Dissertations / Theses: 'Catholic secondary school teachers'

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Holmquist, Ann Louise Conley. "Walking the Labyrinthine Pathway: An Ethnographic Perspective on Forming Persons-In-Community in a Catholic Secondary School." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/549.

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Catholic schools make distinct claims about their mission and the identity of their schools as communities - places where teachers and students are to be formed as "persons-in-community" (Bryk, Lee & Holland, 1993; National Conference of Catholic Bishops [NCCB], 1972). Yet, there is a paucity of qualitative research that has explored the experiences of beginning teachers' induction into Catholic school communities. One way to address this lacuna is to use ethnographic methods to explore the experiences of beginning teachers and write a thick description (Goeertz, 1973) of the newcomers' experiences. I conducted such a qualitative inquiry at Our Lady of Grace Academy (OLGA), an independent, Catholic girls day and resident college-preparatory school. I spent one semester with a group of six newcomers-four classroom teachers, an academic counselor, and a librarian/technology specialist-as a participant observer in their daily work lives. Implementing qualitative ethnographic methods, encompassing life history interviews, participant observation, and journal writing, newcomers described their experiences and dispositions on topics germane to Catholic school mission and community, in particular, what brought newcomers to OLGA in the first place and their experiences of a sense of membership in the community by way of their socially mediated participation in multiple communities of practice. Time constraints and my insider status were limitations. The goals of the study were met, but more conclusive findings would have resulted from a longer study. There were limits to what I could ethically report due to the fact that I conducted fieldwork on my own workplace. Ethnographic inquiry is a viable way for a practitioner to conduct research because the workplace is where the practitioner will need to exercise his or her best observation and listening skills. Using creative analytic processes (CAP) ethnographies (Richardson & St. Pierre, 2005), the findings of the study take shape around the participants' walk along a metaphorical labyrinthine pathway. Vignette's of newcomer's experiences unfold to dialogic interplay with theory. The dissertation culminates with insights and multiple truths that surfaces along the way, additional questions that resulted, and recommendations for implementing ethnographic methods as a way into induction practices in Catholic secondary schools.

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Voss, Kenneth E. "Perceptions of the Correlates of Academic Achievement in Selected Union and Non-union Catholic Secondary Schools in Pennsylvania." Youngstown State University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1181565305.

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Hong, Man-hoi Michael, and 康文海. "Staff development as perceived by a sample of Hong Kong Catholic secondary school teachers: implications forfuture staff development programmes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955666.

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McKenzie, Meagan Louise, and res cand@acu edu au. "Stories of Buoyancy and Despondency: five beginning teachers’ experiences in their first year in the teaching profession." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp97.29052006.

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This case study research explores the experiences of five beginning teachers within four Catholic secondary schools in Australia. The research employs a qualitative approach framed within an interpretative paradigm, drawing on perspectives of symbolic interaction to interpret interview and journal data. These perspectives are used, in conjunction with a conceptual framework derived from the relevant literature, to interpret the experiences of five new teachers against the relevant data. The literature typically investigates the stages of teacher development, where the first year is often seen by researchers as a survival year. Key literature themes include the development of self image and the impact school culture has on beginning teachers. There are two other features less often present in the literature but central in this research. One is the life history of the beginning teacher. A second, which is the major notion employed in this study, is that of professional identity and specifically how identity develops once the novice teacher is immersed within the school organisation. Each teacher was interviewed several times during their first year and each kept a journal. The discussion includes matters of comparison and contrast between the five teachers’ experiences. The symbolic interactionist framework seeks to identify the meanings individuals construct of their experiences. These meanings are located from the journal and interview data gathered. Each text is examined both independently, in relation to other texts and in the light of the conceptual framework. A key procedure is to identify critical events which are then analysed and connections made to the experience of other teachers and literature themes. The key findings of the research include developing a new model for understanding the experience of beginning teachers. The research suggests that the current literature on beginning teachers is limited. It neglects beginning teacher individuality and in particular agency and competency and centrally the dynamic and complex interaction between culture and identity. This research seeks to add significantly to the beginning teacher literature.

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Davies, Michael, and res cand@acu edu au. "The Search for Success in a Charismatic Environment: senior teacher’s responses to high stakes testing in academically successful Christian Brothers’ schools." Australian Catholic University. Education (VIC), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp193.19032009.

