He even encouraged some sort of ill reports about the school's principal, Sister Ann Constantia Spalding, the daughter of prominent Catholic pioneers Henrietta and Richard Spalding. Within that first year, Washington challenged Sister Spalding to select a handful of her students to face a like number of his pupils in a debate so that the public might judge, as he wrote, which “is the best of the two [schools].” “‘Which is the best of the two,’” Spalding responded, [would have been more grammatically written ‘which is the better of the two.’” Having thus asserted herself, Spalding politely declined the invitation. Embarrassed by this exchange, Washington slipped out of town at the end of the academic year.
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Quinn, Mark G., William F. Suitmann, and John Elkins. "Exceptional students in Queensland catholic schools: Prevalence, priorities and future directions." Australasian Journal of Special Education 12, no. 1 (May 1988): 10–20. http://dx.doi.org/10.1017/s103001120002409x.
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A survey of the prevalence and needs of exceptional students was carried out in Queensland Catholic primary(n= 195) and secondary (n = 40) schools. Within the overall population surveyed 3.13% possessed disabilities, 3.83% behavioural difficulties, 4.19% advanced learning characteristics, and 12.80% learning difficulties. The survey indicated that support services fell short of the demand, particularly for students with behavioural difficulties and those considered to be advanced learners. The data obtained was of the same order as that found in other state, national and international studies. The majority of principals and teachers interviewed held positive attitudes towards integration. However, this was qualified by a strong press for additional professional support, inservice training, and resources to enable the necessary enhancement of the educational experiences being offered. The survey identified a continuing need for communication and cooperation with state and private agencies and the desirability of developing a system which marshalls the available resources, both regular and special, into an efficient and feasible service delivery operation.
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Neary, Aoife, and Mary Lou Rasmussen. "Marriage Equality Time: Entanglements of sexual progress and childhood innocence in Irish primary schools." Sexualities 23, no. 5-6 (August 6, 2019): 898–916. http://dx.doi.org/10.1177/1363460719861819.
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Ireland is a majority-Catholic country that has, in recent times, been held up as a model of sexual progress internationally. We employ the term Marriage Equality Time (MET) to signify the tensions related to temporality, sexuality and children that emerged as Marriage Equality (ME) was introduced in Ireland. Drawing on a study with six primary schools during the ME referendum, this article captures MET in its emergent state, exploring how parents, teachers and principals were processing what ME might mean for children and schools. This analysis of MET illustrates how it mediates imaginaries of childhood innocence, sexuality and the nation-state.
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Jorilla, Chona D., and Joel M. Bual. "Demographics as Variable in Assessing the Teaching Competence of Teachers in Catholic Schools." Philippine Social Science Journal 3, no. 2 (November 13, 2020): 33–34. http://dx.doi.org/10.52006/main.v3i2.145.
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Competent and quality teachers are the principal key of an excellent educational system, for they contribute to the integral formation of the learners. Their unique role in the teaching-learning process enables these children to maximize their potentials in becoming active and critical thinkers. Through this professional endeavor, they become stewards of knowledge not only for learners but also for the building and growth of the nation. Thus, for teachers to perform this mission, they must show high regard for professional standards and competence. However, most Catholic schools nowadays are confronted with the challenges of teaching competence due to the gradual migration of qualified educators to public institutions considering the demands of high remuneration and K-12 educational reform. In this sense, they resort to hiring new and unqualified teachers who compromise the continuity of quality Catholic teaching and learning. Hence, the paper assessed the level of teaching competence of Diocesan Catholic schools in Antique in the light of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development domains of Philippine Professional Standards for Teachers (PPST). Likewise, it sought to establish the relationship between teaching competence and their age, sex, employment status, and professional status.
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Wulogening, Hiyasintus Ile, and Agus Timan. "Implementasi Total Quality Management (TQM) dalam sistem manajemen perencanaan kepala sekolah." Jurnal Akuntabilitas Manajemen Pendidikan 8, no. 2 (September 28, 2020): 137–46. http://dx.doi.org/10.21831/jamp.v8i2.31282.
