Relevant bibliographies by topics / Catholic schools

Academic literature on the topic 'Catholic schools'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Catholic schools"

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Trivitt, Julie R., and Patrick J. Wolf. "School Choice and the Branding of Catholic Schools." Education Finance and Policy 6, no. 2 (April 2011): 202–45. http://dx.doi.org/10.1162/edfp_a_00032.

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How useful are “corporate brands” in markets? In theory, brands convey reliable information, providing consumers with shortcuts to time-consuming provider searches. We examine the usefulness of a corporate brand when parental school choice is expanded through K–12 tuition scholarships. Specifically, we evaluate whether Catholic schools carry an identifiable education brand (1) preferred even by non-Catholics, (2) for reasons connected to the brand, (3) signaling largely accurate information resulting in an enduring “match” of school characteristics to student needs, and (4) leading to exit from the program when a Catholic school fails to meet consumers' brand expectations. We test these hypotheses using attitudinal and behavioral data from a scholarship program in Washington, DC. The results largely confirm our hypotheses about the Catholic school brand being attractive, familiar, generally accurate, and, when not accurate, an instigator of programmatic attrition—results that speak to enduring policy issues involving school choice.
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Stern, Andrew. "Southern Harmony: Catholic-Protestant Relations in the Antebellum South." Religion and American Culture: A Journal of Interpretation 17, no. 2 (2007): 165–90. http://dx.doi.org/10.1525/rac.2007.17.2.165.

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AbstractThis essay seeks to recover the experiences of Catholics in the antebellum South by focusing on their relations with Protestants. It argues that, despite incidents of animosity, many southern Protestants accepted and supported Catholics, and Catholics integrated themselves into southern society while maintaining their distinct religious identity. Catholic–Protestant cooperation was most clear in the public spaces the two groups shared. Protestants funded Catholic churches, schools, and hospitals, while Catholics also contributed to Protestant causes. Beyond financial support, each group participated in the institutions created by the other. Catholics and Protestants worshipped in each other's churches, studied in each other's schools, and recovered or died in each other's hospitals. This essay explores a series of hypotheses for the cooperation. It argues that Protestants valued Catholic contributions to southern society; it contends that effective Catholic leaders demonstrated the compatibility of Catholicism and American ideals and institutions; and it examines Catholic attitudes towards slavery as a ground for religious harmony. Catholics proved themselves to be useful citizens, true Americans, and loyal Southerners, and their Protestant neighbors approvingly took note. Catholic–Protestant cooperation complicates the dominant historiographical view of interreligious animosity and offers a model of religious pluralism in an unexpected place and time.
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Cattaro, Gerald M. "Catholic Schools." Education and Urban Society 35, no. 1 (November 2002): 100–110. http://dx.doi.org/10.1177/001312402237216.

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Buckingham, Janet Epp. "Catholic Schools Can Be Catholic." Oxford Journal of Law and Religion 4, no. 2 (May 5, 2015): 308–12. http://dx.doi.org/10.1093/ojlr/rwv025.

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

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The Sacrament of Baptism and of Confirmation urge the faithful to participate in the mission of the Church. One of various realizations of the Church’s mission is running the Catholic Schools. In other words, all members of a Catholic school: teachers, employees, students, foundations or parents, are called and sent to be involved in the mission of the Church. One of the fruits of carrying out Church missionary duties in Catholic schools is baptism. In 2012-2016 the number of baptisms in the Catholic High Schools in the city of Madiun was 15 people. Starting from the above, several questions can be asked as the starting point of this research: 1) What is the Church’s mission? 2) What is the Church’s mission according to the Catholoc religious educators? 3) How do the Catholic religious educators implement the Church’s mission in the Catholic Senior High Schools in Madiun city? This study aims: describing the understanding of the Church’s mission, to analyze the understanding of Religious Educators on the Church’s mission and to analyze how the religious educators to realize the Church’s mission in the Catholic Senior High Schools in the Madiun city. To achieve these objectives, researcher used qualitative research methods with interview techniques. The respondents of this study were religious educators in four Catholic Senior High Schools in Madiun. The results of the study show that: 1) The Religious Educators know the understanding of the Church’s mission. 2) All faithful are responsible to participate in the Church’s mission. 3) The Religious Educators had to be responsible and to involve in the Church’s mission in Catholic Senior High Schools. 4) The Religious Educators had already done and implemented the Church’s mission in their schools. In fact, there were some difficulties come from extern or intern of the schools.
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Nyambe, Mwangala, and Kenneth Kapalu Muzata. "Secondary school teachers’ perceptions of Catholic school management in selected schools of Lusaka District." Eureka: Journal of Educational Research 1, no. 2 (February 7, 2023): 53–66. http://dx.doi.org/10.56773/ejer.v1i2.7.