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In Australia, traditionally a wide range of measures have been used to identify academically successful schools. The mix of these measures has varied from state to state. But recently, added to this mix, and perhaps becoming the most influential factor, has been the examination results of senior students. These have become far more available to the prospective parents and governing bodies. They are used to gauge the ranking of the school, and to whether parents can expect their children to gain entry into the more prestigious tertiary programs available. But these scores are also being used to rank staff, and in turn, the ‘quality’ of staff becomes yet another factor in identifying an academically successful school. In other words, the notion of high stakes testing is gaining wide spread use across all forms of schooling in Australia, including State, Independent and Catholic schools. This thesis is about teachers in academically successful Christian Brothers’ schools. It is an interpretive study that seeks to understand how these teachers respond to this form of assessment: high stakes testing. Their responses include emotional responses, how they change their teaching style and how they feel about teaching in Christian Brothers’ schools striving for academic success. In this research I interviewed teachers and administrators at three academically successful Christian Brothers’ schools in three different states in Australia. I developed three cases from these interviews and document searches, one drawn from each school, that indicate the range of issues that emerged, for them, as teachers in academically successful Christian Brothers’ schools. The specific use of high stakes testing was found to be very different in each of the schools. One school used high stakes testing as an accountability measure for staff, another used it as an accountability measure for students, and the third had no history of using high stakes testing. The study concludes that academic excellence can be achieved in Christian Brothers’ schools whilst remaining faithful to the ethos that underpins these schools: the Charism of Edmund Rice. Significant factors in the determination of the successful implementation of high stakes testing in these schools were found to be: the effect of senior management; influence of the media; the influence of culture; and changing culture and the nature of the schools. The thesis concludes with a blueprint for a hypothetical Christian Brothers’ school to follow that may lead to academic success.

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De, Vera Jose Carlo. "Online Professional Development| Implications on Self-Efficacy Levels and Classroom Instruction for Teachers in a Catholic High School." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3726488.

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Online professional development (online PD), the acquisition of new skills and knowledge related to the teaching profession via the Internet, is an emerging field for teachers. This mixed- methods research explored the impact of an online PD program on high school teachers’ self-efficacy levels, classroom instruction, and the role that school culture played on teachers accepting or rejecting the online PD. Within a social cognitive theory lens, this study helped frame teacher attitudes and adult learning in the context of school culture.

Phase 1 of this study used quantitative data from two surveys called PRE and POST, which were taken before and after the online PD program, respectively. Qualitative data were collected in Phase 2, using the International Society for Technology in Education Classroom Observation Tool (ICOT), participants’ journal reflections, and interviews. Findings indicated statistically significant changes in self-efficacy levels for eight of the 21 survey items and minimal changes in technology use during instruction. Furthermore, various aspects of school culture independently affected teachers’ inclination to accept or reject the online PD. Findings supported the concept of designing personalized professional development programs tailored to the individual’s specific learning styles, attitudes, and experiences of school culture.

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Mucci, Angela Marie. "Guided by the Spirit: Understanding Student Behavior and Theological Philosophy Through the Lens of Secondary Catholic School Teachers." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3257.

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The purpose of this study was to examine how secondary Catholic school teachers perceived problem behavior exhibited by students with or without disabilities based on their theological philosophy. Using the methods identified in grounded theory, seven secondary Catholic school teachers were interviewed to gain an understanding of the extent to which a theological philosophy was reflected in their perceptions, responses, and policies towards behavior challenges/problems. In order to conceptualize and contextualize the notion of a "theological philosophy," this study utilized three tenets of Catholic Social Teaching (dignity of the human person, common good, and preferential option for the poor and vulnerable) and the notion of hospitality to the stranger. The majority of teachers perceived behaviors showing a lack of respect towards themselves or peers as what they considered to be a behavior problem with few teachers discussing incidences of behavior that were exhibited by students with disabilities. Many teachers responded to behavior verbally as well as believed they had a role in providing interventions or support for behavior problems, and while this was the case, not all teachers differentiated behavior consequences for students with disabilities. School policies were found to inform more how secondary Catholic school teachers responded to behavior challenges/problems with teachers citing factors that affected how they implemented the school policies. The notion of a theological philosophy was found to be reflected in these teachers' perceptions and responses in relation to the dignity of the human person and common good tenets of Catholic Social Teaching with teachers believing the notion of a theological philosophy was not reflected to a great extent within school policies. Findings from this study point to the individuality of the teacher. While these seven teachers taught within the context of a secondary Catholic school, each brought to their practice their own beliefs, expectations, and faith. Consequently, this affected not only how they perceived and responded to behavior challenges/problems, but the extent to which a theological philosophy was reflected in their perceptions and responses towards behavior challenges/problems.

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

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

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De, Vera Jose Carlo. "Online Professional Development: Implications on Self-Efficacy Levels and Classroom Instruction for Teachers in a Catholic High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/181.

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Online professional development (online PD), the acquisition of new skills and knowledge related to the teaching profession via the Internet, is an emerging field for teachers. This mixedmethods research explored the impact of an online PD program on high school teachers’ selfefficacy levels, classroom instruction, and the role that school culture played on teachers accepting or rejecting the online PD. Within a social cognitive theory lens, this study helped frame teacher attitudes and adult learning in the context of school culture. Phase 1 of this study used quantitative data from two surveys called PRE and POST, which were taken before and after the online PD program, respectively. Qualitative data were collected in Phase 2, using the International Society for Technology in Education Classroom Observation Tool (ICOT), participants’ journal reflections, and interviews. Findings indicated statistically significant changes in self-efficacy levels for eight of the 21 survey items and minimal changes in technology use during instruction. Furthermore, various aspects of school culture independently affected teachers’ inclination to accept or reject the online PD. Findings supported the concept of designing personalized professional development programs tailored to the individual’s specific learning styles, attitudes, and experiences of school culture.

