Academic literature on the topic 'Catholic secondary college'
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Journal articles on the topic "Catholic secondary college"
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Maycock, Debra. "Preparation, Perceptions and Practice of Teachers in Pastoral Care at a Metropolitan Secondary Catholic College." Journal of Christian Education os-41, no. 3 (September 1998): 19–33. http://dx.doi.org/10.1177/002196579804100304.
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Karpiak, Christie P., James P. Buchanan, Megan Hosey, and Allison Smith. "University Students from Single-Sex and Coeducational High Schools: Differences In Majors and Attitudes at a Catholic University." Psychology of Women Quarterly 31, no. 3 (September 2007): 282–89. http://dx.doi.org/10.1111/j.1471-6402.2007.00371.x.
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We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions.
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Puszka, Alicja. "Sodalities of our Lady Existing in Kraków Secondary Schools in the 19th Century and in the Second Polish Republic." Roczniki Humanistyczne 66, no. 2 SELECTED PAPERS IN ENGLISH (October 23, 2019): 119–56. http://dx.doi.org/10.18290/rh.2018.66.2-7se.
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The Polish version of the article was published in “Roczniki Humanistyczne,” vol. 57 (2009), issue 2.
The Sodality of Our Lady is a Catholic religious association for young people founded in the Jesuit College in Rome in 1563 by Fr Jan Leunis. The most gifted and devout boys joined the Sodality in order to spread the cult of the Mother of God. Popes provided care for the vibrantly developing movement because of the great influence Sodalities of Our Lady had on the religious formation of young people. Jesuits established Marian congregations of students attending colleges in all Catholic countries, forming an international elite organization of lay Catholics. Sodalities thrived and they spread to all social estates in the 17th and the first half of the 18th century. Not only did school students belong to it, but also popes, kings, the gentry, clergy, townsfolk, craftsmen, military men and servants. The chief objective of the Sodality was to live by the motto “Per Mariam ad Jesum.” The development of the Sodality was halted by the dissolution of the Jesuit Order. In the middle of the 19th century the pronouncement of the dogma of the Immaculate Conception of the Holy Virgin, made by Pope Pious IX, opened a new era of the cult and a new period in the history of the Sodality.
In Poland, the first Marian congregation of school students was established in Braniewo in 1571. At the end of the 18th century, before the dissolution of the Jesuit Order, in Poland there were 66 colleges, seminaries and monastery schools, and there was always at least one congregation affiliated to each of the schools. At the end of the 19th century, school sodalities were revived in Galicia, i.e. in Tarnopol, Chyrów, Tarnów, and in a girls’ secondary school run by the Ursulines in Kraków. A dynamic development of Marian congregations of school students started after Poland regained independence in 1918. The centre of the sodalitarian movement for all the estates was Kraków. The movement gained solid foundations in the two powerful sodality unions of both secondary school boys and girls. Father Józef Winkowski established a sodality for boys, and Fr Józef Chrząszcz one for girls. Sodalities published their own magazines, organized conventions, pilgrimages to Jasna Góra (Częstochowa, Poland), and ran charity organizations. In the late 1930s, nearly seventeen thousand students of secondary schools throughout the country were members of school sodalities. At the dawn of the Second Polish Republic, the greatest number of school sodalities operated in Kraków. There were 11 boys’ sodalities in secondary state schools and one in a private school run by the Piarist Order, and 11 girls’ sodalities in state and private schools. The Sodality of Our Lady contributed to the religious revival in Poland. The development of this organization was halted by World War II. After the war, in the years 1945–1949, the operation of the Sodality of Our Lady was resumed in many centres. The liquidation of church organizations in 1949 stopped its work for good, and its members came to be persecuted by the Communist regime.
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Yoon, Jae-Ho, Ki Hyun Park, Seug Yun Yoon, GI June MIN, Sung-Soo Park, Young-Woo Jeon, Sung-Eun Lee, et al. "Natural-Killer Cell Cytotoxicity and Interleukin-2R As a Relevant Marker for Diagnosis of Secondary Hemophagocytic Lymphohistiocytosis in Adult Patients: The Results of Prospective Phase II Observational Study." Blood 132, Supplement 1 (November 29, 2018): 4939. http://dx.doi.org/10.1182/blood-2018-99-118537.
