Academic literature on the topic 'Non-Catholic schools'
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Journal articles on the topic "Non-Catholic schools"
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Kim, Mikyong Minsun, and Margaret Placier. "Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools." education policy analysis archives 12 (February 4, 2004): 5. http://dx.doi.org/10.14507/epaa.v12n5.2004.
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Utilizing hierarchical linear models, this study of 144 private schools (72 Catholic and 72 non-Catholic schools) drawn from the National Education Longitudinal Study of 1988 discovered that Catholic school students scored lower in reading than students at non-Catholic private schools. Analysis of internal school characteristics suggested that lower growth in reading achievement might be related in part to lower student morale in Catholic schools. However, we found no significant differences between Catholic and non-Catholic private secondary schools in the development of students' math, history/social studies, and science abilities from eighth to tenth grades. This study also identified important student- and school-level variables such as Catholicism, gender, risk factor, parental involvement, and enrollment size that help to explain the outcomes.
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Donlevy, J. Kent. "Catholic Schools: The Inclusion of Non-Catholic Students." Canadian Journal of Education / Revue canadienne de l'éducation 27, no. 1 (2002): 101. http://dx.doi.org/10.2307/1602190.
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Donlevy, J. Kent. "Non-Catholic Students Impact on Catholic Teachers in Four Catholic High Schools." Religious Education 102, no. 1 (April 2007): 4–24. http://dx.doi.org/10.1080/00344080601117663.
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Anshari, Zainal. "Portrait Of Pai In A Catholic School (Case Study of St. Paulus Catholic High School Jember)." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 19. http://dx.doi.org/10.33474/jemois.v1i1.10095.
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Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.Keywords: Islamic Religious Education, Catholic High School, and religiosity
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Sulaiman, Abdul. "Building multicultural education that tolerates religious diversity." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 47. http://dx.doi.org/10.33474/jemois.v1i1.10097.
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Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
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Salim, Nasser. "Instructing a model of inclusive Islamic education." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 32. http://dx.doi.org/10.33474/jemois.v1i1.10096.
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Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
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Aiswa, Alexandria. "Strengthening democracy-based interfaith networks." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 62. http://dx.doi.org/10.33474/jemois.v1i1.10098.
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Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
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Ghifari, Farhan. "Protection the rights of minority communities in the era of religious freedom." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 81. http://dx.doi.org/10.33474/jemois.v1i1.10099.
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Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
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Dand, Barrayev. "Constitutional education related to the development of human rights as an effort to prevent radicalism." Journal Education Multicultural of Islamic Society 1, no. 1 (February 5, 2021): 98. http://dx.doi.org/10.33474/jemois.v1i1.10100.
Full textAbstract:
Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
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Trivitt, Julie R., and Patrick J. Wolf. "School Choice and the Branding of Catholic Schools." Education Finance and Policy 6, no. 2 (April 2011): 202–45. http://dx.doi.org/10.1162/edfp_a_00032.
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How useful are “corporate brands” in markets? In theory, brands convey reliable information, providing consumers with shortcuts to time-consuming provider searches. We examine the usefulness of a corporate brand when parental school choice is expanded through K–12 tuition scholarships. Specifically, we evaluate whether Catholic schools carry an identifiable education brand (1) preferred even by non-Catholics, (2) for reasons connected to the brand, (3) signaling largely accurate information resulting in an enduring “match” of school characteristics to student needs, and (4) leading to exit from the program when a Catholic school fails to meet consumers' brand expectations. We test these hypotheses using attitudinal and behavioral data from a scholarship program in Washington, DC. The results largely confirm our hypotheses about the Catholic school brand being attractive, familiar, generally accurate, and, when not accurate, an instigator of programmatic attrition—results that speak to enduring policy issues involving school choice.
Dissertations / Theses on the topic "Non-Catholic schools"
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Mead, Susan Virginia. "Achievement of public and non-Catholic private high school students within a matched sample." Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45818.