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Tujuan penelitian ini adalah menganalisis implementasi Total Quality Management (TQM) dalam sistem manajemen perencanaan kepala sekolah pada SMA Swasta Katolik. Penelitian ini menggunakan rancangan pendekatan kualitatif. Teknik pengumpulan data menggunakan teknik observasi, wawancara, dan studi dokumenter. Teknik analisis data yang digunakan meliputi reduksi data, penyajan data, menarik kesimpulan atau verifikasi data dan pengecekan keabsahan data menggunakan teknik triangulasi data. Temuan menunjukkan bahwa: 1.) Perencanaan program sekolah yang meliputi perumusan visi, misi, dan tujuan sekolah serta rencana kerja sekolah yang terdiri atas 12 program sudah dilaksanakan; 2.) Rencana kerja bidang pendidikan telah disusun sesuai tupoksi dan kewajiban tenaga pendidik dan tenaga kependidikan seperti tertera dalam dokumen pedoman sekolah dan struktur organisasi sekolah yang telah diprogramkan; 3.) Kepala sekolah telah melakukan pengawasan dan evaluasi terhadap seluruh proses kegiatan sesuai program kerja sekolah dan telah menyusun dokumen rencana pengembangan sekolah; dan 4.) Kepala sekolah bersama staf dan dewan guru telah membangun sistem informasi manajemen guna mendukung pengimplementasian budaya mutu dalam seluruh aspek baik fisik maupun nonfisik. AbstractThis research aims to analyze the Total Quality Management (TQM) Implementation in The Principal Planning Management System at Catholic Privat High School. This research uses a qualitative approach design. Data collection techniques using observation techniques, interviews, and documentary studies. Data analysis techniques include data reduction, data intercepting, concluding/verifications, and data validity checking using data triangulation techniques. The findings show that: 1.) School program planning includes the formulation of the school and school work plan's vision, mission, and goals consisting of 12 programs that have been implemented; 2.) The work plan for the education sector has been prepared in accordance with the duties and responsibilities of teaching staff and education staff, as stated in the school guidelines document and school organization structure that has been programmed; 3.) The school principal has supervised and evaluated all the activities of activities according to the school work program and has compiled a school development plan document; and 4.) The principal with the school staff and the teachers have developed an information management system to support the implementation of culture quality in all aspects, both physical and non-physical.
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Vechi, Ariclê. "Examinai tudo e retende o que é bom: o manual “Fundamentos da Educação” de Amaral Fontoura." Cadernos de História da Educação 17, no. 1 (May 16, 2018): 51. http://dx.doi.org/10.14393/che-v17n1-2018-4.
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ResumoNas primeiras décadas do século XX, os educadores brasileiros se apropriaram de um conjunto de ideias de renovação educacional que convencionamos chamar de Escola Nova. As ideias “escolanovistas”, permeadas por diferentes vertentes de pensamento, nortearam as reformas educacionais e as práticas educativas até os anos 1960. Nesse programa de reformas educacionais, a publicação de livros foi uma das principais estratégias para divulgar valores e conhecimentos destinados a conformar a prática docente. A partir de meados dos anos 1940 houve uma renovação das preocupações com os aspectos teórico e metodológico da formação de professores, sendo que os manuais pedagógicos assumiram a função de guia para o professor. Alguns de seus autores eram “escolanovistas”, de vertente católica, como Amaral Fontoura, autor do manual Fundamentos da Educação, a primeira obra da Coleção Biblioteca Didática Brasileira assinada por ele e que teve grande aceitação nas Escolas Normais do país.Palavras-chave: Manuais Pedagógicos. Formação de Professores. Escola Nova. Pensamento Católico. AbstractIn the first decades of the XX century, the Brazilian educators seized a collection of ideas for themselves concerning educational renovation, which we have agreed to call New School. The ideas inspired by this New School, that is to say, the “escolanovistas” ideas, permeated by different strands of thought, have leaded the educational reform and the educational practice up to the 60s. In this reform programme, the publication of books was one of the main strategies to disclose values and knowledge aiming at complying with the teaching practice. From the middle of the 40s onwards, there was a renovation of the worries with the theoretical and practical aspects related to teachers’formation, having the pedagogical manuals undertaken the function of guide to the teacher. Some of their authors were “escolanovistas”, who belonged to the catholic group, such as Amaral Fontoura, author of the manual entitled Education Principles (Fundamentos da Educação), the first book of the Brazilian Library Didactic Collection (Coleção Biblioteca Didática Brasileira), signed by this author, which had great acceptance in the Teacher’s Formation Schools in the country.Keywords: Pedagogical Manuals. Teacher´s