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Abstract Hematology, Catholic Hematology Hospital and Leukemia Research Institute, Seoul St. Mary's Hospital, College of Medicine, The Catholic University of Korea, Seoul, Korea, 2Department of Biomedical Science, College of Medicine, The Catholic University of Korea, Seoul, Korea, 3Department of Laboratory Medicine, Seoul St. Mary's Hospital, College of Medicine, The Catholic University of Korea, Seoul, Korea Background: Hemophagocytic lymphohistiocytosis (HLH) is a disease showing severe systemic inflammatory cascade which is life-threatening if not detected and treated appropriately. The diagnosis of HLH is confused due to other similar febrile diseases with cytopenia such as severe sepsis, autoimmune disease, and malignancies. Although decreased or absent natural-killer cell (NK) cytotoxicity is known as an important diagnostic parameter for pediatric HLH, the role for adult HLH is not elucidated well and also the significant level is not reported compared to other similar febrile diseases. Aim: We tried to identify the initial level of NK cytotoxicity in several febrile diseases and find out the role for diagnosis of HLH in adult patients in related with several cytokine levels. Methods: We prospectively enrolled 55 patients from 2015 to 2017. Adult patients older than 18 years with fever>38℃ presenting cytopenia in at least two lineages (neutrophil<1,000/㎕, platelet<100,000/㎕, Hemoglobin<9.0/dL) were firstly included. Patients with previously diagnosed hematological diseases were excluded. Diagnosis of HLH was based on HLH2004 criteria. Infection was managed according to the protocol and HLH-suspected patients were initially treated with 10mg/BSA of dexamethasone, and etoposide was considered if clinical improvement was not observed within 7 days after dexamethasone or immediately when the disease progression was observed. Patients other than HLH were treated with disease-specified therapies. NK cytotoxicity was calculated at diagnosis, 4 and 8 weeks after diagnosis by antibody-dependent Raji-cell cytotoxicity (ADCC) assay and K562-cell direct lysis using flow cytometry. Concomitantly, IL-2, IL-2R, IL-6, Interferon-gamma, TNF-alpha, and CXCR10 were calculated CD107a expression and NK-induced interferon gamma were also calculated at the same time point from diagnosis. Results: HLH was diagnosed in 37 patients caused by viral infection (n=11), malignancies (n=7), autoimmune diseases (n=5), bacterial infection (n=2), malaria (n=1), anaplasmosis (n=1) and unknown origin (n=10). Febrile diseases other than HLH (n=18) were diagnosed with hematological diseases (n=8), infectious mononucleosis (n=2), rheumatologic disease associated macrophage activation syndromes (n=6), and unknown origin (n=2). The results of both K562 lysis and ADCC assay was well correlated (correlation coefficient = 0.684, 95%CI 0.512-0.804, P<0.001) but ROC curve analysis revealed diagnostic power for HLH was greater in ADCC assay with the level of lower than 23.7% (AUC=0.781, P<0.001) which was also related with poor initial steroid response. Median ADCC level was significantly lower in HLH (21.6% vs. 33.5%, P=0.039) and in HLH with poor dexamethasone response (17.0% vs. 33.4%, P<0.001). Among the calculated cytokines, only IL-2R was significantly elevated in patients with HLH (2856 vs 1098 U/mL, P=0.006), especially in patients with poor steroid response. Conclusion: We identified that decreased NK cytotoxicity and elevated IL-2R are relevant diagnostic markers for diagnosis of secondary HLH also in adult patients. We also identified ADCC lower than 23.7% was predictable for severe HLH presenting poor treatment outcome. Disclosures Kim: BMS: Research Funding; Ilyang: Research Funding; Novartis: Research Funding; Pfizer: Research Funding. Lee:Alexion Pharmaceuticals, Inc.: Consultancy, Honoraria, Research Funding.
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Ekwonye, Angela U., and Verna DeLauer. "Exploring Individual and Interpersonal Level Factors Associated with Academic Success of College Students at a Women’s, Faith-based Higher Institution." Higher Education Studies 9, no. 1 (January 8, 2019): 86. http://dx.doi.org/10.5539/hes.v9n1p86.