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This paper presents the findings of a study conducted to assess Catholic and non-Catholic teachers’ perceptions of Catholic schools’ management in five selected Catholic secondary schools in Lusaka District of Zambia. The objectives of the study were to examine the experiences of teachers teaching in Catholic schools; to assess the teachers’ perceptions of their school management in the Catholic schools, to establish aspects that influence negative perception of teaching in a Catholic school, and to investigate how religious restrictions affected the morale of teachers teaching in Catholic schools. The study used a qualitative approach and semi-structured interviews to generate data. Purposive sampling was used to select 25 participants that included five school head teachers; one in each school, ten Catholic teachers and ten non-Catholic teachers; two in each school that participated in the study. Data analysis was thematic. Among the key findings were that Catholic schools were managed via a strict school management model. Further findings revealed that key management positions were seen to be a preserve for Catholic teachers, management in the schools was perceived to be conservative and mass was made compulsory. Based on the findings, the study recommended the need to make the attendance of Mass, devotion, and other religious activities optional especially for non-Catholic teachers in order to respect religious choice and further adoption of flexible styles of management and minimum supervision of teachers. Positions in school management should be available for all teachers and learners and be based on merit first before religious faith.
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Newman, Mark. "The Catholic Way: The Catholic Diocese of Dallas and Desegregation, 1945–1971." Journal of American Ethnic History 41, no. 3 (April 1, 2022): 5–36. http://dx.doi.org/10.5406/19364695.41.3.01.

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Abstract Neglected in the many studies of Dallas, Bishop Thomas K. Gorman and Catholic religious orders that staffed schools and churches in the Diocese of Dallas led the way in desegregation and achieved peaceful change ahead of secular institutions. Gorman and religious orders formulated, supported, and implemented desegregation policies without fanfare or publicity that might divide Catholics and arouse segregationist opposition from within and/or outside the Church's ranks. Black Catholics were far from quiescent and made important contributions to secular desegregation. In September 1955, two African American Catholics enrolled in Jesuit High, a boys’ school, making it the only desegregated school in Dallas. George Allen, the father of one of the boys, subsequently worked behind the scenes to negotiate desegregation of the city's buses and other public accommodations. Another African American lay Catholic, Clarence A. Laws, organized and led civil rights protests in the city as the National Association for the Advancement of Colored People's Southwest regional director. White sisters also contributed to racial change. Even before the US Supreme Court ruled public school segregation unconstitutional in Brown v. Board of Education in May 1954, the Sisters of St. Mary of Namur, without publicity, admitted African Americans to a white girls’ school, Our Lady of Victory, in Fort Worth, making it the first desegregated school in the city. However, residential segregation and white flight limited integration of Catholic schools and churches, and Catholic school desegregation largely involved the closure of black schools.
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McGrath, Michael. "The narrow road: Harry Midgley and Catholic schools in Northern Ireland." Irish Historical Studies 30, no. 119 (May 1997): 429–51. http://dx.doi.org/10.1017/s0021121400013249.