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Over the past six years, analyses of the National Center for Education Statistics' High School and Beyond data have primarily focused on the differences in achievement between public and Catholic high school students. Valuable data on non-Catholic private school students have been virtually ignored. Based on a strategy proposed by Althauser and Rubin (1970), in this study non-Catholic private schools are matched with public schools similar in school average base year student achievement levels, school average base year student socioeconomic levels, geographic region and racial composition. T-test results show that, among students in the most similar matches, non-Catholic private school students score significantly higher on vocabulary, reading, and a test composite of vocabulary, reading and general math scores. Public/non-Catholic private differences in basic and advanced math, science and civics are not significant although all but the civics tests show a small non-Catholic private advantage. The multiple regression analyses suggest that, for the most closely matched pairs, non-Catholic private school students have a small statistically significant advantage over public students on the 1982 reading test and test composite. However, the non-Catholic private advantage on general math, science, vocabulary and writing tests, and the public advantage on the advanced math and civics tests, are not significant. Thus, the null hypothesis stating that there are no differences between the 1982 achievement test scores of students in public schools and the tests scores of students in non-Catholic private schools is generally refuted. Yet, the differences, primarily favoring non-Catholic private school students, are small and in many cases not significant.Master of Science
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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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Tollefson-Hall, Karin Lee. "Alternativeness in art education case studies of art instruction in three non-traditional schools /." Diss., This edition also available online via University of Iowa:, 2009. http://ir.uiowa.edu/etd/322.
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Evers, Julianne M. "A COMPARISON OF FEMALE ATHLETES AND NON-ATHLETES FROM SINGLE-SEX AND COEDUCATIONAL CATHOLIC INSTITUTIONS ON SELF-PERCEPTIONS, BODY IMAGE, AND GENDER-RELATED COGNITIVE SCHEMATA." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1173463454.
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Callaghan, Tonya. "Holy Homophobia: Doctrinal Disciplining of Non-heterosexuals in Canadian Catholic Schools." Thesis, 2012. http://hdl.handle.net/1807/32675.
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In 2012 clashes between Catholic canonical law and Canadian common law regarding sexual minorities continue to be played out in Canadian Catholic schools. Although Section 15 of the Canadian Charter of Rights and Freedoms ensures same-sex equality in Canada, this study shows that some teachers in Alberta Catholic schools are fired for contravening Catholic doctrine about non-heterosexuality, while Ontario students’ requests to establish Gay/Straight Alliances are denied. This study seeks to uncover the causes and effects of the long-standing disconnect between Canadian Catholic schools and the Charter by comparing the treatment of and attitudes towards lesbian, gay, bisexual, transgender and queer (lgbtq) teachers and students in publicly-funded Catholic school systems in the provinces of Alberta and Ontario. I employ a multi-method qualitative research framework involving: 1) semi-structured interviews with 20 participants (7 current and former teachers and 13 former students), 18 of which are re-presented as condensed narratives; 2) media accounts that illustrate the Catholic schools’ homophobic environment; and 3) two key Alberta and Ontario Catholic policy and curriculum documents. The central question driving this study is: How does power operate in Canadian Catholic schools? Is it exercised from the top down solely, or are there instances of power rising up from the bottom as well? To answer this question, I draw upon the critical theories of Gramsci (1971), Althusser (1970/2008), Foucault (1975/1995), and Giroux (2001) in order to explain the phenomenon of “holy homophobia” in Canadian Catholic schools. The chief finding of this study is that contradictory Catholic doctrine on the topic of non-heterosexuality is directing school policy and practice regarding the management of sexual minority groups in Alberta and Ontario Catholic schools, positioning these schools as potential hotbeds for homophobia. Hopefully, this thesis can one day serve as a resource for anti-homophobia education researchers and practitioners, school administrators, educators and students who are interested in eliminating religiously-inspired homophobia in school settings.
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Tollefson-Hall, Karin Lee McGuire Steve. "Alternativeness in art education case studies of art instruction in three non-traditional schools /." 2009. http://ir.uiowa.edu/etd/322.
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Kabayiza, Barnabe. "Exploring the collaborative role of government and the Catholic Church in education decentralization in Rwanda : a case study of two secondary schools in Nyarugenge District." Thesis, 2012. http://hdl.handle.net/10539/11407.
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The aim of this study was to explore and understand the kind of partnership that exists at secondary school level between government, Catholic Church, school administration and parents. And the way these parties perceive and assume their respective duties and responsibilities, and the relationships with one another in the new school decentralised dispensation. By 2000, Rwanda restructured the education system by initiating school decentralisation reforms and devolving more powers and responsibilities to districts, schools and community.