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The present study investigated how spirituality, peer connections, and social integration relate to academic resiliency, academic self-efficacy, academic integration, and institutional commitment of college students who identify as female. A sample of 372 undergraduates (ages 18-26) at a Catholic University completed Mapworks survey containing institution-specific questions and spirituality items in Spring 2018. Pearson correlation was used to examine the bivariate relationships between the variables. Canonical correlation analysis (CCA) was conducted to determine if relationships exist among the predictor variables (spirituality, peer connections, social integration) and the criterion variables (academic resiliency, academic self-efficacy, academic integration, institutional commitment). Academic resiliency was the only contributor to the synthetic criterion variable. The contributions of academic self-efficacy, academic integration and institutional commitment to the synthetic criterion variable were very negligible. Social integration and peer connections were the primary contributors to the predictor synthetic variable, with a secondary contribution by spirituality. Social integration, peer connections, and spirituality were all positively related to academic resiliency. Simultaneously addressing the social and spiritual well-being of college students, particularly those who have self-selected to attend a women’s college, are crucial to promoting their academic success.
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Callahan, Cory, and Janie Hubbard. "Protest and prayer: the Jewish and Catholic presence at Selma." Social Studies Research and Practice 14, no. 2 (September 9, 2019): 238–54. http://dx.doi.org/10.1108/ssrp-02-2019-0008.
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Purpose The recent motion picture Selma infused fresh interest – and controversy – into the political and emotional peak of America’s modern Civil Rights Movement. Ava DuVernay, the film’s director, faced criticism for her exclusion of the Jewish presence from the movie’s portrayal of the March 21, 1965 Voting Rights March. The recent attention presents a teachable moment and new energy for thinking deeply about this pivotal event in America’s past. The paper aims to discuss these issues. Design/methodology/approach The authors provide valuable historical domain knowledge surrounding the 1965 Voting Rights March, present the requisite plans and curriculum resources for implementing wise-practice instructional strategies, and explore the rationale underpinning the inquiry-based activities. Findings The authors share innovative approaches, at the secondary and elementary levels, integrating historical domain knowledge with renewed interest in the 1965 Voting Rights March to create powerful teaching-and-learning experiences. The approaches are innovative because they contain dynamic curriculum materials and reflect wise-practice use of historical photographs within the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Practical implications The approaches shared here are centered around questioning, a key to student learning. The lessons feature the development of questions, both from teachers and students, as classes work collaboratively to interpret a potentially powerful historical photograph and use historical events to practice thinking deeply about important topics. Originality/value Social studies classrooms are ideal educational spaces to develop and practice the analytical skills and dispositions students need to meet the challenge of critiquing visual information that concerns complex public issues, such as the role of religion in society.
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Fenzel, L. Mickey, and Kathy Richardson. "Supporting Continued Academic Success, Resilience, and Agency of Boys in Urban Catholic Alternative Middle Schools." Journal of Catholic Education 22, no. 1 (May 28, 2019): 1–23. http://dx.doi.org/10.15365/joce.2201012019.
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The persistent inequalities in urban public education in the U. S. that have left far too many Black and Hispanic male students behind with respect to academic skill development, high school graduation, and college success have led Catholic groups to provide alternative secondary school models to advance the academic and career success of urban students. One of these initiatives is the NativityMiguel model school, the first of which opened in New York City in 1971. The present study examines the lived experience, with respect to benefits of this education on the subsequent academic and career successes, of male graduates of two of these schools, one for African American, or Black, students and one for Mexican American students in different parts of the country. Analyses of interviews with 37 graduates showed that they benefitted from the schools’ approach to academic skill development and the building of resilience, leadership, and a commitment to service in the context of a community that continued to support the development of resilience after middle school graduation. Differences in aspects of the two programs are examined along with the implications for making use of the schools’ initiatives on a larger scale.
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Janssenswillen, Paul, and Wil Meeus. "Het Sint-Hubertuscollege in Neerpelt: het eerste Vlaams college? Een micro-onderzoek over de vernederlandsing van het middelbaar onderwijs." WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 73, no. 1 (March 18, 2014): 7–33. http://dx.doi.org/10.21825/wt.v73i1.12172.