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The Ministry of Education was, and remains, the most important government department for the Catholic church in Northern Ireland. As Cormack, Gallagher and Osborne note, The Department of Education in Northern Ireland occupies a distinctive place in terms of the general relationships between the government and the Catholic community. Throughout the period since the creation of Northern Ireland, the most significant social institution over which the Catholic community has exercised control, principally through the Catholic church, has been the Catholic education system.The devolved government appeared to recognise Catholic educational interests by usually appointing as Minister of Education one of the more liberal figures within the Ulster Unionist Party such as Lord Londonderry, Lord Charlemont and Samuel Hall-Thompson. However, in the first week of 1950 Sir Basil Brooke ‘surprised everyone, and appalled Catholics’ by appointing Harry Midgley, an avowed opponent of the Catholic clergy and autonomous Catholic schools, as Northern Ireland’s sixth Minister of Education.
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Kurnia Saputra, Yohanes Chandra. "ESENSI PASTORAL SEKOLAH DALAM MEMBANGUN KOMUNITAS KRISTIANI DI SEKOLAH KATOLIK." JPAK: Jurnal Pendidikan Agama Katolik 23, no. 1 (February 6, 2023): 151–63. http://dx.doi.org/10.34150/jpak.v23i1.423.

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School pastoral is an activity that aims to develop, improve and foster the faithful life of Catholics in the school environment. So through the school pastoral, it is hoped that the Christian community in the school environment will really be realized. Christian community is a fellowship whose members believe in Jesus Christ and are able to realize the teachings of Jesus Christ in their lives. Writing this scientific article aims to answer several main questions related to the relationship between pastoral schools, Christian communities and Catholic schools, these questions include: What is the essence of school pastoralism in building Christian communities in Catholic schools? Is the pastoral essence of the school in line with the idea of ​​administering a Catholic school in accordance with the vision and mission of the Church? How is the division of tasks and responsibilities so that the pastoral school can run well? Based on the analysis and discussion, it can be concluded that school pastoral is an essential program that is really effective in efforts to build a Christian community in Catholic schools. In addition, looking at the pastoral goals of schools and the goals of Catholic schools, it can also be concluded that the pastoral essence of schools is also in line with the idea of ​​organizing Catholic schools in accordance with the vision and mission of the Church. In realizing a good and effective school pastoral, there needs to be cooperation between the school, parents of students and the Church. This concerns promotive tasks, facilitative tasks, and executive tasks.
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Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain." History of Education Quarterly 48, no. 3 (August 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.

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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.
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Dissertations / Theses on the topic "Catholic schools"

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Meyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.

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Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals. Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas. Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards. This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions. This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.
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Hawley, Irene Ann. "Perceptions of Catholic identity and the role of leadership in a parish elementary school: A case study." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104366.

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Thesis advisor: LAURI JOHNSON
This qualitative case study explored stakeholders' perceptions of Catholic identity in one suburban parish school in Massachusetts. Over a three-month period, data was collected from semi-structured interviews with the pastor, principal and five teachers, an online parent survey, document analysis, and observations of school events. Five major themes emerged from the data about Catholic identity: the role of service, the connection between the parish and the school community, the role of prayer and spiritual formation, the focus on academic excellence and its tension with inclusivity, and the principal-pastor relationship. All participants also voiced concerns about how the school's Catholic identity would be affected by the transfer of the pastor and the formation of a new parish collaborative. While the responses of participants reflected many of the characteristics of Catholic identity identified in the literature, service to others and the spiritual leadership of the principal were most closely identified with a strong Catholic identity. The presence of the pastor was also linked to Catholic identity, although participants desired more involvement of the pastor in the school. Finally, no one associated this Catholic school with the evangelizing arm of the Church. Recommendations for further research include the effect of the parish collaboratives on parish schools, the role of the Catholic school in the "New Evangelization," and the role of special education and service in Catholic identity
Thesis (EdD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Hollis, Lanny Keith. "Catholic Sschools and Student Academic Performance: Does the Urban Catholic School Experience Mitigate Ethnoracial Disparity?" Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.

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Connelly, Camryn. "Hiring Leaders in Catholic Schools." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638153.