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10

McEachern, Kirstin Pesola. "Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3827.

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Thesis advisor: Marilyn Cochran-Smith
Despite renewed interest in single-sex education, these classrooms remain relatively unstudied, even in Catholic schools, which have a long history of single-sex education. Although there are over 460 single-gendered, Catholic K-12 schools in the United States, which educate roughly 215,000 students (McDonald and Schultz, 2011), these schools are often ignored in educational research. Practitioner research in this area is almost nonexistent, yet it can generate and disseminate insider knowledge that directly improves the educational sites from which it emerges. For the past 11 years, I have taught English at "St. Albert's Preparatory School," an all-boys suburban secondary school serving over 1,100 students in the Northeast. The school regularly speaks of fostering a brotherhood among the students, and I see evidence of this on a daily basis. However, St. Albert's has not always been an easy place to work. My own experience is consistent with research studies that have found all-boys schools to be more sexist environments than all-girls schools (Lee, Marks, and Byrd, 1994) where students generally afford their female teachers less respect than their male teachers (Keddie, 2007; Keddie and Mills, 2007; Robinson, 2000). Based on my experiences as a female teacher at this school, I conducted a teacher research study on how my students and I constructed gender in the context of our English classroom. Drawing on a wealth of qualitative data sources, this study builds three main arguments: the school community built a brotherhood in part by engaging in silence and othering; the all-boys environment acted as a double-edged sword in that it contributed to a comfortable setting for the students to explore gender issues, but it also encouraged the students to shed their unique, multi-faceted masculinities and enact hegemonic gendered behavior that perpetuated an unjust order; and though I was well versed in issues of gender equity, I, too, was affected by the all-boys classroom space and contributed to the hegemonic gender order at the school
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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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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Rushworth, Samuel. ""Teacher, do you think I have a bright future?" : anxiety and uncertainty in a Rwandan Catholic secondary boarding and day school." Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67829/.

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This thesis offers an ethnographic account of the lives of a handful of Rwandan twelve to fifteen-year-olds over their first two years as students at a Catholic-led, public secondary boarding school on the outskirts of Kigali. The wider context is Rwanda as both a post-conflict state, in which schooling is thought of as a tool for shaping collective memories and constructing a shared civic identity in the name of ‘reconciliation’; and as a developmental state, in which schooling intends to make young people useful human capital for accomplishing national development goals. The focus of the thesis is on how the young Rwandans in the study (re)interpret and appropriate the discourses they encounter in the school and beyond as they perform their identities and imagine their futures. Told in the students’ own words, with particular attention to the creative production of alternative (non-elite) discourses at grass-roots, the thesis tells a story of anxiety and uncertainty as students struggle to navigate the many ambiguities in their lives and to truly believe the government’s promise of a bright future.

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McGoran, Neil Alexander, and res cand@acu edu au. "Making “Magic”: an exploration of the relationship between teacher leadership and boys’ academic motivation in the Year 8 classroom at a Catholic school." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp85.09042006.

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This research explored the understandings and perceptions of teacher leadership in the Year 8 classroom, as expressed by teachers and students at a Catholic school, and the relationship between this leadership and boys’ academic motivation. The researcher assumed that the classroom is an organisation (Cheng, 1994) where all teachers, perhaps even unknowingly (Crowther, 1996), exercise leadership and, furthermore, that this leadership results in positively influencing boys’ willingness to learn. The research was targeted at Year 8, the first year of high school in South Australia, because academic motivation is considered most problematic during and after transition into high school (Maehr & Midgley, 1991). The research was interpretivist, with symbolic interactionism as the theoretical perspective. The methodology adopted was case study, and data were collected using: a) Focus group interviews with eight members of the Year 8 ‘core’ teaching team on issues pertaining to teacher leadership in the classroom and how this positively influences boys’ academic motivation. b) A survey questionnaire about academic motivation, distributed to thirty-nine specially identified Year 8 students. c) Interviews with five key Year 8 student informants about teacher leadership and its impact on boys’ academic motivation. Data were analysed using a “general analytic strategy” (Yin, 1994, p.102), which included the adoption of a method of “successive approximation” (Neumann, 1997, p.427). Five categories of teacher leadership in the Year 8 classroom were identified: service; authenticity; transformation; empowerment; and community. The research also established that each category involves an array of qualities that help teacher leaders strengthen relationships in the classroom, and a set of actions that enable teacher leaders to help boys complete classroom tasks. Further, results indicate that by strengthening relationships and supporting boys to complete tasks, teacher leaders positively influence boys’ academic motivation. In addition, the research presents a framework for understanding and discussing the relationship between teacher leadership and boys’ academic motivation. This framework draws attention to the relational qualities and task specific strategies in each category of classroom leadership that positively influence boys’ academic motivation.