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De vernederlandsing van het middelbaar onderwijs in Vlaanderen was een moeizaam proces dat zich over een lange periode uitstrekte. De nu vijftig jaar oude taalwet van 1963 wordt als eindpunt van dit proces beschouwd. Het tempo van de vernederlandsing verschilde van school tot school naargelang van hun ligging en leiding.Het bisschoppelijke Sint-Hubertuscollege in Neerpelt is het eerste Vlaams college. Daar werd in 1910 volledig Nederlandstalig gestart zowel tijdens de klasuren als erbuiten in de ontspanningstijd en het godsdienstig verenigingsleven. Gunstige factoren waren in dit verband de ligging van de school, ver weg van de taalgrens of een verfranste stad, met vrijwel geen Waalse leerlingen én de gebrekkige Franse taalkennis van de leerlingen die zich in 1910 aanboden. Ook de onvolledige humanioracyclus en het ontbreken van een concurrerende rijksschool speelden daarbij mee. Deze gunstige omgevingsfactoren en het feit dat in naburige katholieke colleges zoals die van Peer en Maaseik het vernederlandsingsproces in een stroomversnelling zat, werden door de koppige directeur Jaak Peuskens aangegrepen om het Nederlands in zijn college in te voeren. Het bisdom dat hem hiervoor op de vingers tikte, liet uiteindelijk betijen na een goede uitslag in de jaarlijkse staatsprijskamp.Met de inrichting van een internaat en de volledige humanioracyclus en de faam als eerste Vlaams college vergrootte de school haar rekruteringsgebied. Dat gebeurde onder impuls van de ondernemende directeur Gerard Nulens die contacten onderhield in Vlaamsgezinde milieus van diverse strekking. Neerpelt dat via het spoor gemakkelijk bereikbaar was, werd zo een flamingantisch trefpunt. Onder meer de zonen van Frans Van Cauwelaert, August Borms en Emiel Wildiers zaten er op de schoolbanken. Ook nadat het bisdom onverwacht en zonder duidelijke motivering de hoogste twee klassen van de klassieke humaniora afschafte, bleef het college van Neerpelt aantrekkingskracht uitoefenen op zonen van leidinggevende Vlaamsgezinden.________The Sint-Hubertuscollege (St Hubert’s secondary School) in Neerpelt: the first Flemish secondary school?A micro-investigation of the Dutchification of secondary education.The Dutchification of secondary education in Flanders was a laborious process that took a very long time. The now fifty year old law on the use of language of 1963 is considered as the finishing point of this process. The speed of the Dutchification differed from school to school according to its location and administration.The Episcopal Sint-Hubertuscollege in Neerpelt was the first Flemish secondary school. In 1910 it became an entirely Dutch speaking school, where Dutch was used during classes as well as elsewhere during leisure time and at religious associations. This was favoured by factors such as the location of the school, far away from the language border or a Frenchified city, the fact that there were hardly any Walloon pupils as well as the deficient knowledge of French of the pupils who applied in 1910. In addition, the incomplete cycle of coursework in humanities and the lack of a competing state school played a role. The stubborn director Jaak Peuskens took advantage of these favourable environmental factors and the fact that in neighbouring Catholic secondary schools like the ones in Peer and Maaseik the Dutchification process was rapidly gaining speed in order to introduce Dutch in his secondary school. The diocese that rapped him over the knuckles for this, in the end condoned it after the school obtained a good result in the annual state competition.After the setting up of the boarding school, the introduction of the complete humanities cycle and the resulting fame of being the first Flemish secondary school, the school enlarged its catchment area for recruitment. This happened at the instigation of the enterprising director Gerard Nulens who had contacts in pro-Flemish circles of various tendencies. Thus Neerpelt, which was so easily accessible by rail, became a Pro-Flemish meeting point. Pupils who attended the school included among others the sons of Frans Van Cauwelaert, August Borms and Emiel Wildiers. Even after the diocese unexpectedly and without clear motivation cancelled the two highest classes of the classical humanities cycle, the secondary school of Neerpelt continued to attract the sons of pro-Flemish leaders.
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Torevell, David. "Teaching theological anthropology through English literature set texts in Catholic secondary schools and colleges." International Journal of Christianity & Education 24, no. 3 (July 23, 2020): 296–314. http://dx.doi.org/10.1177/2056997120944942.
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Catholic schools and colleges are finding it increasingly difficult to maintain and sharpen their distinctiveness in a climate of secularism, indifference to religion and the shortage of practising Catholics. This article argues that one method of bolstering Catholic schools’ mission integrity is to highlight one important feature of its identity – theological anthropology – and shows how curriculum delivery outside Religious Education syllabuses might contribute to its teaching. I take examples from two popular set texts in A-level English Literature to highlight how they might be used creatively to stimulate discussion of a defining feature of personhood within the Christian tradition, imago Dei.
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Yennu, Sriram, Omar M. Shamieh, Luis Fernando Rodrigues, Columbe Tricou, Marilène Filbet, Kyaw Naing, Akhileswaran Ramaswamy, et al. "Perception of curability in an international cohort of advanced cancer patients receiving palliative care." Journal of Clinical Oncology 34, no. 26_suppl (October 9, 2016): 5. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.5.