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In the Archdiocese of Los Angeles, principals are often ill prepared for the demands of the job. According to Baxter (2012), every year in the Archdiocese approximately 30 principal vacancies are filled. Many of the Pastors who hire for these vacancies do not have an educational background, nor do they have much experience in hiring practices. With the increase of lay educators leading Catholic schools, not only are competent principals needed, but principals who can be Pastoral, educational, and managerial leaders (Manno, 1985). To increase the probability of hiring strong candidates for the principal vacancies in schools across the Archdiocese of Los Angeles, a hiring protocol is needed to standardize the process, while encouraging collaboration and input from multiple stakeholders. This case study implemented and evaluated a hiring protocol at one school site within the Archdiocese of Los Angeles. The protocol was designed to help Catholic schools hire qualified principals, and its development was guided by previous research on effective hiring procedures for such positions. The case-study data collected provides insight into the benefits and of using this specialized hiring protocol while also identifying potential changes to further strengthen the protocol. The results of the case study will be shared with the Department of Catholic Schools in the Archdiocese of Los Angeles to provide a framework for a principal hiring protocol that can be used at all school sites.

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Connelly, Camryn Marie. "Hiring Leaders in Catholic Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/198.

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In the Archdiocese of Los Angeles, principals are often ill prepared for the demands of the job. According to Baxter (2012), every year in the Archdiocese approximately 30 principal vacancies are filled. Many of the Pastors who hire for these vacancies do not have an educational background, nor do they have much experience in hiring practices. With the increase of lay educators leading Catholic schools, not only are competent principals needed, but principals who can be Pastoral, educational, and managerial leaders (Manno, 1985). To increase the probability of hiring strong candidates for the principal vacancies in schools across the Archdiocese of Los Angeles, a hiring protocol is needed to standardize the process, while encouraging collaboration and input from multiple stakeholders. This case study implemented and evaluated a hiring protocol at one school site within the Archdiocese of Los Angeles. The protocol was designed to help Catholic schools hire qualified principals, and its development was guided by previous research on effective hiring procedures for such positions. The case-study data collected provides insight into the benefits and of using this specialized hiring protocol while also identifying potential changes to further strengthen the protocol. The results of the case study will be shared with the Department of Catholic Schools in the Archdiocese of Los Angeles to provide a framework for a principal hiring protocol that can be used at all school sites.
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Hollis, Lanny K. "Catholic schools and student academic performance Does the urban catholic school experience mitigate ethnoracial disparity? /." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.

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Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on Mar. 11, 2010). Includes bibliographical references (p. 252-291). Available online via the OhioLINK ETD Center and also available in print.
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Slattery, Michael Joseph, and res cand@acu edu au. "The Role of the Catholic School Principal in the Face of Modern Day Challenges and Demands: Key behaviours, issues, perceptions, challenges and dilemmas facing Catholic school principals in the late 1990s." Australian Catholic University. School of Educational Leadership, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp216.04092009.

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In light of the challenges faced by post-modern principals, and the changes in the Catholic Church and in Catholic education, this study aimed to analyse and identify the work of the principal in a Catholic school in the late 1990s. This meant examining the perceptions of the principal's work as identified by principals themselves, and those key players who work with them in Catholic schools. The study identified the key behaviours of principals in Catholic schools, and the factors that tend to enhance or inhibit their work. In the initial phase of the research, the instrument used in the study was a self administered questionnaire that consisted of 123 key behaviours which respondents were asked to rate according to degree of importance. The second instrument used was a semi-structured interview with a sample of principals. This methodology was designed as a further check on reliability and validity of the questionnaire. It was apparent from this research that in the late 1990s, it was essential that the principal in a Catholic school be committed to creating an authentic Catholic school where a climate of care prevailed, and where respect and privacy for families was upheld. The principal must be committed to whole school philosophy, orientated toward servant leadership, and able to articulate and bring into practice the ethos of a Catholic school. As well, the study showed that it was crucial for the Catholic school principal to ensure appropriate staffing, and that an atmosphere of co-operation and communication existed within the school community. In developing policies that incorporated the ideals of the Vision Statement, the study suggests that the Catholic school principal ensured that excellence in all areas of human growth is treasured. Bearing in mind that each participating group indicated different priorities, support for the principal and the development of skills, is essential for their work to be effective in Catholic schools of the new millennium.
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Mellor, Graeme J., and res cand@acu edu au. "Reimagining the Catholic School: an exploration of principals’ responses to changing contexts of the contemporary catholic school." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp114.25102006.