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Hickman, Mary Josephine. "A study of the incorporation of the Irish in Britain with special reference to Catholic state education : involving a comparison of the attitudes of pupils and teachers in selected secondary schools in London and Liverpool." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10006557/.

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The central hypothesis of the thesis is ttat en important aim of Catholic state education has been to Incorporate the children of Irish working-class migrants. This hypothesis Is differently explored in part one and part two of the thesis. Part one is essentially a sociological account of the relationship between the English Catholic Church, the State and the migrant comminity in the 19th century. This eccount is preceded by an analysis of Irish migrants and the political, economic and cultural contexts of their settlement In Britain. Part one attempts to show the role which the structure and content of Catholic elementary education played in the process of denatlonalising the children of this migrant corrnunity. This was achieved by institutionalising a silence on the p01 itic& origins of the migrants and by forging a bond between the Church and Its Irish congregation based on Cetholicity and corm.inity. In this way the pclItic& voice of the Irish In Britain was stilled end the process of incorporation was facilitated Renewed migration from Ireland ensured that these incorporatist strategies continued to be employed end relevant in the 20th century. Part two consists of en exploratory empirical study comparing the attitudes of pupils and teachers from selected Catholic schools In LIVerpool and London, the former being the main site of 19th-century migration and the latter the main site of 20th-century migration. The aims of this investigation were two-fold: to explore whether the practices of Catholic schools continue to renderthe Irish antecedents of the majority of their pupils Invisible and thus perpetuate the incorporatist strategies of the 19th century; and to discover the degree to which class, religion and national Identity, mediated through generation and region, still significantly determine the Identity and experience of being Irish In Britain.

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Tucker, Diane. "Successful Sustainability in a Catholic Secondary School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2898.

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The decreasing number of sustaining Catholic schools has limited diversity in educational options for families, affecting local district finances, reducing potential for academic competition among schools, and increasing crime and violence in in the areas where these schools have closed. In 2013-2014, 9 out of 22 Catholic secondary schools closed or merged in the Northeast region of the United States. However, some schools in the Northeast region have been thriving and sustaining their students and programs. Utilizing Fullan's systems thinking on sustainability as conceptual framework, a descriptive case study of a successful Catholic secondary school in the Northeast region was completed to find best practices and strategies to duplicate in other Catholic schools. Nine semistructured personal interviews were conducted, and relevant school documents were reviewed. Data analyses included open and axial coding, resulting in themes that revealed elements assisting school sustainability, including effective financial planning for affordability, educational programs, collaboration, communication, diversity, administrative support, trust in leadership, Catholic identity, and safe environment. Successful leadership strategies were developed from these elements and incorporated into A Guide for Catholic School Leaders on Successful Sustainability. This guide will be presented as a professional development preparation program for secondary Catholic school leaders. This project study has the potential to produce positive social change by improving school leader preparation, increasing educational diversity, providing services to the local community, and directing outreach to the increasing immigrant population.

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Feeney, Catherine. "The making of Catholic secondary school headteachers." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403892.

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Laffan, Carmel Therese, and res cand@acu edu au. "An Ethnographic Study of a Victorian Catholic Secondary School." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005.

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This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of the nature and purpose of Catholic schools in situ, the focus of the research being an in-depth analytical description of the participant school. Consequently, the findings are of potential relevance to those interested in the issue of the nature and purpose of the Catholic school in situ from a general and holistic perspective. Specifically, given the concern of the research with the nature and purpose of a Catholic school in situ, two anticipated areas of focus for the study were identified. These were the defining features of the school, in relation to the concern of the study with the nature of the school, and the ends of the school, in relation to the concern of the study with the purpose of the school. The study was thus governed by 2 two-part general research questions. 1. What are the defining features of the school, and how are they maintained? 2. To what ends is the school oriented, and how is this orientation sustained? In the form of an ethnographic study, the research describes and interprets the participant school from the perspective of those who constitute the day-to-day community. The findings of the study are located within a contextual understanding involving historical and prescriptive perspectives for, and literature pertaining to, the contemporary Catholic school. Given the concern of the ethnography with the development, as opposed to the verification, of theory, data gathered from five major sources over the period of a school Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. year were focused and analysed, through the method of grounded theory, to arrive at the findings of the study. These five sources were participant-observation, in-depth interviews conducted with a number of the school personnel, observation of various school meetings, school documents, and a survey of the student body. The findings of the study, in their descriptive and analytical dimensions, are presented in four chapters. Specifically, these are presented in Chapters Five through to Eight, in relation to four main organising principles pertaining (a) to the description of the school, (b) to predominant perspectives on the school from within its day-to-day community, (c) to the prevailing characteristics upon which the perspectives of the day-today community turn, and (d) to the theoretical construct consequent upon the description, the predominant perspectives, and the prevailing characteristics. As with the descriptive aspect, to which the first two organising principles predominantly pertain, the interpretive dimension of the findings is largely undertaken in two chapters. The first of these chapters (i.e., Chapter Seven), pertaining to the delineation of the prevailing features evident within the perspectives of the day-to-day community, provides an interpretation of the descriptive findings in terms of an autocratic hegemony, a managerial administrative focus, and a bureaucratic organisational culture. Thus, this chapter signifies the primary analysis of the findings of the two previous chapters through completion of the descriptive dimension. The second of these chapters (i.e., Chapter Eight) places this preliminary analysis of the descriptive findings within a theoretical construct pertaining to concepts of disparity and congruity, opposition and compliance. The concepts of disparity and congruity relate to the school's adherence to ideological and primitive imperatives respectively. Those of opposition and compliance relate to the degrees of consonance, within the day-to-day community, in terms of assent to the prevailing order within the school. Consequently, it is to be observed that the elements of description and interpretation, essential to the in-depth analytical description demanded of the ethnographic methodological approach, decrease and increase, respectively, across these four chapters. Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. The study concluded that the nature and purpose of the school were consequent upon its prevailing autocratic hegemony, its pre-eminently managerial administrative focus, and its profoundly bureaucratic organisational culture. These interconnected elements of the school's practices, disparate from the ideological imperatives advocated for the Catholic school, were found to effect a latent opposition within the school community, principally in relation to the teaching personnel, masked by the overall compliance of the day-to-day community with the prevailing order.