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5 Background: There is limited data on the illness understanding and perception of cure among advanced cancer patients (ACP) receiving palliative care around the world. The aim of the study was to determine the frequency and factors associated with perception of curability in countries in North and South Americas , Europe, Asia and Africa. Methods: Secondary analysis of a study to determine the decisional control preferences in different countries. ACP receiving palliative care were surveyed to assess the patients’ Understanding of Illness using a Understanding Of Illness questionnaire. Descriptive statistics and Logistic regression analysis were performed. Results: A total 1390 ACPs were evaluated. The median age was 58, 55% were female, 59% were married, 47% were catholic, 36.2% were educated college or higher degree. 681/1390 (49%) reported that their cancer is curable, 60% felt perceived that the goals of therapy was “to get rid of their cancer,” 79% perceived that the goals of the therapy was to “make them feel better.” 62 % perceived they were relatively healthy. Logistic regression analysis (Table 1) shows that better Karnosfsky performance status (OR 1.009, P = 0.04), higher education (OR 0.52, P = 0.0001), ACP's belonging to Brazil, France and S. Africa were less likely and ACPs from Philippines, Jordan were more likely to have a perception of curability. Age, gender, marital status, religion and passive decision control preferences were not significantly associated with perception of curability. Conclusions: The perception of curability in ACP's is 49% and significantly differs by education, performance status, and country of origin. Integration of Palliative Care can be more complex in these patients. Further studies are needed to develop strategies to reduce this misperception so as to have early integration of palliative care. [Table: see text]
Dissertations / Theses on the topic "Catholic secondary college"
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Santandrea, Mark John. "The best of both worlds, a history of King's College as a Catholic, post-secondary institution in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32505.pdf.
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Jones, Mellita M., and res cand@acu edu au. "Re-Engaging Students in their Learning Through Middle School Reform: a case study evaluation of a vertically structured curriculum." Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp84.25092005.
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The phrase “middle schooling” refers to the school setting for adolescent students generally between the ages of 11 and 15 years of age (Lawton, 1999). This period of time has been recognized on a national level as being particularly significant in education. A call for reform in upper primary and lower secondary to address the understanding of adolescents in a complex and changing society has been recognized publicly at a federal and state level (Lawton, 1999). This research evaluates the redesign of one middle school’s structure through the implementation of a vertical curriculum in a catholic secondary college in a country town. The program has been in place for three years in the college and the need to evaluate it takes on significance for the college itself, and the wider educational community who have been discussing and researching middle school curriculum design for a number of years. Research methodology takes the form of attitudinal questionnaires administered to parents, students and staff in the college. Quantitative analysis using descriptive statistics is used for closed questions to look for significant differences between the parent, student and teacher attitude towards the philosophy and delivery of the vertical structure. One-way ANOVA and MANOVA analysis revealed that parents, students and staff were all supportive of the new structure and its driving philosophies, although parents scored significantly higher on the scales examined than staff or students. Correlations and Chi Square analysis were applied to selected scales, revealing overall that the outcomes of the vertical curriculum are being met. A number of areas were also identified as needing improvement, with areas of emphasis differing for the parent, staff and student groups in the community.
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Sproston, Carlyn, and res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.
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This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding. The study focuses on classroom practice which aims to include all participants, through negotiation, in the actions that take place in the classroom. I have used a narrative approach to describe the way in which three action research cycles were implemented in the English classroom during one academic year. A variety of data gathering techniques was used and these included: classroom questionnaires, classroom meetings, journals, partnership observation and interviews. The main sources of data were the interviews that I undertook with each of the twenty five students in the class. The three action research cycles allowed both the students and me to reflect upon classroom activities and make appropriate changes as the cycles progressed. In addition, negotiating in this English class has helped me to better understand my students and, through reflection, to improve my teaching practice. Analysis of the data suggests that students experience greater commitment and motivation when they are given opportunities to be actively involved in contributing to their own learning. The data also supports research that recognises the importance of collaboration, positive relationships within the classroom, the importance of metacognitive skills and student voice. In addition, the findings point to the value of action research as a method of improving teaching practice.
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Garaty, Janice Royaline, and res cand@acu edu au. "Holy Cross College Woollahra 1908-2001: A micro-study of Catholic education in the Archdiocese of Sydney in the twentieth century." Australian Catholic University. School of Arts and Sciences, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp223.15102009.
