Academic literature on the topic 'Rockhampton Diocese of Catholic Education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Rockhampton Diocese of Catholic Education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Rockhampton Diocese of Catholic Education"
1
Szczepaniak, Jan. "Duchowieństwo diecezji kamienieckiej w przededniu powstania listopadowego." Textus et Studia, no. 3(7) (November 17, 2017): 115–42. http://dx.doi.org/10.15633/tes.02305.
Full textAbstract:
The Catholic clergy in Podolia and landowners belonged to elites of the province. The social and cultural position of the Catholic clergy was not threatened even by the czar’s clerks and the Orthodox clergy until the November Uprising. The situation was changed by the policy of the Petersburg court after suppressing of the Uprising. They tried to destroy Catholic and Polish character of Eastern guberniyas which were attached to Russia as a result of the partitions of the Republic of Poland. Podolia was inhabited by 256 clergymen of Catholic all rites in 1830. In churches and chapels belonging to the diocese lived 162 priests (63,6%), and in cloisters 94 (36,4%). 137 priests belonged to the Kamienets diocese out of all priests who were connected with Latin churches and chapels, and 17 belonged to the presbytery of the uniate Lithuanian diocese. Most of priests who belonged to the Kamienets diocese were involved to the ministry (74 provosts, pastors, and long term administrators – 54%; 50 vicars – 36,5%). They mostly came from Podolias, from noble families. Most of them got general education and were prepared to priesthood there. They lived 55 years on average.
2
Tejada, Marlon, and Dennis V. Madrigal. "The Quality and Challenges of Catholic Education among Parochial Schools in the Diocese of Kabankalan." Philippine Social Science Journal 4, no. 3 (October 25, 2021): 75–84. http://dx.doi.org/10.52006/main.v4i3.398.
Full textAbstract:
Catholic education is a Catholic school’s way of participating in the Church’s evangelizing mission through holistic formation and conversion accordant with Catholic faith and doctrines. This descriptive comparative-correlational study determined the quality of Catholic education among parochial schools relative to the Philippine Catholic Schools Standards (PCSS) domains: Catholic identity and mission, leadership and governance, learner development, learning environment, and operational vitality. The 252 school personnel and 36 administrators of 18 parochial schools in the Diocese of Kabankalan, Philippines, for the School Year 2020-2021, answered the standardized PCSS survey questionnaire. The results showed that parochial schools are excellent relative to the offering of quality Catholic education. The findings also showed no significant difference in the level of quality of Catholic education among parochial schools when respondents are grouped according to designation and length of service. In addition, the quality of Catholic education does not correlate with the school budget and size.
3
Newman, Mark. "The Catholic Way: The Catholic Diocese of Dallas and Desegregation, 1945–1971." Journal of American Ethnic History 41, no. 3 (April 1, 2022): 5–36. http://dx.doi.org/10.5406/19364695.41.3.01.
Full textAbstract:
Abstract Neglected in the many studies of Dallas, Bishop Thomas K. Gorman and Catholic religious orders that staffed schools and churches in the Diocese of Dallas led the way in desegregation and achieved peaceful change ahead of secular institutions. Gorman and religious orders formulated, supported, and implemented desegregation policies without fanfare or publicity that might divide Catholics and arouse segregationist opposition from within and/or outside the Church's ranks. Black Catholics were far from quiescent and made important contributions to secular desegregation. In September 1955, two African American Catholics enrolled in Jesuit High, a boys’ school, making it the only desegregated school in Dallas. George Allen, the father of one of the boys, subsequently worked behind the scenes to negotiate desegregation of the city's buses and other public accommodations. Another African American lay Catholic, Clarence A. Laws, organized and led civil rights protests in the city as the National Association for the Advancement of Colored People's Southwest regional director. White sisters also contributed to racial change. Even before the US Supreme Court ruled public school segregation unconstitutional in Brown v. Board of Education in May 1954, the Sisters of St. Mary of Namur, without publicity, admitted African Americans to a white girls’ school, Our Lady of Victory, in Fort Worth, making it the first desegregated school in the city. However, residential segregation and white flight limited integration of Catholic schools and churches, and Catholic school desegregation largely involved the closure of black schools.
4
Lusambili, Kizito Muchanga, and Pontian Godfrey Okoth. "Evaluating opportunities for evangelisation in the historical development of the Catholic Diocese of Kakamega since 1978." Research Journal in Advanced Humanities 3, no. 3 (August 21, 2022): 59–77. http://dx.doi.org/10.58256/rjah.v3i3.878.