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The focus of this research project was the changing perception amongst practising Catholic school principals of the nature and purpose of the contemporary Catholic school. This examination was set within the changing social, ecclesial and educational contexts within which the Catholic school has operated in the decades following the Second Vatican Council (1962–1965). The research which was conducted amongst principals in the Archdiocese of Brisbane, Australia, was focused by two research questions. These were:How do principals currently perceive the purpose of Catholic schools? How do they perceive Catholic schools changing? The review of the literature examined elements of the changing environment of the contemporary Catholic school. It also surveyed the ways in which that literature described the effects of changing social, ecclesial and educational contexts upon the sense of purpose amongst principals of Catholic schools. The demise of “inherited meanings” and the reconstruction or reimagining of a new meaning structure provided the conceptual template for the study. Since the study explores the perceptions of leaders concerning their schools in times of extensive and foundational contextual change, it involved an interpretive research design. An epistemological stance of constructionism was adopted because it acknowledges the impact which engagement with the research exerts upon participants’ construction of meaning. An interpretivist theoretical perspective served to structure the research in a manner that was congruent with the philosophical foundations of the research questions. The employment of the research orientation of symbolic interactionism was appropriate because it holds that meaning and interpretation of phenomena are to be understood by listening to the voices and perspectives of the participants within a given context. A case study approach was utilised in the execution of the research design which allowed for flexible, systematic and continuing data collection, analysis and participant feedback. Data were collected through the use of personal, open-ended questionnaire, semistructured interviews, critical review interviews, focus groups and independent review and were analysed using constant comparative method. The research led to the conclusion that in the contemporary Catholic school, a high priority is given to the offering of a holistic educational experience to students. This, in turn, is predicated upon an anthropology which adopts a more unitive rather than dualistic view of the human person. This represents a significant conceptual movement within the period under study. A greater emphasis is also placed upon the evangelising role the Catholic school, which, in turn, acknowledges the increasingly secular environment within which it operates. At the same time, there is a strong, expressed belief amongst its leaders that the contemporary Catholic school offers an experience of a redemptive community in which its members can find acceptance, inclusion and a sense of the spiritual dimension of life which transcends the status of affiliation with the institutional Church.
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McCreanor, Sheila J. "Ethnic identity in Catholic primary schools /." Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mm132.pdf.

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Cannon, Helen Mary, and res cand@acu edu au. "Redesigning the Principalship in Catholic Schools." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp76.09042006.

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The purpose of this research was to determine how the role of the principal in the Catholic school could be redesigned so that more quality applicants are prepared to seek principalship and principals already in the role could be retained. The catalyst for this study derived from the shortage of suitable applicants for the position of principal, a problem that exists not only in Australia, but also in many Western countries. An exploratory mixed method design was chosen for the study with the data gathering divided into two phases. The first phase was the qualitative phase during which the data were gathered using focus group interviews and analysed using QSR N6. The second phase was the quantitative phase, where the data were collected using a survey constructed from the data gathered and analysed in the first phase. This research project asked the question, how can the principalship be redesigned to attract more quality applicants to the role and retain incumbents already in the role? The research revealed that, to answer the question a fundamental rethinking of the principalship is necessary and that such momentous change requires nothing less than a paradigm shift. The new paradigm would be based on sharing leadership rather than on an hierarchical approach. It would have structures that are flexible and customised to the local needs of the school and school community. Learning would be central and a work/life balance would be essential, for all principals. The new paradigm would also offer enough flexibility to encourage women to both take up, and remain in, principalship. The findings from this research led to the development of nine propositions, which, it is suggested, should inform and influence the new paradigm of principalship. Together with the recommendations, they provide a scaffold and a guide to action for redesigning the principalship.
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Books on the topic "Catholic schools"

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Sander, William. Catholic Schools. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8.