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Francis, Andrew Frank. "Followership among secondary school teachers." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6760/.

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Today, it is encouraging that followership is regarded as a factor within the leadership equation. However, research attention on followership overall is limited and within the field of education, its study remains firmly in the shadows. Indeed, a search for published followership-centric research carried out in this field revealed just 17 studies worldwide, with Thody’s contribution (2003) the sole point of reference within the UK. This study contributes to this limited body of research by exploring the followership of schoolteachers working in the secondary education sector. Using Gronn’s Career Model (1999) as a framework to understand why teachers follow, the study used biographical-style interviews (n=15) to reveal factors that have shaped the agency of schoolteachers, influencing their journeys to followership. In addition, the study administered Kelley’s (1992) Followership Questionnaire in order to understand how teachers follow (n=69). Factors found to influence why teachers follow included the role of parents, schooling and of key people and these findings align with research carried out on the career journeys of senior educational leaders. In addition, the combined insight drawn from the quantitative and qualitative data revealed a predominance of exemplary followership among the teachers. The study suggests that this approach to followership is dominant among teachers due to them being engaged in leadership practice, both within and beyond the classroom. Further, that teachers’ commitment to task, enhanced through working in a profession that enables them to satisfy important personal values and beliefs, also encourages the practice of exemplary followership.

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Stewart, Dalys A. "Principals' post-observation feedback and its influence on teacher professional growth at two Southern California Catholic high schools." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588574.

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The principal plays a key role in establishing a culture of collaboration and ongoing learning, and his/her actions related to effecting change are vital to the success of the school. A principal can contribute to the advancement of teacher expertise by engaging in specific behaviors. One such behavior is focused feedback, which leads teachers to reflect on their instructional routines. Given with intentionality, it is a powerful tool. Therein lies the motivation for this study.

The purpose of this qualitative, phenomenological study was to examine the practices in which principals engage during classroom post-observation feedback, and their effect on teacher professional growth. Seven teachers at 2 Southern California Catholic high schools were interviewed to capture their perceptions of the effect that principal feedback has had on their professional growth. Although much research has revolved around the impact that principals' actions have on the enhancement of teacher practice, very little research has focused on these effects from the perspective of the teacher. Capturing teachers' perceptions about the way their principals' actions impact their instructional practice may add to the existing body of knowledge in the field of education related to the way principals promote the use of effective practices at their schools. It may also shed light on the need for the teacher's voice to be heard and taken into consideration when making decisions on and implementing policies that are directly related to improving teacher practice.

Three main ideas emerged from a review of the existing literature: (a) there is a direct connection between the principal's actions and teachers' professional growth; (b) principal feedback produces lasting changes in instructional practice, especially when given immediately following the teaching; and (c) teachers are reflective practitioners seeking to improve their practice on an ongoing basis. Educational institutions may be able to utilize the findings of this study to inform their practice, and or to re-examine their policy on evaluation processes.

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Top, Ercan. "Secondary School English Teachers&amp." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609203/index.pdf.

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The main aim of this study was to investigate the secondary schools English teachers&
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perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants&
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selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.

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Wu, Keung-fai Joseph, and 胡強輝. "Job satisfaction among secondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956968.

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Morris, Andrew Bernard. "School ethos and academic productivity : the Catholic effect." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36338/.