Full textAbstract:
This paper evaluates the evangelisation opportunities in the historical development of the Catholic Diocese of Kakamega since 1978. The study adopted a historical research design. The study's target population was one million catholic faithful in the Catholic Diocese of Kakamega. A sample size of 384 catholic Christians was further deduced using the Krejcie and Morgan Table. Data collection tools used included questionnaires, interviews schedule, focus group discussions, observations, secondary sources, archival records, and internet materials. The respondents consent to be quoted in this work was given. Data obtained was qualitatively analyzed. The study unravelled the following opportunities: Education, health, human resource, rich documentation in the Catholic Church, stable hierarchy, rich scripture and long history, among others. These opportunities are important because they help the church to advance in her efforts of evangelisation. That is why this study employed the challenge and response theory as propounded by Arnold Toynbee. The area under study is a multi-ethnic with rich cultural diversity, the dances and music, that when blended well can enrich evangelisation and the liturgy.
5
Lapsley, Daniel, and Katheryn Kelley. "On the Catholic Identity of Students and Schools: Value Propositions for Catholic Education." Journal of Catholic Education 25, no. 1 (June 2022): 159–77. http://dx.doi.org/10.15365/joce.2501072022.
Full textAbstract:
The Catholic school sector is under significant stress with declining enrollments and schools closing in virtually every diocese in the United States. This paper examines two value propositions for Catholic education. One is its role in providing foundational support for the development of a personal, chosen religious-spiritual identity across the life course. The second is the contribution of Catholic education to moral-character formation. Both propositions are relatively underdeveloped. The question of students’ personal spiritual identity is overshadowed by the understandable concern with the Catholic identity of schools. The question of moral-character formation is subsumed by catechesis and liturgy but is often remanded to the hidden curriculum. We argue that Catholic education can make a powerful claim on parents and students to the extent that explicit attention is drawn to religious-spiritual identity and moral-character formation. Several features of the Catholic school advantage with respect to school ethos can be recruited to this end. Directions for future research are noted.
6
Sembiring, A. N., B. Erwin, and M. M. Sudarwani. "The symbolic and architectural philosophy of higher seminary in Bogor diocese." IOP Conference Series: Earth and Environmental Science 878, no. 1 (October 1, 2021): 012031. http://dx.doi.org/10.1088/1755-1315/878/1/012031.
Full textAbstract:
Abstract To become a Catholic religious leader must go through a special education known as seminary. Nowadays, a seminary especially Higher Seminary consisting of building facilities is needed to accommodate all the needs in producing priests among Indonesian Catholics, especially in the Sufragan Diocese of Bogor. The purpose of this research is to plan and design a Catholic seminary facility as a means of educating prospective priests in accordance with the activities and objectives. The Higher seminary complex is taken from the concept of “Symbolic and Architectural Philosophy”, which is a complex that can create or condition an environment that is capable of being an ideal vessel for the growth of faith by prospective priests, and all people regardless of differences. The concept is designed to follow the guidelines set also in the Catholic order, both religiously / liturgically, and contextually.
7
Mbandi, Antony Musyoki, and Mary Nyawira Mwenda. "Influence of Project Implementation Strategies by Religious Organizations on Rural Development: A Case of Kitui Catholic Diocese, Kitui County, Kenya." European Journal of Business and Management Research 6, no. 1 (January 11, 2021): 38–50. http://dx.doi.org/10.24018/ejbmr.2021.6.1.673.
Full textAbstract:
It has been documented that religious institutions have influenced the development of education systems, health facilities, infrastructure such as roads, water provision structures and even building designs. This study sought to find out the influence of project implementation strategies by religious organisations on rural development in Kenya. The study focused on the Catholic Diocese of Kitui, in Kitui County and sought to document how project implementation strategies by Catholic Diocese of Kitui influence rural development in Kitui County of Kenya. The target population for this study was drawn out of a homogenous setting of Kitui County, Kitui East Subcounty, Nzambani and Chuluni wards and covered a total of 6939 households. The study covered a sample population of 364 out of the determined target population of 6939 households. The analysis of the data collected was done using Statistical Package for Social Sciences (SPSS) software. The study established that project implementation strategies by Catholic Diocese of Kitui influenced rural development in Kitui County as shown by a composite mean of 3.945. The Chi-Square test results of the association between project implementation strategies by religious organizations and rural development at Catholic Diocese of Kitui, Kitui County in Table 16, shows a Chi-Square value = 8.954, p = 0.003. The p-value is less than 0.05 and hence there is a statistically significant association between project implementation strategies and rural development at Catholic Diocese of Kitui. From the findings, the study found that if the independent variable, project implementation strategies, was held constant at zero, then the rural development in Kitui County will be 3.537. The study also found that a unit change in project implementation strategies changes would lead to a 0.843 unit change in rural development in Kitui County. The variable was significant since p-value=0.012<0.05. The study concluded that project implementation strategies had a great influence on rural development in Kitui County. The study recommends that there is need for capacity development to identify resource availability and build capacities in communities and have them assisted to undertake church based projects. The study recommends that there is need for capacity development to identify resource availability and build capacities in communities and have them assisted to undertake church based projects. To create more ownership of the projects, the study recommends that there should be involvement of user representatives from the initiation to the implementation phases of the projects.