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

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C, Stabile Carol, and National Catholic Educational Association. Dept. of Elementary Schools., eds. Ensuring Catholic identity in Catholic schools. Washington, D.C: Dept. of Elementary Schools, National Catholic Educational Association, 2000.

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Roberts, Suzanne. Catholic childhoods: Catholic elementary education in York, 1850-1914. York: Borthwick Pub., 2001.

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Cook, Timothy J. Architects of Catholic culture: Designing & building Catholic culture in Catholic schools. Washington, DC: National Catholic Educational Association, 2001.

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McElligott, Arlene F. The Catholic elementary school extension program. Washington, D.C: Published by the National Catholic Educational Association, 1986.

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Commission, Birmingham Diocesan schools. Your school: Guidelines for governors of catholic schools. [s.l.]: Birmingham Diocesan school Commission, 1987.

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Dosen, Anthony J., and Barbara S. Rieckhoff. Catholic school leadership. Charlotte, NC: Information Age Publishing, Inc., 2016.

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Fr, Flynn John A., ed. Effective funding of Catholic schools. Kansas City, MO: Sheed & Ward, 1988.

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J, Kealey Robert, and National Catholic Educational Association. Dept. of Elementary Schools., eds. Why small Catholic schools succeed. Washington, D.C: Department of Elementary Schools, National Catholic Educational Association, 1998.

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Book chapters on the topic "Catholic schools"

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Sander, William. "Catholic Schools and Public School Achievement." In Catholic Schools, 97–111. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_7.

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Manno, Bruno V., and Matthew R. Wilt. "Catholic Schools." In Information, Computer and Application Engineering, 83–129. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-7.

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Sander, William. "Catholic Religiosity and Catholic School Effects." In Catholic Schools, 23–37. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_3.

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Sander, William. "Introduction." In Catholic Schools, 1–12. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_1.

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Sander, William. "Catholic Schools, Health Habits, and Substance Abuse." In Catholic Schools, 133–36. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_10.

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Sander, William. "Conclusions." In Catholic Schools, 137–38. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_11.

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Sander, William. "Catholic Grade Schools and Academic Achievement." In Catholic Schools, 13–22. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_2.

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Sander, William. "Catholic Schools and Educational Attainment: Findings for Older Adults." In Catholic Schools, 39–52. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_4.

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

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

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Conference papers on the topic "Catholic schools"

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Adutwum, Collins. "Perceptions of Catholic School Superintendents on Same-Sex Issues in Catholic Schools: A National Study." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686341.

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Hollingsworth, Hilary, Jonathan Heard, Anthony Hockey, and Tegan Knuckey. "Reporting student progress: What might it look like?" In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_16.

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The Communicating Student Learning Progress review produced by ACER in 2019 set out recommendations for schools and systems to improve the way schools report on student learning, in particular learning progress. Two case study schools from Victoria – a Catholic primary school and government secondary school – discuss changes they’ve made to their student reporting processes, in response to the review’s recommendations. Further research is recommended into how schools are rethinking reporting to engage students and parents in monitoring learning growth.
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Rosen-Reynoso, Myra. "Models of Two-Way Bilingual Programs in Catholic Schools." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430824.

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Rosen-Reynoso, Myra. "Models of Two-Way Bilingual Education for Catholic Schools." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574500.

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Pogodzinski, Ben. "Organizational Effectiveness Across Catholic Schools in the Archdiocese of Detroit." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431561.

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Appleget, Carin. "Exploring the Latina/o Student Experience in Catholic High Schools." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893611.