The literature on education decentralization, state and non-government provider partnerships in education theories is reviewed to identify the main issues to investigate. This study relies on taped in-depth interviews with school committees‘ members, education officers as well as documents analysis. All this enabled the researcher to answer four research sub-questions: (1) how do school committees perceive and exercise their powers and responsibilities in contributing to school development?; (2) how do school committees and the school administration work together in contributing to school development?; (3) how do Catholic Church authorities contribute to the managerial and/or professional issues and school needs? and; (4) how do the government and the Catholic Church collaborate for school development?
The study discovered that, despite the reluctance of school committees to be involved in school financial management, they were eager to be involved in schools governance and school development. They undertook activities aimed at raising school funds, volunteering in school activities requesting their expertise, contributing to some school decision making and attending successfully school meetings. Moreover, results have shown that the school committees and the school community (school principals, teachers and staff) manage to work together to face the challenges of lack of capacity. Even though the Catholic Church financial support to schools has been reduced, the Catholic Church contributes via its teaching to the mobilization of the community for school development, for charitable actions, and collecting funds from aid agencies.
The study recommends that the government and Catholic Church continue to collaborate to build the governance capacity of the school committees, that school principals and teachers manage to create a welcoming school environment, that the department establish a system
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support that provides information about schools‘ academic and financial performance relative to other schools, closing the gap in the existing regulations and guidelines on the respective power and responsibilities pertaining to each of stakeholders in partnership for school development. The study recommends further studies on the implementation of school decentralization in remote rural schools; the impact of the socio-economic status of school committee members on their commitment to their children‘s school development; the factors underlying teacher‘s attitude towards their involvement in financial and administrative decision making; and a comparative research of similar non catholic and Catholic schools and how they implement differently school decentralization.
Books on the topic "Non-Catholic schools"
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Figlio, David N. Sex, drugs, and Catholic schools: Private schooling and non-market adolescent behaviors. Cambridge, MA: National Bureau of Economic Research, 2000.
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Bredeweg, Frank H. United States Catholic elementary and secondary schools, 1985-1986: A statistical report on schools, enrollment, & staffing; special focus on minority and non-Catholic enrollment. Washington, D.C: National Catholic Educational Association, 1986.
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Bredeweg, Frank H. United States Catholic elementary and secondary schools, 1984-1985: A statistical report on schools, enrollment, & staffing; special focus on minority and non-Catholic enrollment. Washington, D.C: National Catholic Educational Association, 1985.
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Curran, M. B. The distinctive nature and ethos of the Catholic School and the effect of the admission of non-catholic pupils. [Guildford]: [University of Surrey], 1992.
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Muelder, Walter George. The Ethical Edge of Christian Theology: Forty Years of Communitarian Personalism. Lewiston, New York: Edwin Mellen Press, 1994.
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The Barmen Declaration as a paradigm for a theology of the American church. Lewiston: E. Mellen Press, 1991.
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Neumann, Jacqueline, Gerhard Czermak, Reinhard Merkel, and Holm Putzke, eds. Aktuelle Entwicklungen im Weltanschauungsrecht. Nomos Verlagsgesellschaft mbH & Co. KG, 2019. http://dx.doi.org/10.5771/9783748900344.