8
Riley, Kathryn. "PFI pathfinder projects : an analysis of the process in one catholic diocese." Management in Education 13, no. 4 (September 1999): 15–16. http://dx.doi.org/10.1177/089202069901300405.
Full text
9
Vumilia, B, Fr, Onyancha, E, and Mtenga, T. "Potentiality of E-recruitment System for Schools and Hospitals in Moshi Catholic Diocese." International Journal of Scientific Research and Management 9, no. 09 (September 12, 2021): 732–56. http://dx.doi.org/10.18535/ijsrm/v9i9.sh02.
Full textAbstract:
The adaptation of e-recruitment is a very complex phenomena as its tends to address numerous organization obstacles and overcoming operative cost. In this digital era, many organizations' human resources prefer to use a set of digitalized appliances to identify new employees and examine their credentials, certifications, and characteristics. This study was conducted to examine the utilization of e-recruitment system in Moshi Catholic Diocese. The study was guided by three specific research objectives stated as: Firstly, to find out the extent to which e-recruitment system has been successful in MCD. Secondly, to eximine the benefits of e-recruitment system in MCD. Lastly, to asses the challengers of utilizing e-recruitment system in MCD. Additionally, the study useda cross-sectional design where by70 participants were sampled through stratified, purposive, and simple random sampling employed to sample Catholic Diocesan institutions. Furthermore, a questionnaire and structured interview used to collect data from the respondents, and the validity and reliability of the instrument was considered. Data collected analyzed through descriptive (mean, standard deviation, and percentages) and inferential statistics (chi-square test). The findings revealed that the Catholic Diocese of Moshi is using e-recruitment system in the whole process of hiring employees in their respective Schools and Hospitals higher than traditional approaches. Moreover, the method brought huge advantages to their institutions as most of the employees hired were found to be extremely reliable for the work assigned and effectively in the task implementation.
10
Cross, Claire. "From Catholic Priests To Protestant Ministers: Pastoral Education in the Diocese of York, 1520-1620." Nederlands Archief voor Kerkgeschiedenis / Dutch Review of Church History 83, no. 1 (2003): 157–65. http://dx.doi.org/10.1163/187607502x00095.
Full textDissertations / Theses on the topic "Rockhampton Diocese of Catholic Education"
1
Watkins, Simon A. C., and res cand@acu edu au. "An Exploration of How Some Staff Members Perceive Catholic School Renewal in Some Primary Schools in the Catholic Diocese of Rockhampton." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp106.11092006.
Full textAbstract:
For the last forty years, since the end of the Second Vatican Council, the Catholic Church has been committed to renewal. In Queensland, Catholic schools have responded to this commitment by undertaking cyclical renewal processes since the early 1980s. The focus of this research was the process of Catholic School Renewal in the Catholic Diocese of Rockhampton, Queensland, Australia. The review of the literature focused on literature relating to school effectiveness and school improvement internationally and nationally, as well as Catholic School Renewal in Queensland generally and the Catholic Diocese of Rockhampton specifically. The following research questions focused the research design: 1. How is the process of Catholic School Renewal a source of potential growth? 2. How does the process of Catholic School Renewal ensure quality Catholic education? 3. How is the process of Catholic School Renewal a useful quality assurance tool? The epistemological stance adopted for the research was constructionism. The research paradigm adopted was interpretivism with social interactionism as the selected orientation. As case study is congruent with an interpretivist tradition of research it was adopted as a useful way of gaining insight into the perspectives of the participants. The case was comprised of some staff members who worked in one of four Catholic primary schools situated in three of the four regions of the Catholic Diocese of Rockhampton. Data collection took the form of semi-structured interviews and a survey questionnaire with the data being analysed using the constant comparative method. The study concluded that the process of Catholic School Renewal in the Diocese of Rockhampton is a useful quality assurance tool which helps to ensure quality Catholic education. Whether or not the process is a source of growth is dependent on a number of factors, paramount among which is the approach and ability of the Regional Supervisor of Schools. There were six major recommendations arising out of the research. These related to: 1. Ensuring the Regional Supervisor of Schools has certain attributes and knowledge. 2. Inservicing school staff on the purpose and nature of Catholic School Renewal. 3. Providing External Validation Team members with adequate inservice. 4. Permitting more involvement of the school principal in the process. 5. Initiating a review of the process of Catholic School Renewal in the Catholic Diocese of Rockhampton. 6. Rockhampton Catholic Education continuing to use the process.