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Holy Cross College, Woollahra, was established in the newly formed parish of Holy Cross by Cardinal Moran and the Parramatta Sisters of Mercy in 1908 as a select high school for middle class Catholic girls in the northern section of the Eastern Suburbs of Sydney. Moran made it clear, and it was obvious that the sisters agreed, that the primary purpose of the College was the imparting of the Catholic Faith integrated with a suitable middle class education equal to, but preferably excelling, that provided by the secular state schools. This thesis is informed by two questions: Why did Holy Cross College close in 2001? Did the College achieve the objectives of the founding pioneers of the school, including Cardinal Moran? This strongly contextualised thesis demonstrates that for almost a century Holy Cross College was a microcosm of a complex world, one which was influenced by many factors, at local, state, federal and international levels. These factors, in the early days, included the rapid response of Catholic educators to Peter Board’s ‘New Syllabus’, the first wave women’s movement; and the dubious rationalising argument of Cardinal Moran to extract aid for Catholic schools from the state, which remains an ongoing problem for Catholic education in Australia. While the College in the 1920s was enjoying a growing reputation for highly successful music and academic tuition, it was challenged, through to the 1950s, by such factors as: Pope Pius XI’s call to Catholic Action as interpreted for the Archdiocese of Sydney by Archbishop Kelly; participation in the various public displays of Catholic faith; the rigours of the Great Depression; and the dangers of being in an especially vulnerable location during World War Two. The community of the College which inhabited this complex ‘mini’ world was strongly bonded by common goals and values for the first fifty years of the school’s existence. This was a community which aspired to the fullest possible development of the spiritual, intellectual, cultural and physical attributes of girls through a Catholic education inspired by the Mercy Vision, but always constrained by the reality of finances, staffing, physical resources, and imposed authority. The somewhat idyllic existence of the College with its relatively small numbers and homely atmosphere was disrupted in the 1960s when Holy Cross was selected by the Sydney archdiocesan educational authorities to be a regional school. This study reveals the increasing complexity of the various levels at which authority was exerted over Holy Cross College as a regional school. Regionalisation was a central element in the Sydney Archdiocese’s wide ranging plan to cope with the enormous strains on the Catholic educational system caused by such post-war challenges as the influx of Catholic migrants and the implementation of the Wyndham comprehensive secondary education scheme. There followed the success of the state aid campaigns and the challenges of Vatican II Council, movements which impacted upon the personal and communal lives of the women religious who staffed the College, as well as their students. Also impacting upon the College was the cultural revolution and the second wave women’s movement of the 1960s and 1970s. Throughout this study the geographical setting of the school in Sydney’s Eastern Suburbs and the region’s socio-economic characteristics are explored and emerge as significant factors in both the creation and maintenance of a unique school culture and the decline of Holy Cross College in the 1990s. Finally this decline is mapped in terms of the erosion of the College’s unique identity, which was forged by religious, cultural, geographical, political and pedagogical forces, and eroded by a complex of factors including demography, centralised authority, class, and international economic downturns. It is concluded that the founding sisters and Moran would have mixed and nuanced responses to the question: Did the College achieve the objectives of the founding pioneers?
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Rygg, Michelle K. "Context, Content, and Practice: Factors Influencing the Social Literacy of Students in One, All-Female, College-Preparatory Catholic High School." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1341192937.
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Matthews, Nathan W., and n/a. ""He kura Maori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Maori Catholic education." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 2007. http://adt.otago.ac.nz./public/adt-NZDU20070921.134919.
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Church initiated and operated Maori secondary boarding schools have existed in Aotearoa in various forms since the arrival of the missionaries in the early 19th century. Since their inception, they have contributed significantly to the development of Maori society, particularly in the production of dynamic Maori leaders who have had a compelling influence on their communities, wider Maori society and in some instances on the nation state. This thesis will examine the Society of Mary�s establishment of Hato Paora College, Feilding, as an example of a Maori Catholic secondary boarding school.
The first part contains four general chapters that provide relevant background information to the establishment of Hato Paora. The first identifies key aspects of a Maori Catholic world view and Maori Catholicism. Chapter two traces the arrival, and subsequent development, of the Catholic Church in New Zealand as a mission to Maori. The next chapter looks more specifically at the history of the Society of Mary in New Zealand and the development of the Diocese of Wellington, particularly their Maori missions, under their authority. Finally, Chapter four chronicles the situation of Maori within the New Zealand education system since its inception.