formation. New School. Catholic Tougth.ResumenEn las primeras décadas del siglo XX, los educadores brasileños se apropiaron de un conjunto de ideas de renovación educacional que se acordó llamar Escuela Nueva. Las ideas de esa escuela, permeadas por distintas vertientes de pensamiento, direccionaban las reformas educacionales y las prácticas educativas hasta los años 60. En ese programa de reformas educacionales, la publicación de libros fue una de las principales estrategias para divulgar valores y conocimientos destinados a conformar la práctica docente. A partir de mediados de la década de 40 hubo una renovación de las preocupaciones con los aspectos teórico y metodológico de la formación de profesores, siendo que los manuales pedagógicos asumieron la función de guía para el profesor. Algunos de sus autores eran de la Escuela Nueva, de vertiente católica, como Amaral Fontoura, autor del Manual Fundamentos de la Educación, la primera obra de la Colección Biblioteca Didáctica Brasileña firmada por él y que tuvo gran aceptación en las Escuelas Normales del país.Palabras-clave: Manuales pedagógicos. Formación de Maestros. Escuela Nueva. Pensamento Católico.
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Merkys, Vytautas. "Bishop Motiejus Valančius, Catholic Universalism and Nationalism." Lithuanian Historical Studies 6, no. 1 (November 30, 2001): 69–88. http://dx.doi.org/10.30965/25386565-00601004.
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The biography of Valančius has been investigated quite extensively by a number of writers (Antanas Alekna, Kazimierz Gieczys, Vaclovas Biržiška, Juozapas Stakauskas, et al.). In 1999 the monograph Motiejus Valančius. Tarp katalikiškojo universalizmo ir tautiškumo was published by the author of this paper, too. In those works ample use was made of previously published and archival materials, therefore the present paper aims at presenting a kind of biographical essay only rarely touching upon concrete events in the life and activity of the Bishop. The Catholic Church, the historical Lithuanian nobility with its prestigious Polish language, the Russian administration (and the Orthodox Church) as a rival of that former Lithuanian political nation, and lastly, the Lithuanian people – these were the four principal factors, which shaped the pastoral and cultural activities of Valančius. In his dealings with the Russian administration he had to uphold the legality of the Church policy and at the same time not to reconcile with the persecution of the Catholic Church and the enforcement of the Orthodox faith. The Bishop was always concerned with promoting a harmonious relationship between universal Catholic values and the cultural values of the historic Lithuanian nation and the Lithuanian people. A distinctive feature of his activity was his attention to the Lithuanian peasantry, treated by him as a potential mainstay of the Catholic Church and as a constituent part of a modern democratic Lithuanian nation and society, without radically conflicting with the local estate society. This societal education of the Lithuanian peasantry was implemented through the temperance movement led by Valančius, through the establishment of schools, the expansion of the social function of the Lithuanian language, the preparation, publication and dissemination of historical, religious and didactic and original fiction writings. Having exhausted all legal possibilities, the Bishop engaged in clandestine widespread anti-governmental Catholic and national activities.
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Antoniuk, O. "THE AGREEMENT BETWEEN THE COMMUNIST POWER AND THE POLISH EPISCOPATE OF 1950." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 139 (2018): 5–10. http://dx.doi.org/10.17721/1728-2640.2018.139.17.
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The article explores the process of preparation and signing of the Agreement between the representatives of the government of Polish Republic (PR) and the Polish Episcopate during the first four months of 1950. The main focus is on the policy of communist power regarding the Catholic Church. The essence of this policy was to continue to exert pressure on the church in order to force it to sign an agreement on favorable conditions for the power. Repressive measures of the ruling regime are highlighted. The principal position of the Polish primate S. Vyshynsky concerning the negotiation process is established. The main provisions of the Agreement between the representatives of the government of PR and the Polish Episcopate are analyzed. The article gives an assessment of the results of the agreement by the party-state leadership of Poland, which has made from the Catholic Church its official recognition and some significant concessions. However, the authorities continued to declare their tolerance towards religion and pledged not to restrict church activities and teach religion in schools. The results of the signing the agreement for the Catholic Church in Poland, which received a temporary respite in confrontation with the authorities, are described. The agreement became a kind of shield for the church from the further aggression of party-state structures.