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"Qualities of Servant Leaders among Catholic Schools: A Cross-sectional Analysis." In Jan. 29-30, 2019 Cebu (Philippines). Emirates Research Publishing, 2019. http://dx.doi.org/10.17758/erpub3.uh0119418.

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Scanlan, Martin. "Communities of Practice in Catholic Schools Fostering Pedagogies of Character Formation." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2103050.

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Kiel, Donna. "Truth and Justice: The Impact of Racial Justice Training in Catholic Schools." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2005626.

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Bleasdale, Jane. "Mixed Blessings: National Study of the Experience of LGBTQ Educators in Catholic Schools." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443641.

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Reports on the topic "Catholic schools"

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Card, David, Martin Dooley, and Abigail Payne. School Competition and Efficiency with Publicly Funded Catholic Schools. Cambridge, MA: National Bureau of Economic Research, July 2008. http://dx.doi.org/10.3386/w14176.

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Mocan, H. Naci, and Erdal Tekin. Catholic Schools and Bad Behavior: A Propensity Score Matching Analysis. Cambridge, MA: National Bureau of Economic Research, September 2002. http://dx.doi.org/10.3386/w9172.

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Altonji, Joseph, Todd Elder, and Christopher Taber. Selection on Observed and Unobserved Variables: Assessing the Effectiveness of Catholic Schools. Cambridge, MA: National Bureau of Economic Research, August 2000. http://dx.doi.org/10.3386/w7831.

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Figlio, David, and Jens Ludwig. Sex, Drugs, and Catholic Schools: Private Schooling and Non-Market Adolescent Behaviors. Cambridge, MA: National Bureau of Economic Research, November 2000. http://dx.doi.org/10.3386/w7990.

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Altonji, Joseph, Todd Elder, and Christopher Taber. An Evaluation of Instrumental Variable Strategies for Estimating the Effects of Catholic Schools. Cambridge, MA: National Bureau of Economic Research, December 2002. http://dx.doi.org/10.3386/w9358.

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Dynarski, Susan, Jonathan Gruber, and Danielle Li. Cheaper By the Dozen: Using Sibling Discounts at Catholic Schools to Estimate the Price Elasticity of Private School Attendance. Cambridge, MA: National Bureau of Economic Research, October 2009. http://dx.doi.org/10.3386/w15461.

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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.
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Mahat, Marian, Vivienne Awad, Christopher Bradbeer, Chengxin Guo, Wesley Imms, and Julia Morris. Furniture for Engagement. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124374.

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The aim of the study was to explore the impact of furniture and spatial settings on teachers and students. Drawing on a case study action research approach involving surveys, two primary schools (Frangipani and Jasmine Primary School) within the Sydney Catholic Schools were involved as case study sites. This report provides a summary of the findings of the impact of furniture and spatial settings on teacher efficacy, teacher mind frames, student learning and student engagement as well as perceptions of students on the furniture and spatial settings. In summary, teachers’ perceptions of their mind frames, student learning and engagement increased after the introduction of furniture in the prototype learning environment. For one teacher, the perception of their efficacy did not improve after the implementation of the prototype space and furniture. In terms of students’ perceptions of the furniture, a large proportion of students agreed that they enjoyed learning and are more motivated to learn because of the new furniture. At Jasmine Primary School, a fifth of students felt that they were not motivated to learn because of the new furniture. Further in-depth study is required to find out the underlying reasons for this. Key themes that emerged from the qualitative data on the furniture and spatial settings focus on characteristics of furniture that afforded comfort, improved concentration and auditory qualities, supported collaboration, and capacity for choice. These are important considerations to drive decisions in school designs and furniture purchases. The importance of good furniture in a learning space cannot be underestimated. New learning environments and furniture demand and create new possibilities for teacher practices and student learning. The findings of the study, whilst limited in its scale, provides three crucial considerations relating to the importance of prototyping, professional learning and longitudinal data. These carry ramifications for wider understanding and future research. Future inquiry in these three key areas can provide the much-needed evidence to support schools’ transition into new learning environments.
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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