2
Watkins, Simon A. C. "The relationship between the Catholic school and the parish in the diocese of Rockhampton: A case study." Thesis, Australian Catholic University, 1997. https://acuresearchbank.acu.edu.au/download/ec368f25daa63cfca8e391aaf3e196b5ad3da94a502128fcff04a9657586d31f/3523481/Watkins_1997_The_Relationship_between_the_Catholic_School.pdf.
Full textAbstract:
The research project sought to gain initial information about the perceived purpose of Catholic schools from the perspectives of the administration teams in the diocese of Rockhampton.
Catholic schools were first established ever one hundred years ago; society, Catholicism and parental expectations have changed over time. This study aims to inform future planning by the major stakeholders in Catholic education in the diocese of Rockhampton, to attempt to provide the most suitable educational structures to meet the demands of contemporary society. “It seems reasonable to suggest that the resolutions to some of these third millennium challenges confronting those with the responsibility of leading Catholic schools is unlikely to be found within a nineteenth century paradigm” (Leavey, 1993, p. 9).
As the study is concerned with the perceptions of Catholic school administration teams, case study was selected. The research focussed on three areas: - The perceived purposes of the Catholic school.
- The changing role of the Catholic school today and it’s relationship to the parish.
- The changing roles of the parish and school.
The study concluded that families are not as closely associated with parish structures as they were in the past, and that many families are becoming more involved in school activities and rejecting those offered by parishes.
Staffs of schools are increasingly being expected to perform in roles for which they are not trained – counselling is the most predominant activity. The only experience of church for a large percentage of school families is the school.
3
Watkins, Simon A. "An exploration of how some staff members perceive Catholic school renewal in some primary schools in the Catholic Diocese of Rockhampton." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/0cbbf0678b06c7d3a5cce7d30dc17bb1f18bd6cd7abbe68241af27bd135ce4f2/990683/65127_downloaded_stream_352.pdf.
Full textAbstract:
For the last forty years, since the end of the Second Vatican Council, the Catholic Church has been committed to renewal. In Queensland, Catholic schools have responded to this commitment by undertaking cyclical renewal processes since the early 1980s. The focus of this research was the process of Catholic School Renewal in the Catholic Diocese of Rockhampton, Queensland, Australia. The review of the literature focused on literature relating to school effectiveness and school improvement internationally and nationally, as well as Catholic School Renewal in Queensland generally and the Catholic Diocese of Rockhampton specifically. The following research questions focused the research design: 1. How is the process of Catholic School Renewal a source of potential growth? 2. How does the process of Catholic School Renewal ensure quality Catholic education? 3. How is the process of Catholic School Renewal a useful quality assurance tool? The epistemological stance adopted for the research was constructionism. The research paradigm adopted was interpretivism with social interactionism as the selected orientation. As case study is congruent with an interpretivist tradition of research it was adopted as a useful way of gaining insight into the perspectives of the participants. The case was comprised of some staff members who worked in one of four Catholic primary schools situated in three of the four regions of the Catholic Diocese of Rockhampton. Data collection took the form of semi-structured interviews and a survey questionnaire with the data being analysed using the constant comparative method. The study concluded that the process of Catholic School Renewal in the Diocese of Rockhampton is a useful quality assurance tool which helps to ensure quality Catholic education. Whether or not the process is a source of growth is dependent on a number of factors, paramount among which is the approach and ability of the Regional Supervisor of Schools.;There were six major recommendations arising out of the research. These related to: 1. Ensuring the Regional Supervisor of Schools has certain attributes and knowledge. 2. Inservicing school staff on the purpose and nature of Catholic School Renewal. 3. Providing External Validation Team members with adequate inservice. 4. Permitting more involvement of the school principal in the process. 5. Initiating a review of the process of Catholic School Renewal in the Catholic Diocese of Rockhampton. 6. Rockhampton Catholic Education continuing to use the process.
4
Lannon, David. "Catholic education in the Salford Diocese 1870-1944." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5466.