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M.T., Cherepania. "BOARDING INSTITUTIONS PRACTICE IN TRANSCARPATHIA DURING THE SECOND WORLD WAR." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 16–22. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-2.
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The history of boarding schools’ formation and development in Ukraine in general and in Transcarpathia in particular is an important source of pedagogical experience, the study, analysis and systematization of which will contribute to understanding of modern globalization in education and designing its future.Purpose is to fnd out the main trends in the boarding schools development and practice in Transcarpathia during the Second World War.Methods: bibliographical search is for the archival and library catalogs study, collections and descriptions; archival materials content analysis (orders government instructions); chronological is for determining the main trends in the boarding schools’ development and practice in Transcarpathia in 1939–1944.Results. Transcarpathian lands territorial subordination to Hungary in 1939 led to a change in the name of the region: instead of Subcarpathian Russia (during the period of Transcarpathian lands belong to the Czechoslovak Republic) Transcarpathian lands that returned to Hungary were called “Subcarpathia”. Childhood education and social protection were the the Podkarpackie Regent Commissioner’s responsibility, who appointed the principal of the Podkarpackie school district, and decisions on orphans and children deprived of parental care were the district orphanage courts’ responsibility. The Hungarian government organized a number of humanitarian actions in the returned territories through the involvement of government organizations “Hungarian for Hungarian” and the State League for the Protection of Children. With the beginning of hostilities, some boarding schools were subject to re-profiling: a separate structural unit of the Mukachevo State Orphanage “Orphanage for the crippled” was reorganized into the therapeutic department of the hospital in Mukachevo, and the educational building of the orphanage in Nad Sevlyush transferred to the use of the Hungarian army. The living and feeding conditions of pupils in boarding schools in Podkarpackie, and especially in orphanages (Greek-Catholic orphanage “Holy Family”) and family-type settlements have become more complicated. Constant changes in the pupils’ contingent, state orphanages employees’ places of work have led to late and incorrect payment of salaries to teachers and support staff of boarding schools.Conclusions. The boarding schools practice in Transcarpathia in the period 1939–1944 is characterized by the following trends: 1)boarding education curtailment in connection with the hostilities start, which reduced staffing and reduced the level of material and technical support of the educational process in boarding schools; 2)spreading the religious and public organizations influence (League for the Children’s Protection, “Levente”, “Hungarian for Hungarian”, etc.)Key words: boarding schools, orphanages, Transcarpathia, Hungary.
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M.T., Cherepania. "BOARDING INSTITUTIONS PRACTICE IN TRANSCARPATHIA DURING THE SECOND WORLD WAR." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 16–22. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-2.
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The history of boarding schools’ formation and development in Ukraine in general and in Transcarpathia in particular is an important source of pedagogical experience, the study, analysis and systematization of which will contribute to understanding of modern globalization in education and designing its future.Purpose is to fnd out the main trends in the boarding schools development and practice in Transcarpathia during the Second World War.Methods: bibliographical search is for the archival and library catalogs study, collections and descriptions; archival materials content analysis (orders government instructions); chronological is for determining the main trends in the boarding schools’ development and practice in Transcarpathia in 1939–1944.Results. Transcarpathian lands territorial subordination to Hungary in 1939 led to a change in the name of the region: instead of Subcarpathian Russia (during the period of Transcarpathian lands belong to the Czechoslovak Republic) Transcarpathian lands that returned to Hungary were called “Subcarpathia”. Childhood education and social protection were the the Podkarpackie Regent Commissioner’s responsibility, who appointed the principal of the Podkarpackie school district, and decisions on orphans and children deprived of parental care were the district orphanage courts’ responsibility. The Hungarian government organized a number of humanitarian actions in the returned territories through the involvement of government organizations “Hungarian for Hungarian” and the State League for the Protection of Children. With the beginning of hostilities, some boarding schools were subject to re-profiling: a separate structural unit of the Mukachevo State Orphanage “Orphanage for the crippled” was reorganized into the therapeutic department of the hospital in Mukachevo, and the educational building of the orphanage in Nad Sevlyush transferred to the use of the Hungarian army. The living and feeding conditions of pupils in boarding schools in Podkarpackie, and especially in orphanages (Greek-Catholic orphanage “Holy Family”) and family-type settlements have become more complicated. Constant changes in the pupils’ contingent, state orphanages employees’ places of work have led to late and incorrect payment of salaries to teachers and support staff of boarding schools.Conclusions. The boarding schools practice in Transcarpathia in the period 1939–1944 is characterized by the following trends: 1)boarding education curtailment in connection with the hostilities start, which reduced staffing and reduced the level of material and technical support of the educational process in boarding schools; 2)spreading the religious and public organizations influence (League for the Children’s Protection, “Levente”, “Hungarian for Hungarian”, etc.)Key words: boarding schools, orphanages, Transcarpathia, Hungary.