Part two of this thesis contains eight chapters that present a detailed case study of Hato Paora. The exploration of the type of educational environment provided by Hato Paora College begins in Chapter six with the examination of its foundation. Chapters seven and eight look at the philosophies and administration of each of the six rectors. The two succeeding chapters describe the defining characteristics of the school, its Maori character and its Catholic character. Chapter eleven evaluates how this school has influenced the boys who attended, using interviews with a representative sampling of old boys. Chapter twelve concerns the relationships that the College early established with the Maori communities that it belongs to.
In the final chapter, a model will be presented as a plan for the future of the school. This philosophical model attempts to provide a guide for Hato Paora, using Kaupapa Maori theory as the basic framework, while still retaining the ideals and philosophies of the College�s Marist founders.
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Sproston, Carlyn. "When students negotiate an action research case study of a year 8 english class in a Catholic secondary college in regional Victoria /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006/index.html.
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Thesis (EdD) -- Australian Catholic University, 2005.Submitted as a partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 191-205. Also available in an electronic format via the internet.
Books on the topic "Catholic secondary college"
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Symposium on Secondary School--College Collaboration (1986 Anaheim, Calif.). Catholic secondary schools and colleges: Renewing the partnership : proceedings of the Symposium on Secondary School--College Collaboration, Anaheim, California, April 3-5, 1986. Washington, D.C: National Catholic Educational Association, 1986.
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Cunningham, John. St. Jarlath's College, Tuam: 1800-2000. Tuam: SJC Publications, 1999.
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Menn, Claude Le. Saint-François de Lesneven, 1625-2005. [Lesneven: C. Le Menn], 2005.
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Catholic Secondary Schools and Colleges: Renewing the Partnership : Proceedings of the Symposium on Secondary School--College Collaboration Anaheim,. Natl Catholic Education Assn, 1986.
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MacLellan, Duncan K. Two teachers' associations and the Ontario College of Teachers: A study of teacher and the state relations. $c2002, 2002.
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Frijhoff, Willem. "Colleges and their alternatives in the educational strategy of early modern Dutch Catholics." In College Communities Abroad. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784995140.003.0003.
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Like other Catholic communities in Protestant jurisdictions, the Dutch had their own early modern collegial network. The early modern Dutch state is commonly known as a Protestant bulwark from which the Catholics were by and large expelled. However, due to the efforts of the Catholic Reformation and the reluctance of many Dutch to embrace Calvinism in its orthodox variety, Dutch Catholicism managed to survive on a rather large scale, though often with a particular colour marked by lay power and imbued with Jansenism, a rigid variety of Catholic theology rather similar to orthodox Calvinism. Whereas Catholic elementary education continued to be provided in private schools, Catholic colleges and universities, as public institutions, were not allowed in the Dutch Republic. During two centuries Dutch Catholics, at least the militant among them, had to go abroad for their secondary and higher education. Foreign colleges played a major role in their education and intellectual debates: the Dutch colleges of Cologne, Dole, Douai and Rome remained faithful to the Old Church, whereas those of close-by Louvain were the breeding-ground of Jansenism. Significant numbers of Dutch students went to other Catholic universities, at Reims in France, at Pont-à-Mousson in Lorraine, or at different German universities. The Jansenist schism of 1723 led to the creation of the Old Catholic Church with its own college at home, at Amersfoort, tolerated by the Dutch authorities. The scale of the Catholic communities posed a multi-confessional challenge for the Dutch. This was overcome by a high level of official connivance, permitting the tacit creation of Catholic teaching institutions on a private basis, including some small colleges, and the organization of Catholic confraternities at the public universities. Similarly, the Calvinist ‘regents’ mostly closed their eyes to the stream of Catholic students towards foreign colleges in spite of their repeated interdiction by the States-General. This essay will look at four educational strategies adopted by Dutch Catholics to ensure their survival as a confessional community.
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Gleason, Philip. "Introduction: Catholic Higher Education in 1900." In Contending with Modernity. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195098280.003.0004.