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This thesis is a study of the comparative academic effectiveness of Catholic schools in England. It uses a combination of quantitative and qualitative approaches to investigate the hypothesis that, pupils who attend Catholic comprehensive schools will, all things being equal, achieve higher levels of academic attainment in GCSE examinations at the age of sixteen than similar pupils attending other maintained comprehensive schools. The study reviews the published findings of research in this field in England and the United States of America and reports previously unpublished analysis of the results of school inspections made under Section 9 of the Education Act 1992 by OFSTED. There has been very little empirical research into the academic effectiveness of Catholic schools in England. Findings that have been reported have arisen from studies which were focused on other issues and this facet of the results has not been investigated further. In contrast, in the USA there has been a significant quantity of large scale research indicating the academic superiority of schools in the Catholic sector. The research uses a simple form of multi-level modelling as the main analytical tool to compare the performance of pupils (n = 2335) attending eighteen comprehensive schools in a medium sized shire county. In addition, a case study approach is used to compare two different models of Catholic school in the sample to highlight factors which may contribute to their differing levels of academic productivity. The findings partly confirm previous research that has indicated the superiority of Catholic schools in England and extends understanding of the possible causes of that superiority. The study suggests areas for further research and possible applications of the findings for Church authorities and other providers of maintained schools.

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Lawson, Michael A. "Leadership styles in secondary school science teachers /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164522.

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Rintoul, Heather Mae. "Dealing with secondary school violence, teachers speak." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0014/NQ41295.pdf.

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Hannah, Julia Elizabeth. "Secondary school teachers’ experiences of learning support." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96970.

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Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Secondary school teachers are faced daily with many challenges when supporting learners with diverse needs. These challenges can influence their ability to perform their role of supporting such learners in the classroom. Even though learning support in the secondary school is a complex multi-level phenomenon, teachers are expected to ensure that all the learners reach their full potential. The aim of this study was to explore and describe secondary school teachers’ experiences of supporting learners with diverse needs in challenging circumstances. Bronfenbrenner’s bio-ecological model framed the research enquiry. Proximal processes and their related concepts were used as tools to explore and describe the teachers’ approach to learning support in a secondary school. Since this study was an exploration of a phenomenon qualitative research methods were applied. The research methods added rich information using various techniques. These included an activity in which the teachers reflected on their experiences, individual semi-structured interviews, a focus group interview, research questions and narrative discussions with participants. The data collected was analysed using the method of constant comparison. Findings from the analysed data revealed the teachers’ concerns and the challenges they faced in their classrooms while supporting their learners. Although they described these challenges and adverse circumstances as barriers, they nevertheless appeared as caring, confident professionals who had both the potential and the desire to advance their own development and to carry out effective learning support. Against this background, the teachers’ own needs, whether emotional, social, cognitive or developmental, were vital to their ability to support effective learning in the classroom.
AFRIKAANSE OPSOMMING: Hoërskool onderwysers is daagliks betrokke by leerders met diverse behoeftes en die uitdagings wat daarmee gepaard gaan. Hierdie uitdagings het ŉ daadwerklike uitwerking op ŉ onderwyser se talle rolle tydens ondersteuning van leer by leerders. Alhoewel leerondersteuning in die hoërskool as kompleks, ongewoon en met verskeie fasette ervaar word, word daar van onderwysers verwag om alle leerders te ondersteun. Die doel met hierdie studie was om onderwysers se ervarings van leerondersteuning van die diverse leerbehoefte in uitdagende kontekse te ondersoek. Hierdie ervaring sluit in hoe ervare onderwysers in uitdagende omstandighede kinders ondersteun in die klaskamer. Bronfenbrenner se bio-ekologiese teorie verleen die raamwerk vir die studie. Gevolglik is verwante proksimale prosesse en konsepte gebruik sodat onderwysers se ervarings van leerondersteuning verstaan kan word. Aangesien hierdie studie ŉ verkennende ondersoek was, is kwalitatiewe navorsingsmetodes gebruik. Die navorsingsmetodes het verseker dat waardevolle inligting ingewin word deur die gebruik van tegnieke soos: ŉ refleksie-aktiwiteit, individuele onderhoude, ŉ fokusgroeponderhoud, ŉ oopvraelys en narratiewe bespreking van deelnemers. Die konstante vergelykende metode is gebruik om die data te ontleed. Bevindinge van die geanaliseerde data het die onderwysers se bekommernisse en uitdagings, rakende hul ervarings tydens ondersteuning, aan die lig gebring. Alhoewel die onderwysers hul uitdagings en moeilike omstandighede as hindernisse tydens ondersteuning van leer ervaar, gee hulle om, voel selfversekerd en tree professioneel op. Hulle toon die potensiaal en hunkering na eie ontwikkeling, ten einde effektiewe leerondersteuning te kan bied. Dit is teen hierdie agtergrond duidelik dat onderwysers die belangrikste ondersteuners in die klaskamer is. Daarom is die onderwysers se emosionele, sosiale, kognitiewe en self-ontwikkeling van die uiterste belang vir leerders se effektiewe leerervarings.

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Rankilor, Philip. "Teachers and auxiliary staff in school." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249072.

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Hui, Nga-man Jasmine. "Sex education programme in a catholic boys' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37261071.