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Ronoh, Thomas Kipkorir, and Anthony K. Sang. "Contribution of Early Missionaries to the Expansion and Management of Education in Colonial Kericho, Kenya, 1901-1962." World Journal of Social Science Research 4, no. 1 (February 13, 2017): 82. http://dx.doi.org/10.22158/wjssr.v4n1p82.
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<p><em>The paper critically analyzed the contribution of the early missionaries to the expansion and management of education in colonial Kericho of Kenya. Arguably, it extensively utilized structural functionalism and dialectical materialism theories as organizing frameworks as well as guided the conceptualization of data analysis and interpretation. As aptly articulated in this paper, </em><em>the close association of Christianity and education among the local Kipsigis of Kericho cannot be overemphasized, for it was through the innumerable schools established by both Protestant and Roman Catholic missionaries that many Kipsigis came into contact with Christianity. In fact, school was the church in many parts of Kipsigis. The Christian missionaries therefore saw the school as a key institution, being the most reliable means for membership recruitment and for creating self-perpetuating congregations whose members would ensure the survival of Christianity. Education and evangelization were so closely linked that for, many parts of Kipsigis, the pitching of the missionary tent was synonymous with the establishment of a school. Among the inhabitants of Kericho, as elsewhere in Kenya, the missionaries preceded the administrators and settlers. Education was the inevitable concomitant of Christian proselytisation, since the ability to read the Bible was fundamental. But from the onset, it had been recognized that the principal actor in conversion would have to be the locals themselves. The missionary education was thus intended to prepare the locals in Christian dogma and to ensure that the students observed proper Christian principles. The education also aimed at discouraging the extended family system, encouraging individualism, abolishing polygamy and more so female circumcision. The Christian missionaries had entered Kericho region with a purpose of preaching the Gospel of Christ, but when they realized that illiteracy among the local inhabitants especially the Kipsigis was a serious hindrance to their enterprise they picked up pen and book to spread Western education. This education was geared to serving their interests - basically evangelism. They achieved this by trying to reach out to the locals i.e. the Kipsigis through elementary schools in the villages. Largely, they taught elementary education aimed at producing cheap but literate manpower. On the other hand, the early converts saw education as a sure way of bridging the cultural gap between them and the Europeans who appeared to represent a superior type of human being and this synthesis found its fulfillment within the realm of dialectical materialism framework.</em><em></em></p>
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Chan, Kathryn. "Religious institutionalism: a feminist response." University of Toronto Law Journal 71, no. 4 (September 1, 2021): 443–79. http://dx.doi.org/10.3138/utlj-2020-0098.