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A great many Catholic colleges existed in the United States at the opening of the twentieth century. Exactly how many it is impossible to say with certainty because any answer presupposes agreement on the answer to a prior question: “What should be counted as a college?” The Catholic Directory for 1900 listed 10 universities, 178 “colleges for boys,” 109 seminaries, and 662 “academies for girls.” According to this count, there were no Catholic women’s colleges at that time, although the College of Notre Dame of Maryland graduated its first baccalaureate class in 1899 and is included among the 128 colleges for women listed in U.S. Commissioner of Education’s Report for 1899-1900. The same Report, however, listed only 62 Catholic institutions among the 480 included under the heading: “Universities and colleges for men and for both sexes.” No doubt some Catholic colleges simply failed to provide the information necessary to appear in the Commissioner’s Report. But their failure to do so is in itself significant; and even assuming that is what happened, it still leaves an enormous gap between the Commissioner’s figures and the 188 colleges and universities reported in the Catholic Directory. Moreover, many of the “colleges for boys” could, with equal justice, have been called academies, since elementary- and secondary-level students made up the majority of their student bodies. As the case of Notre Dame of Maryland indicates, Catholic “academies for girls” were beginning to upgrade themselves to collegiate status. Had the word college been more freely applied to non-Catholic institutions for women at an earlier date, a good many of these academies would probably have called themselves colleges long before, for they did not differ all that much from the “colleges for boys” in terms of curricular offerings and age-range of students. While the situation of Catholic institutions was particularly murky, the question “What makes a college a college?” engaged the attention of practically everyone involved in secondary and collegiate education at the turn of the century.
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Gleason, Philip. "A New Beginning: Catholic Colleges, 1900-1930." In Contending with Modernity. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195098280.003.0009.
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The changes we have been discussing naturally affected individual institutions in different ways. In this chapter we shall look more closely at some examples that illustrate the the general trends and at the same time shed light on other matters not previously discussed or touched on only in passing—for example, the rapid growth of professional and vocationally oriented programs and the equally rapid expansion of Catholic colleges for women. By way of background, we begin with some statistics on the overall growth of Catholic higher education in the first quarter of the twentieth century. Detailed surveys made by the Catholic Educational Association in 1916 and 1926 provide useful base points for analyzing changes in the latter part of the period, but information for the earlier part is much less satisfactory. Indeed, the figures for 1899 in the following table must be regarded as mere approximations. But these are the best figures we have, and Table 1 may be taken as a reliable indicator of the direction and overall scale of change in enrollments. These figures show that although secondary-level students accounted for approximately 60 percent of the enrollment in catholic colleges at the turn of the century, and about half in 1916, they were no longer considered part of the same student population in the mid-twenties. Undergraduate enrollment for 1916 is understated by perhaps as much as 1000 because the survey did not include the Catholic colleges for women that had come on the scene since 1899. Failure to include them stemmed not only from the traditional sexist bias of Catholic “college men,” but also from the fact that women’s colleges were only beginning to make their presence felt.
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Gleason, Philip. "Awaking to the Organizational Challenge." In Contending with Modernity. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195098280.003.0006.
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Even while they were distracted by the ideological fireworks of the 1890s, Catholic educators began to realize that changes in the organizational realm presented a more immediate challenge than did the conflict over broad issues of ecclesiastical policy. The most important features of this organizational challenge were: the emergence of the free public high school as the characteristic agency of secondary education; the marked increase in collegiate enrollments, which included unprecedented numbers of women attending both coeducational institutions and women’s colleges; the breakdown of the classical curriculum and the proliferation of new fields of study; the rise of the research university as the dominant institution, which was accompanied by a general professionalization of learning and the beginnings of a vast expansion of employment opportunities in the “knowledge industry”; and the development of voluntary associations of educators which acted as quality-control agencies by establishing and enforcing standards of performance at every level of education. Taken together, these and related developments constituted a veritable revolution which reshaped American higher education in the last quarter of the nineteenth century and the first two decades of the twentieth. The Catholic response to these developments constituted a form of modernization, since what Catholic colleges had to do was bring themselves into line with contemporary norms in respect to institutional structure, curricular organization, and articulation between secondary, collegiate, and graduate levels of education. This organizational modernization took place unevenly over a span of several decades. The establishment of the Catholic University of America was a decisive early event, but the general movement did not get under way till around 1900. Thus the first quarter of the twentieth century saw American Catholic collegiate education assume the modernized shape it still retains. Graduate education, too, was being introduced in Catholic institutions; but consideration of its development is best postponed for a later chapter. Catholic educators did not, of course, undertake this organizational modernization simply because they wanted to be up-to-date. On the contrary, most of them were deeply conservative on matters methodological and curricular; they certainly did not regard being modern as a virtue to be sought for its own sake.