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Lee, H. M., and 李康滿. "Social networks of teachers in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B42128651.

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Lee, H. M. "Social networks of teachers in a secondary school." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B42128651.

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Hurst, Lauren R. "Identifying Tacit Knowledge Used by Secondary School Teachers." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1269962496.

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Griffiths, William Robert, and res cand@acu edu au. "Parent Expectations of Catholic Secondary Education: A study over time in one particular school." Australian Catholic University. Department of Educational Leadership, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp206.10082009.

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This thesis explores the expectations that parents had of a particular Catholic secondary school for boys during the first half of the 1990s. By exploring in some detail the expectations of one group of parents whose children attended one particular Catholic secondary school in suburban Adelaide (South Australia), the research illuminates the larger issue of the changing nature of parent expectations of Catholic secondary schooling, and how these expectations were being shaped in the last decade of the twentieth century. The social, educational and ecclesial context within which Catholic secondary education operates has altered in the three decades following the Second Vatican Council (1962-1965). The literature reviewed in this thesis indicates that parent expectations of Catholic secondary education in the 1990s were increasingly shaped by a complex variety of factors beyond traditional religious or denominational loyalty. The post-1973 organisational and administrative structures established for the delivery and development of Catholic schooling in Australia reset the centralisation/decentralisation balance. These changes in administrative centre of gravity have of themselves created a climate in which a greater range of parent expectations is evident. This research used an established questionnaire to gather data from parents about their expectations of the school as their sons entered the first year of secondary schooling. The same parents were then surveyed four years later to gauge the extent to which they believed the school had met their expectations. Exploratory analyses were conducted to investigate if there were significant statistical differences in parent expectations, or in parent perceptions of the school's meeting their expectations, that were due to different parent characteristics. In particular, the research investigated whether parent gender, religion, religious practice, level of education, or length of parent association with the school played a significant role in parent expectations. A further important research aim was to investigate the statistical properties of the research questionnaire, first used to explore parent expectations of Catholic secondary education in the early 1980s, and to suggest appropriate changes to the way in which the items and scales of the questionnaire were constructed. Eight of the nine scales of the research instrument, whether used in the first round of the survey (as the student entered Year 8, and parents were asked what their expectations were in anticipation of their child's Catholic secondary education) or the second round (as the student entered Year 12, and parents were asked to indicate the degree to which the school had met their expectations) were found to be reliable. The results from the research reported in this thesis indicate that the parents believed that the school in large measure met their expectations. The results also demonstrate that, for these parents, there was no significant relationship between their expectations of the school and the sample characteristics of parent religion, gender, or level of education. Only two parent characteristics were found to demonstrate a significant relationship with parent expectations as measured by the questionnaire scales: the frequency of parent religious practice (as measured by reported church attendance) and whether the parents had earlier enrolled their sons in the primary section of the school. A more finely-nuanced examination of the data indicated that parent religion and parent gender may indeed have an influence on parent expectations of the school, but that the influence of these parent characteristics on parent expectations of the school are mediated by the degree to which the parents practice their religion. This research appears to confirm that parent expectations of Catholic secondary schooling are not a simple function of parent religion. The research indicates that parents, whether Catholic or not, whether practising church goers or not, tend to share a reasonably coherent view of what a Catholic secondary education should include, and of what constitutes a

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Ip, Chuen-chip. "A case study on teachers' perception of school-based staff development activities : implications for school development /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057982.

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Cheng, Ka-man Clement. "Stress and job satisfaction among teachers in a laissez-faire context where carrots are already out of stock." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598709.

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Ho, Kwok-cheung Joseph. "The expectations of teachers and principals concerning teachers' participation in school administration in a sample of Salesian schools in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862719X.

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Liu, Pak-lin. "An evaluative study of the performance appraisal system in government secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596671.

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Daack, Riley Rachel Katherine. "BVM Catholic schools and teachers: a nineteenth-century U.S. school system." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/230.

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From the arrival of the Sisters of Charity of the Blessed Virgin Mary (BVMs) in Dubuque, Iowa, in 1843 through the death of their foundress in 1887, the BVMs created a group identity that they spread through the dispersion of their schools and that they maintained through regular written and personal contact. The identity they maintained was definitely religious in nature, but it was also equally secular. The BVMs provided a type of teaching that historians and geographers of U.S. education have not yet fully investigated, namely Catholic education. These women regularly taught and administered for lifelong careers; interactions among the women teachers and administrators were both deeply personal and pointedly professional; and these U.S. teachers actively supported and benefited from centralization. The research explores the dispersion pattern of the BVM school system, the nature of the institution through the experiences of BVM teachers and administrators, and the importance of recognizing the intertwining secular and sacred aspects of the congregation and its schools. Rather than reducing U.S. education to public education, the findings in this dissertation about BVM teachers and their schools call for a more nuanced understanding of U.S. education in general, one that includes Catholic education as a part of the whole.

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Cheung, Lai-man Elizabeth. "Hong Kong secondary school teachers' understanding of their careers /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294449.