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People who are committed to religious freedom are generally also committed to protecting the conditions for the cultivation of religious life. Because of the deep linkages between religious belief and practice and religious institutions, it can seem natural and straightforward to move from championing religious freedom to championing religious freedom for religious institutions themselves. Members of the Supreme Court of Canada indicated their readiness to make this move in a 2015 case involving a Catholic secondary school in Quebec. In this article, I challenge the idea that according religious institutions section 2(a) protection in their own right is either a natural or a straightforward consequence of a commitment to collective religious freedom. I describe the intellectual history and characteristics of religious institutionalism and summarize the claims of its principal Canadian proponent. I then outline several ways in which religious institutionalism clashes with our basic constitutional commitments. Finally, I develop several prongs of a feminist response to religious institutionalism. I highlight the normative character of questions about the constitutional status of religious institutions, the gendered nature of the relationship between religious institutions and individual rights-holders, and the organic and dynamic features of religious institutions. I argue that we must approach institutional religious freedom claims cautiously and resist any interpretation of section 2(a) that would entrench and shield from internal resistance a singular, institutional religious voice.
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Castro, César Augusto, Samuel Luis Velázquez Castellanos, and Josivan Costa Coelho. "INSPETORIA DA INSTRUÇÃO PÚBLICA E PROFISSÃO DOCENTE NO MARANHÃO IMPÉRIO." Cadernos de Pesquisa 22, no. 2 (August 31, 2015): 58. http://dx.doi.org/10.18764/2178-2229.v22.n2.p.58-73.
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Este trabalho centra-se na análise do papel da Inspetoria da Instrução Pública no Maranhão, principal órgãode regulação e controle do ensino nas escolas públicas e particulares, resgatando o processo de escolarização formuladopelos legisladores, focalizando as políticas públicas de controle e regulação sobre quem e o que era ensinado nasescolas. A partir do levantamento e análise da documentação oficial, formulada pelos funcionários provinciais foi possívelidentificar os diferentes níveis de instrução formal; as intencionalidades impostas na província; a percepção de umaeducação primária baseada na carência de materiais da cultura escolar, os vencimentos que obrigavam os docentesa terem outras ocupações e a falta de espaços apropriados para as aulas, a grande maioria, funcionando na casa dosprofessores. Fica claro, ainda, a necessidade de se estabelecer novas modalidades de controle ou cerceamento à circulaçãode ideias que, porventura, questionassem os pilares da sociedade cristã/católica, motivando uma reformulaçãodos modelos censores para procederem com maior eficácia um patrulhamento ideológico sob alguns indivíduos.Palavras-chave: Inspetoria Pública. Regulação do Ensino. Maranhão Imperial. INSPECTION OF PUBLIC INSTRUCTION AND TEACHING PROFESSION IN MARANHÃO EMPIREAbstract: This paper focuses on analyzing the role of the Inspectorate of Public Instruction in Maranhão, the mainorgan for the regulation and control of education in public and private schools, bringing out the schooling process formulatedby legislators, focusing on regulatory and control public policy about who and what was taught in schools. From thesurvey and analysis of official documentation, formulated by provincial officials, it was possible to identify different levelsof formal education; the intentionalities that occurred in the province of Maranhão; the perception of a primary educationbased on lack of material of the school culture, the salaries that forced teachers to have other occupations and the lack ofappropriate spaces for classes, the vast majority of teachers worked at home. It’s clear the need to establish new forms ofcontrol or restriction to the flow of ideas, which, perhaps, questions the pillars of the Christian / Catholic society, promptinga redesign of the censors models to proceed more effectively with an ideological patrol about some individuals.Keywords: Public Inspection. Regulation of Education. Maranhão Imperial Age. INSPECTORIA DE LA INSTRUCCIÓN PÚBLICA Y LA PROFESIÓN DOCENTE ENMARANHÃO IMPÉRIOResumen: Este trabajo se centra en el análisis del papel de la Inspectoría de la Instrucción Pública en Maranhão,principal órgano de regulación y control de la enseñanza en las escuelas públicas y particulares, rescatando el procesode escolarización formulado por los legisladores, con foco en las políticas públicas de control y de la regulación sobrequién y sobre qué, se enseñaba en las escuelas. A partir del levantamiento y del análisis de la documentación oficial,formulada por los funcionarios provinciales, fue posible identificar los diferentes niveles de instrucción formal; las intencionalidadesimpuestas en la provincia; la percepción de una educación primaria basada en la carencia de materiales dela cultura escolar, los salarios que obligaban a los docentes a tener otras ocupaciones y la falta de espacios apropiadospara las clases, la gran mayoría, funcionaba en la casa de los profesores. Queda evidente, aún, la necesidad de establecersenuevas modalidades de control o de regulación a la circulación de ideas que, pudieran cuestionar los pilares dela sociedad cristiana/católica, motivando una reformulación de los modelos censores, para que procediesen con mayoreficacia, a un patrullamiento ideológico sobre algunos individuos.Palabras clave: Instrucción Pública. Regulación de la Educación. Maranhão Imperial.