Full textAbstract:
This study examines the educational provision for Roman Catholic children in the Diocese of Salford 1870-1944. It begins with a review of the position in 1870, attained by the efforts of William Turner. the first Bishop of Salford, in collaboration with his priests and people. It is argued that this effort was based on Five Principles: Education had to be based on Religion, Catholic Education had to be under Catholic Control, Catholic Education had to be made available to all Catholic children as and when means permit, Catholic Education had to be efficient in its religious and secular content, The rights of parents to decide upon the education of their children had to be respected. An account is then given of the growth of both elementary and post-elementary provision across the diocese under five successive bishops, Herbert Vaughan (later Cardinal Archbishop of Westminster), Thomas Bilsborrow, Louis Charles Casartelli, Thomas Henshaw and Henry Vincent Marshall. Consideration is given to the "political" activity that took place throughout this period in connection with Catholic Education. The question is posed and answered: Were the Five Principles adhered to or developed by successive bishops? Case Studies are presented throughout the thesis to illustrate the general arguments by particular examples. The thesis ends in the prelude to the 1944 Education Act.
5
Williamson, Catherine E. "Passing on the faith : the implementation of parish-based catechesis in a Roman Catholic diocese." Thesis, University of Brighton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311441.
Full text
6
Fenchak, Richard J. "The experience of the Catholic Diocese of Richmond with ESEA Title I, April 1965--December 1976." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/50016.
Full textAbstract:
Title I of the Elementary and Secondary Education Act of 1965 was envisioned as a way to improve society by helping to equalize educational opportunities for economically and educationally deprived school children. The law provided for students in nonpublic schools to receive services commensurate with those received by their public school counterparts.
This dissertation describes and analyzes the implementation of Title I of ESEA and amendments, in the Catholic Diocese of Richmond, Virginia, from April 1965 through December 1976. The implementation of Title I in diocesan schools resulted in a conflict between church and state. An historical study in church-state relations, this study provides documentation of the conflict and a view of the issues, events and results. Positions of some officials of the Richmond diocese, the Virginia Department of Education, the U.S. Office of Education, and the U.S. Catholic Conference are presented.
Three chronological phases of Title I implementation between April 1965 and December 1976 are identified. Efforts of diocesan officials to secure Title I services for children in schools of the diocese varied in concert with events and issues and the personalities of the leaders throughout the time frame. The study documents that the amounts of services parochial school children received were determined, to a large extent, by external factors not under the control of the Richmond diocesan staff. The issues involving the implementation of Title I (now Chapter I, ECIA) remain unresolved. The dissertation suggests the need for future study regarding the implementation of Title I for the period following December 1976. A number of general hypotheses about church and state relationships; about administrative processes in state, federal, and church bureaucracies; and about leadership emerged from the study. These generalizations are presented as empirical propositions.Ed. D.
incomplete_metadata
7
Rossi, Renan. "A formação de padres na diocese de São Carlos." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/6771.
Full textAbstract:
Made available in DSpace on 2016-06-02T20:39:21Z (GMT). No. of bitstreams: 1
6456.pdf: 860131 bytes, checksum: 1d1751262ab0a8346eadc0305c8e77d3 (MD5)
Previous issue date: 2015-06-16Financiadora de Estudos e Projetos
Trying to understand a process through which individuals are raised in certain skills and dispositions, "physical and moral states" that are required by society as a whole, but also by specified groups to which one belongs, I conducted a research about the formation of Catholic priests process. I tried to understand from the experience of the diocese of São Carlos / SP, which dynamic, actors and situations were involved in this process of socialization, through which are cultivated in seminarians a number of provisions that in the future will contribute to the exercise of their priestly ministry. This set of provisions that I call priestly habitus is unconsciously and sometimes deliberately instrumentalized by these social actors, both in the daily performance of their social roles and in the maintenance activity or achievement of social positions in the Catholic Church or even in other fields such as the academic one. The dynamics of such priestly habitus cultivation takes place in a broad context, larger than the boundaries of a seminary, covering a range of training situations arranged through an institutionalized itinerary experiences that culminates in ordination. Such a priestly itinerary - equipped with native significance through a structured vocational speech that reduces the importance of profane motivations in the admission at the seminary provides the trajectories of these actors with a purity of inclination that omits the possibility of other interests (less transcendental ones). Finally, I discuss how to some members of the Catholic clergy, to be a priest not as regarded in the official speeches, but in the daily practices is less of an inescapable fixed identity than a contingency identification activity, which is evoked or omitted by these social actors according to the nature of relations at stake.