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Davis, Paul W. "A historical study of American Catholic education and the oral histories of Archbishop Elder High School teachers." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1083700873.

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Baker, Jane McEver. "Exploring technological literacy: Middle school teachers' perspectives." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/651.

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The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. Teachers described technologically literate middle school students as able to perform basic computer skills and use those skills for research and problem-solving. Teachers' instructional practices included modeling and demonstration, hands-on practice, coaching, collaboration, and frequent assessment to achieve the outcome of student technological literacy. Challenges that can impede teachers' implementation of practices for technological literacy included lack of school support, equipment, time, and effective professional development. Recommendations to overcome challenges include increasing availability of equipment by providing better ways to schedule the computer laboratories and staff to monitor the equipment. Relevant up-to-date staff development and inclusion of technological literacy as a school goal were also suggested. This study may influence social change because it may help teachers improve practices to develop students' technological literacy skills necessary for successful employment in the 21 st century.

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Turner, Lana Gay. "Stress in female secondary classroom teachers." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/436367.

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The purpose of the study was to determine if a relationship existed among perceived stressful situations in the classroom and the amount of perceived stress among female secondary classroom teachers in Indiana.The population of the study consisted of 268 female secondary classroom teachers randomly selected by computer at the Indiana Department of Education.Three instruments were used in the study. The first instrument, General Information, was used to gather demographic data pertaining to Age Group, Years of Experience, Type of School System, Population of School System, Enrollment of Secondary School, Subject Area taught, and Grade Level(s) taught. The second instrument, Perceived Stress Questionnaire, was used to indicate the amount of perceived stress experienced by respondents. The third instrument, Perceived Needs in Stress Counseling, was used to indicate the type of counseling respondents perceived needed in order to help teachers deal with stress. The Perceived Stress Questionnaire and Perceived Needs in Stress Counseling Questionnaire employed a Likert-type scale with five degrees provided from which to choose: About 10% or less of the time, About 25% of the time, About 50% of the time, About 75% of the time, and About 90% or more of the time.The data were analyzed by frequency response percentages and cross tabulation for the General Information items, Perceived Stress Questionnaire items, and for Perceived Needs in Stress Counseling items.The following findings and conclusions were based on a review of the literature as presented in the study and the results of the data collected:1. Student threats and physical attacks are major sources of stress among discipline problems for teachers.2. Administrators not supportive of teachers in conflict situations in the presence of students are a predominant stress factor.3. Students not cooperative in class are a major source of stress for responding teachers.4. Student Apathy and lack of volunteerism in class are not major sources of stress among respondents.5. Parents defending their child's misbehavior are a major source of stress among Lack of Parental Support items.6. The majority of teachers responding did not desire stress counseling to assist them in dealing with classroom stress.

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Mallon, Matthew R. "Male Chinese Student Transitions to Life in an American Secondary Catholic Boarding School." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588512.

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The purpose of this qualitative study was to understand the perceived experience of Chinese students during their first year attending a Catholic co-educational boarding and day school in the United States. Data collection included semi-structured interviews of five current students, a faculty and staff questionnaire, and an analysis of the schedule of events for the new boarding student orientation. The data was analyzed using the inductive method for data analysis. The data showed that Chinese students face challenges in four key areas: 1) academic adjustment; 2) social adjustment; 3) emotional support; and 4) developing autonomy. Differences between Chinese culture and American culture provide challenges across the four key areas, leading culture to be best suited as a lens for analyzing the challenges faced by Chinese students transitioning to life at an American boarding school. There should be continuing research to identify the challenges faced by other ethnic and cultural groups in adjusting to life at boarding schools.

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Waters, Columb. "Catholic secondary school students and their values : intolerance, segregation, damage to community cohesion?" Thesis, Liverpool Hope University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722149.

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Chan, Yick-nam. "Secondary school teachers' beliefs about IT and constructivist pedagogies." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196333X.

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Star, Rachel Padma. "Constructivist teaching practices middle and secondary school science teachers /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123797028.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Mar. 23, 2006). Includes abstract. Keywords: Constructivist Teaching Practices; Science Teachers. Includes bibliographical references.

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Verner, Sandra A. Davison. "Mothers and secondary school teachers, issues of workplace accommodation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63382.pdf.

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Illes, Robert Timothy. "Teachers' perspectives of energy in lower secondary school science." Thesis, Oxford Brookes University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404688.

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Hui, Kwai-yin, and 許桂賢. "Teachers' perceptions of curriculum continuity in secondary school geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959416.

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Chan, Yick-nam, and 陳奕南. "Secondary school teachers' beliefs about IT and constructivist pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196333X.

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Cheung, Lai-man Elizabeth, and 張麗雯. "Hong Kong secondary school teachers' understanding of their careers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31241566.

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Cheung, Pak-hong, and 張百康. "Statistical analysis of secondary school teachers' attitudes towards mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976517.

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Dissertations / Theses on the topic 'Catholic secondary school teachers'

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