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This groundbreaking volume on secular law in Germany brings together scholars on a variety of topics regarding the separation of the state and religion. It conducts in-depth legal analyses dealing with a wide range of recent cases in which the rule of law and the neutral role of the secular state were put at risk by religious politics. The book’s 21 essays cover topics such as human rights, the constitutional roots of the secular state, freedom of belief and non-belief, medically assisted suicide, sexual self-determination, abortion, genital mutilation, criminal prosecution in the Catholic Church’s sex abuse scandal, the collection of church taxes by the state based on baptisms of infants and minors, the collection of special church fees from atheists and Muslims by the state, church labour law, discrimination against members of the Church of the Flying Spaghetti Monster and Islamic veils in state schools. With contributions by editors and authors Dr. Gerhard Czermak | RiBGH Prof. Dr. Ralf Eschelbach | Dr. Carsten Frerk | Prof. Dr. Michael Hassemer | Johann-Albrecht Haupt | Prof. Dr. Rolf Dietrich Herzberg | Prof. Dr. Matthias Franz | Dr. Volker Korndörfer | Prof. Dr. Hartmut Kreß | Ingrid Matthäus-Maier | RA Dr. Till Müller-Heidelberg | Prof. Dr. Reinhard Merkel | RA Ludwig A. Minelli | Dr. Jacqueline Neumann | Prof. Dr. Dres. h.c. Ulfrid Neumann | Prof. Dr. Holm Putzke | RA Dr. Winfried Rath | StaatsMin a.D. Diplom-Jurist Rolf Schwanitz | Prof. Dr. Jörg Scheinfeld | Dr. Michael Schmidt-Salomon | Sarah Willenbacher
Book chapters on the topic "Non-Catholic schools"
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Mihovilović, Mary. "Sustaining the System: Non-Catholic Teachers in Catholic Secondary Schools." In Irish and British Reflections on Catholic Education, 93–106. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_8.
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Thomson, Sue. "Australia: PISA Australia—Excellence and Equity?" In Improving a Country’s Education, 25–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_2.
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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.
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Cressler, Matthew J. "Becoming Catholic." In Authentically Black and Truly Catholic. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479841325.003.0003.
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This chapter argues that in order to fully understand why African Americans converted to Catholicism, it is important to avoid functionalist answers that attempt to reduce conversion to a choice on the part of the convert and instead attend to the many overlapping practices, pressures, experiences, and relationships that shaped the process of becoming someone new. Intervening in debates in theories of religion, it further argues that scholars should take seriously the claims made by Black Catholics that “faith” made them Catholic, which should then lead scholars to consider what conditions make faith possible in the first place. It discusses “the Chicago Plan,” devised by Fr. Martin Farrell and Fr. Joseph Richards, in which missionary priests and sisters explicitly linked the enrollment of non-Catholic children in Catholic schools with mandatory religious education of the family in order to promote the conversion of African Americans. It then explores in depth the inner lives of African American children and parents in Catholic schools who became Catholic as they learned new ways of living in and experiencing the world.
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Murnane, Richard J. "Comparisons of Private and Public Schools: What Can We Learn?" In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0014.
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The previous chapter argues that comparisons of the performance of public and private schools can be misleading. This chapter examines in detail recent research providing such comparisons with the goal of clarifying what lessons can be drawn. The chapter also explains why the recent comparisons have puzzled, and in some cases infuriated, many public school educators. I begin by providing background on the best known of the recent studies. On April 7, 1981, at a conference attended by more than four hundred educators and the press, James Coleman announced the findings of research that he had conducted with Thomas Hoffer and Sally Kilgore on public and private high schools in the United States. Their principal finding was that Catholic schools and non-Catholic private schools are more effective in helping students to acquire cognitive skills than public schools are. Coming at a time of widespread criticism of public education and presidential support for tuition tax credits for families that use private schools, this finding was widely reported in the press and evoked a range of spirited reactions. Critics and supporters responded to Coleman, Hoffer, and Kilgore’s (henceforth CHK) work with articles and editorials with lively titles such as: “Coleman Goes Private (in Public),” “Lessons for the Public Schools,” “Coleman’s Bad Report,” and “Private Schools Win a Public Vote.” Over the succeeding months CHK’s work remained visible as critiques of their research and reanalyses of the data they used appeared in a variety of journals, in some cases accompanied by lengthy responses by CHK. Another wave of interest was sparked by the publication and subsequent reviews of CHK’s High School Achievement: Public, Catholic, and Private Schools Compared, in which they presented their final research findings. As a result of the wide range of responses to CHK’s work and the numerous symposia in which CHK have debated their critics in print, there is now ample material available to any reader interested in forming a judgment about the quality of the research that produced their main conclusion.
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Marlett, Jeffrey. "Strangers in Our Midst: Catholics in Rural America." In Roman Catholicism in the United States, 86–107. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823282760.003.0005.