Procurando compreender um processo pelo qual se suscitam em indivíduos determinadas competências e disposições, "estados físicos e morais" requeridos pela sociedade como um todo, mas também a grupos determinados a que se pertence, realizei uma pesquisa acerca do processo de formação de sacerdotes católicos. Procurei entender a partir da experiência da Diocese de São Carlos/SP, quais dinâmicas, atores e conjunturas envolvem esse processo de socialização, por meio do qual se cultivam nos seminaristas uma série de disposições que futuramente contribuirão no exercício de seu ministério sacerdotal. A esse conjunto de disposições denomino habitus presbiteral, que é instrumentalizado inconscientemente e às vezes deliberadamente por esses atores sociais, tanto na performance diária de seus papeis sociais, quanto na atividade de manutenção e conquista de posições sociais no campo eclesial e até mesmo em outros campos, como o acadêmico. A dinâmica de cultivo de tal habitus sacerdotal se dá num contexto amplo, maior do que as fronteiras da casa de formação ou seminário, abrangendo todo um conjunto de situações formativas organizadas por meio de um itinerário institucionalizado de experiências que culmina na ordenação, o itinerário presbiteral, as quais são ainda dotadas de uma significação nativa, por meio de um discurso vocacional estruturado, que disassocia as motivações profanas do ingresso no seminário, dotando as trajetórias desses atores de uma pureza de inclinação que omite a possibilidade de interesses outros, menos transcendentais. Por fim, abordo ainda como para alguns membros do clero católico, ser padre, não no que toca os discursos oficiais, mas no que tange as práticas cotidianas, parece ser menos uma identidade fixa inescapável, do que uma atividade de identificação contingencial, que é evocada ou omitida por esses sujeitos de acordo com a natureza da relação social em jogo.
8
Tinsey, Wayne Maurice, and res cand@acu edu au. "Teachers, Clergy and Catholic Schools: A study of perceptions of the religious dimension of the mission of Catholic schools and relationships between teachers and clergy in the Lismore Diocese." Australian Catholic University. Department of Religious Education, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp218.04092009.
Full textAbstract:
The Catholic Diocese of Lismore is situated in the north-east coastal area of New South Wales, Australia. Catholic education in this diocese is based on the premise that school and parish work together in partnership for the personal and spiritual development of students. This premise relies on the assumption that teachers and clergy share a common view of the mission of Catholic schools. However, some recent studies highlight a lack of shared vision and indicate that teachers and clergy frequently have different expectations of what Catholic schools should be. This study examines similarities and differences in perceptions of the religious dimension of the mission of Catholic schools among the teachers and clergy in the Lismore Diocese. It identifies areas in which there is a significant lack of congruence. The study also explores the relationships and the quality of partnerships between teachers and clergy and identifies issues that are potential sources of tension. Furthermore, it considers implications for change. Self-completion questionnaires were given to the target population which consisted of all the full time teachers in Catholic schools and all the clergy on active duties in the Lismore Diocese at the beginning of 1997. Subsequent semi-structured interviews were conducted with all the clergy in the group and with thirty two teachers chosen through random sampling. Data yielded little evidence of sustained dialogue between teachers and clergy on issues related to the religious orientation of Catholic schools. Although there were some similarities in the teachers' and priests' perceptions of the religious dimension of the mission of Catholic schools, there was a considerable variation in their perceptions of priorities for these schools. Some of these differences could be linked to teachers' individual relationships with the institutional Catholic Church. Teachers and priests were found to differ significantly in their understanding of the effectiveness of Catholic secondary schools. The study also found that ecclesiastical language used to describe the mission of Catholic schools is not always understood by teachers who work principally out of an educational context. Moreover, the study found that relationships between teachers and clergy were often hindered by poor communication, lack of clarity with regard to roles and expectations and very different perceptions of the structures and practice of authority. Many teachers believed that clergy were 'out of touch' and unrealistic in their expectations of schools and teachers. Many priests, on the other hand, considered that teachers had generally lost a sense of 'vocation' and religious motivation for their involvement in Catholic schools. Priests were generally more interested in forming partnerships with schools than were teachers in forming partnerships with parish communities. The perception that secondary school communities did not relate to parishes as well as their primary counterparts was widespread among clergy. This study makes several recommendations for the improvement of communication and dialogue between teachers and priests. It also recommends that similar research be carried out in dioceses where the parish-school authority structure differs. As part of this study the initial findings were presented to a significant gathering of clergy and school principals. The resulting discussion led to the proposal of strategies for improvement in communication and partnership. In this way the applied research in the study became an agency of change itself, working in the direction of a better culture of communication and collaboration regarding the religious mission of Catholic schools.
9
Santos, Aida Medeiros. "A diocese do Crato e a importancia do ColÃgio Diocesiano para a sua manutenÃÃo 1914-1960." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9057.