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Buchta, Roman, Wojciech Cichosz, and Anna Zellma. "Religious Education in Poland during the COVID-19 Pandemic from the Perspective of Religion Teachers of the Silesian Voivodeship." Religions 12, no. 8 (August 17, 2021): 650. http://dx.doi.org/10.3390/rel12080650.
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The COVID-19 pandemic has influenced all spheres of life. It has an impact on the education of children and youth. The authors’ research focused on religious education during the pandemic by the Roman Catholic Church in Poland in the Śląskie Voivodeship. The criterion for choosing the environment was dictated by demographic conditions. The Śląskie Voivodeship has the highest population density per square kilometer, which contributed to the largest number of virus infections. The principal purpose of the research was to gather religion teachers’ opinions concerning organization and implementation of the remote teaching of religion in the Silesian Voivodeship (Województwo Śląskie). So far, there has been no research conducted in the field of the abovementioned issues in the area chosen by the authors. The authors’ research, carried out from June to August 2020, covered 700 people, which accounts for 18.7% of the religious education teachers working in the Śląskie Voivodeship. The results of the authors’ own research allowed formulating a conclusion that the COVID-19 pandemic contributed to the development of modern information and communication competencies of all participants of religious education. Entities involved in this type of education recognized and used multiple opportunities offered by information and communication technologies, which can be seen in the respondents’ declarations describing various forms of their didactic and educational on-line work. The COVID-19 pandemic has motivated parents to become more involved in the religious education of younger school-age children. The surveyed religion teachers declared that, thanks to the activity and the help of their parents, the children systematically participated in religion lessons and carried out orders and educational tasks without major problems. Thus, indirectly, parents of children of a younger school age were covered by religious education and were subject to pedagogy. Nevertheless, as teachers have pointed out, the virtual world makes it impossible to form authentic interpersonal relationships. The research confirmed the thesis, according to which religious education carried out in distance learning limits the complete implementation of its objectives, since an upbringing in faith calls for community that necessitates direct contact between the pupil and the teacher.
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Chapman, Mark. "Anglo-Catholicism in West Wales: Lewis Gilbertson, Llangorwen And Elerch." Journal of Religious History, Literature and Culture 6, no. 1 (June 1, 2020): 71–95. http://dx.doi.org/10.16922/jrhlc.6.1.4.
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Lewis Gilbertson (1815–1896) was one of the most prominent Anglo-Catholic clergy of St David's' diocese. He became the first incumbent of the new church at Llangorwen just outside Aberystwyth, built by Matthew Davies Williams, eldest brother of the Tractarian poet Isaac Williams (1802–65). Gilbertson adopted ritualist practices and Tractarian theology, which later influenced the church he was to build in Elerch (also known as Bont Goch) where his father, William Cobb Gilbertson (1768–1854), had built his house in 1818. After a brief survey of the development of Tractarianism in Wales, the paper discusses the building of the church at Llangorwen, which had the first stone altar since the Reformation in the Diocese of St David's, before discussing Gibertson's ministry in the parish. From Llangorwen Gilbertson moved to Jesus College, Oxford where he served as vice-principal and where he became increasingly convinced of the need for a new church and parish for his home village. He had earlier built a National School in 1856 commissioning the well-known Gothic revival architect G. E. Street. For St Peter's church, completed in 1868, he turned to William Butterfield, who had built the Tractarian model church of All Saints', Margaret Street in London. Gilbertson, who appointed himself as first incumbent for a brief period, set the ritualist tone of the parish while at the same time ensuring regular Welsh-language services to attract villagers from what he called the 'broken shadow of practices of the primitive Church' of the Welsh Methodists. The paper concludes with a brief discussion of Gilbertson's later career before assessing the impact of Tractarianism in west Wales, especially the confident and idealistic vision of a return to the apostolic faith for all the people of Wales on which it was established.