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This chapter discusses the history of Catholics in the rural United States, which engages three narrative strands. The role of the institutional church—its schools, churches, monasteries, and hospitals—and its clergy represent perhaps the most visible strand. Then there is the story of rural Catholic people themselves: where they came from, what they did, and how their religious faith separated them from their non-Catholic rural neighbors. An often-tense relationship between the city and the country constitutes the third strand; stereotypes aside, rural America has never existed in isolation from American cities. This dynamic was especially evident in the history of rural Catholics. That history generated some of its own quintessentially “American” images: family farms, wholesome church life, the simplicity and honesty of small town life; but these images were inevitably read as anomalous when Catholics staked their proprietary claims.
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Mccartin, James P. "Sex Is Holy and Mysterious." In Devotions and Desires. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636269.003.0005.
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Historians of sexuality have consistently portrayed U.S. Catholics as agents of denunciation and repression, intransigently opposed to the advance of “modern” sexual values and practices. The result of such portrayals is to make Catholics into ahistorical actors, entering the narrative only to give voice to their church’s purportedly unchanging views on sexual morality. This chapter focuses on the early twentieth century reform efforts by a vanguard of Catholic educators, who argued for a new regime of forthright instruction about sexuality. The story of these educators highlights how their approach was shaped by multiple contingencies, from the lingering effects of Catholics’ long-standing status as a religious minority to changing patterns of formal education to shifting ideas about human development. Though they advocated views distinct from those of non-Catholic counterparts, these educators were far from simple reactionaries intent upon prohibiting access to sexual knowledge. Instead, they were reformers who, in the words of Matthew Michel, aimed to overcome the “bane of absolute silence” about sex in Catholic schools and promote in their students “respect for self and high reverence for others” as cornerstones of sexual morality.5 The movement for Catholic sex education thus highlights how a careful investigation that integrates religious history and the history of sexuality has the potential to bring to light new narratives and uncover rich—even surprising—possibilities within two historical subfields that, until now, have seldom intersected in more than a cursory fashion.
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Freeland, Richard M. "Transformation of the Urban University: Boston University, Boston College, and Northeastern, 1945–1972." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0012.
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Boston’s three local, private, teaching and service-oriented, commuter universities—Boston University, Boston College, and Northeastern, classic urban universities in the years before World War II—undertook to change themselves in fundamental ways during the golden age. B.U., reaching back to its nineteenth-century origins, sought to re-create itself as a comprehensive regional and national university. Boston College, drawing on the ancient academic traditions of the Society of Jesus, worked to become the nation’s top Jesuit university and a leading force in Catholic intellectual and professional life. Northeastern, with its philosophical roots in service to the low-income population and business community of Boston, tried to balance its historic concerns with a new impulse toward national prominence in cooperative education. All three invested heavily in graduate education and research, and B.U. and B.C., in upgrading their undergraduate student bodies, shed their identities as local, service-oriented campuses. At the end of the period, only N.U. remained centrally committed to the functions of an urban university, though it, too, had taken steps to reduce its emphasis on local service. Boston’s three nonelite, private universities were hit hard by World War II, but campus leaders were conscious of predictions that the return of peace would bring a new period of expansion. By the middle of the war, Presidents Marsh of B.U. and Ell of Northeastern and the provincial Jesuit hierarchy that governed B.C., frustrated by fifteen difficult years, were turning their attention to postwar opportunities. Throughout the war, Marsh later wrote, “we kept getting ready” to “jump quickly” after the fighting stopped. Ell was equally eager. “When the war is over,” he wrote in 1943, “Northeastern will be prepared.” The senior president among the universities of Massachusetts, B.U.’s Marsh was in his middle sixties during World War II and was determined to make concrete progress toward his institutional goals in the short period in office remaining to him. Since his appointment in 1926, he had emphasized three aspects of B.U.: its religious heritage as a non-sectarian, Methodist university with a strong School of Theology; its public-service role as a diversified educational resource for the Boston area; and its academic possibilities as one of the nation’s largest universities with a full range of graduate and professional programs.
Reports on the topic "Non-Catholic schools"
1
Figlio, David, and Jens Ludwig. Sex, Drugs, and Catholic Schools: Private Schooling and Non-Market Adolescent Behaviors. Cambridge, MA: National Bureau of Economic Research, November 2000. http://dx.doi.org/10.3386/w7990.
Full text
2
Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.
Full textAbstract:
In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.