Full textAbstract:
nÃo hÃA Igreja CatÃlica, no decorrer da sua histÃria, pensou e implementou projetos que viabilizassem a sua manutenÃÃo no poder em todos os campos sociais: polÃtico, econÃmico, cultural e educacional. Daremos Ãnfase à educaÃÃo, cuja aÃÃo estava direcionada para a formaÃÃo de uma elite intelectual que defendesse os ideais desta instituiÃÃo. No final do sÃc. XIX, com a quebra do padroado e o advento de novas igrejas disputando o territÃrio brasileiro, a Igreja passa a preocupar-se com uma formaÃÃo mais conservadora, numa tentativa de barrar as manifestaÃÃes de um catolicismo popular que surgiam no Brasil. SeminÃrios e escolas foram criadas em todo o Brasil, com o objetivo de difundir a religiÃo catÃlica, no processo de romanizaÃÃo da educaÃÃo brasileira. Este trabalho tenta aliar as temÃticas sobre religiÃo e educaÃÃo, envolvendo as aÃÃes da Igreja CatÃlica acerca da CriaÃÃo da Diocese do Crato e do ColÃgio Diocesano para empreender o seu projeto que viabilizava a manutenÃÃo do seu poder. Com o objetivo central de analisar tal processo, buscou-se o entendimento do papel sociocultural desempenhado por esta instituiÃÃo de ensino na cidade do Crato. Ao longo de sua histÃria, Crato foi fortemente orientado pela religiÃo CatÃlica que marca sua presenÃa desde a chegada do Padre Ibiapina e suas instituiÃÃes de caridade. A atuaÃÃo da Igreja CatÃlica no Crato reflete na formaÃÃo de intelectuais que defenderam esta instituiÃÃo em vÃrias frentes, a exemplo da disputa para sediar a diocese contra o Padre CÃcero do Juazeiro. Com efeito, o estudo da religiÃo e da histÃria da educaÃÃo no Cearà servirà de arcabouÃo teÃrico para reafirmar o poder desta InstituiÃÃo.
The Catholic Church, in the course of its history, intended and implemented projects that make feasible his maintenance in the power in all the social fields: political, economical, cultural and education. We will give emphasis to the education, which action is oriented for the formation of intellectual elite that was defending the ideals of this institution. In the end of the nineteenth century, with the break of the ecclesiastical patronage and the advent of new churches disputing the Brazilian territory, the Church starts to be concerned by a more conservative formation, attempting to stop the demonstrations of a popular Catholicism that were appearing in Brazil. Seminars and schools were created all over Brazil, with the catholic religion spreading goal, by means of the Brazilian education romanizing process. This work attempts to ally the themes about religion and education, dealing with the Catholic Church actions about the Creation of the Diocese in Crato and the Diocesan College in order to undertake the project that made feasible the maintenance of catholic power. The central objective is to analyze this process, aiming to understand the sociocultural role fulfilled by this educational institution in Crato city. Along his history, Crato was strongly orientated by the Catholic religion which imprints its presence since the Priest Ibiapina arrival and his charity institutions. The Catholic Church activity on Crato reflects the intellectualsâ formation that later defended this institution in several fronts, for instance the diocese host contest against Juazeiroâs Priest CÃcero. In fact, the study of the religion and history of education in the Cearà will serve as theoretical outline to reaffirm the power of Catholic Institution.
10
Urban, David J. "A Case Study of the Collaborative Professional Development Activities Between Public School LEAs and Catholic Schools in the Diocese of Richmond." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2074.
Full textAbstract:
The purpose of this qualitative study was to examine the perceptions of collaboration between public and Catholic school administrators using the involvement in the federal Title II professional development program as the subject area. Volunteer participants were interviewed using a researcher developed and pilot study tested interview guide. Four locations were selected covering eight sites and 11 total participants. Interview transcripts, researcher observations, and researcher notes were used to describe the participant perceptions and develop the study’s emerging themes of communication and attitude.
Books on the topic "Rockhampton Diocese of Catholic Education"
1
Jean-Baptiste de la Croix de Chevrières de Saint-Vallier. Catechisme du diocese de Quebec. A Paris: Chez Urbain Coustelier ..., 1986.
Find full text
2
Église catholique. Diocèse de Montréal. Évêque (1836-1840 : Lartigue). Jean Jacques Lartigue, par la miséricorde de Dieu et la grâce du St. Siège apostolique, évêque de Montreal, et suffragant immédiat de la sainte Église romaine: Au clergé et à tous les fidèles de notre diocèse, salut et bénédiction. [S.l: s.n., 1985.
Find full text
3
Lange-Stuke, Agnes. Die Schulpolitik im Dritten Reich: Die katholische Bekenntnisschule im Bistum Hildesheim von 1933 bis 1948. Hildesheim: A. Lax, 1989.
Find full text
4
Blum, Bertram. Regionalgeschichte der Erwachsenenbildung in katholischer Trägerschaft: Am Beispiel der Diözese Eichstätt. Würzburg: Echter, 1995.
Find full text
5
Georg, Scherer. Glaubenskrise und Erwachsenenbildung: Gutachten für die Erwachsenenbildung im Bistum Essen 1985-1992. Anweiler: Plöger Verlag, 1993.
Find full text
6
James, Mary Downey. CCD--an expression of ministry: A history of the Confraternity of Christian Doctrine in the Diocese of Pittsburgh. [Pittsburgh? Pa.]: M.D. James, 1985.
Find full text
7
Krześniak-Firlej, Danuta. Księża prefekci diecezji kieleckiej, 1918-1939. Kielce: Wydawn. Jedność, 2001.
Find full text
8
Encuentro de Pastoral Afroamericana (5th 1991 Quibdó, Colombia). Quinto Encuentro de Pastoral Afroamericana: Hacia un proyecto afroamericano de educación liberadora : memoria y conclusiones, Quibdó, Colombia, junio 23-28 de 1991. Quibdó [Colombia]: Diócesis de Quibdó, 1991.
Find full text
9
United Church of England and Ireland. Diocese of Toronto. Bishop (1839-1867 : Strachan). Pastoral letter from the Lord Bishop of Toronto, to the clergy and laity of the diocese of Toronto. [Toronto?: s.n.], 1986.
Find full text
10
The growth of English schooling, 1340-1548: Learning, literacy, and laicization in Pre-Reformation York Diocese. Princeton, N.J: Princeton University Press, 1985.
Find full textBook chapters on the topic "Rockhampton Diocese of Catholic Education"
1
Folwell, Emma J. "Marjorie Baroni, Adult Education, and the Mississippi Catholic Church." In The War on Poverty in Mississippi, 50–71. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496827395.003.0003.
Full textAbstract:
Chapter two explores the range of white responses to the war on poverty, focusing on the role of the Mississippi Catholic Church in supporting a state-wide job training program. It also tells the story of Marjorie Baroni, a white Catholic from Natchez, Mississippi who played a role in forging a biracial war on poverty in her local community. Baroni’s role illustrates not only the way in which the war on poverty provided opportunities for integration but also for women. Not simply through the “professionalization” of maternalism but also in roles as co-ordinators, administrators, and program directors. Following the creation of STAR—Strategic Training and Redevelopment—this chapter exposes the ways in which religious activism interacted with federally funded antipoverty efforts, from the Diocese of Natchez-Jackson to the Delta Ministry.
2
"From Catholic Priests to Protestant Ministers: Pastoral Education in the Diocese of York, 1520-1620." In Dutch Review of Church History, Volume 83: The <i>Pastor Bonus</i>, 157–65. BRILL, 2004. http://dx.doi.org/10.1163/9789047404637_010.
Full text
3
Gleason, Philip. "Rationalizing the Catholic System." In Contending with Modernity. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195098280.003.0007.
Full textAbstract:
Catholic colleges reacted as individual institutions to the turn-of-the-century challenge, but there was also a collective dimension to their response. It is most directly observable in the activities of the Catholic Educational Association (CEA) and in self-studies undertaken by the Jesuits. It is also extremely revealing, for here we can observe Catholic educators taking counsel together, informing themselves of current developments, and forging the conceptual and organizational tools they needed to bring their institutions more nearly into line with ongoing developments in American higher education. We shall look first at the CEA, but to appreciate its significance we must begin by reviewing the reasons for the fragmentation that put Austin O’Malley in mind of a boiler explosion, and caused Bishop John Lancaster Spalding to exclaim: “We Catholics are united in the faith, but are infinitely disunited in almost everything else. The Lord have mercy on us! We want some point of union.” The disunity that plagued Catholic educators as the new century opened did not arise from ethnic diversity or ideological cleavages, although both were significant features of the larger Catholic scene. Their basic problem was structural, and its key element was the existence in Catholic education of two overlapping, but largely autonomous, chains of command: the episcopal, centered in the bishop of the diocese (known technically as the “ordinary”); and that of the religious community. Reinforcing the disjunctive tendency inherent in this parallel authority structure was an ecclesiastical localism that left each ordinary without effective supervision from higher authority, and made each religious community a kind of realm unto itself. A cursory sketch of the Catholic educational scene will suggest why these circumstances made it so difficult to coordinate all the elements involved. Catholic elementary education was carried on under the authority and supervision of the bishops, but the parochial schools—of which there were in 1900 about 3800, enrolling upwards of 900,000 students—were staffed almost exclusively by nuns. A community of teaching sisters (and there were scores of them) might or might not be under the direct ecclesiastical authority of the bishop.
Conference papers on the topic "Rockhampton Diocese of Catholic Education"
1
Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.
Full textAbstract:
Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.