Tesis sobre el tema "Catholic education"
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Kruska, Richard. "Financial Models in Catholic Education". Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/258.
Texto completoDuffy, Hugh. "Liberal education and Catholic theology". Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:5719.
Texto completoSullivan, John William. "Catholic education : distinctive and inclusive". Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.
Texto completoWhittle, Sean. "Towards a theory of Catholic education". Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020772/.
Texto completoCervantes, Carmen Maria. "Catholic education for ministry among Hispanics". Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3196.
Texto completoJacobsen, Carey Mae. "Globalization, Global Citizenship, and Catholic Education". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104047.
Texto completoDoctor of Education
According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Among religious educational systems in this country, Catholic school systems are particularly significant. Thus, Catholic educational leaders should be part of a dialogue to improve the quality of education. Globalization is a phenomenon that impacts the quality of 21st century education. In this study, the researcher explored perspectives and experiences of Catholic school administrators regarding globalization and global citizenship. This study also investigated current practices fostering global citizenship within a Catholic school system. Administrators in Richmond diocesan schools, including Junior Kindergarten (JK)-8 and 9-12 levels, participated in interviews. The researcher identified themes regarding globalization, global citizenship, and global competencies within the Catholic education system. The results and findings of this study will be used to improve the quality of Catholic education programs.
Ugochukwu, L. C. y n/a. "Catholic education in practice : a case study of a Catholic high school". University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.161949.
Texto completoGoodnough, Angelique Montgomery. "A treasure buried| Catholic college students' experience of Catholic identity". Thesis, St. Thomas University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265113.
Texto completoFor almost one million college students in the United States, the Catholic university is Church. This study describes the experience of students at three Catholic universities. A work of Practical Theology, these reflections offer an opportunity for examination of the ecclesiology of the university not only in the liturgical sense but in the relational sense as a community of the faithful. It contains a full explication of Catholic and non-Catholic students’ description of their experience of Catholic identity at three metropolitan Catholic universities, how that experience was evoked in the process of interpretive theological reflection, and the themes that have emerged from those reflections. The themes most emphatically expressed on all three campuses were community, relationship, and service. The students describe their experiences in the chapel, the classroom, the dormitory, and the offices of administration and financial aid.
Students in this reflection expressed an expectation that their personal interactions with faculty, staff, and administration, as well as their prayer and worship practices, would be different at a Catholic university. When these interactions did not meet their expectations, it was the university as Catholic that had failed. The failure was, in student Rachel’s words because “you can’t just call yourself Catholic and not do anything about it.” For these students, everyone on the university campus is seen as a part of the university’s Catholic identity because for them the university is Church, both in the liturgical and ecclesial sense. The insights gained have value for Catholic institutions committed to an ongoing conversation on what it means to be Catholic.
Connelly, Camryn. "Hiring Leaders in Catholic Schools". Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638153.
Texto completoIn the Archdiocese of Los Angeles, principals are often ill prepared for the demands of the job. According to Baxter (2012), every year in the Archdiocese approximately 30 principal vacancies are filled. Many of the Pastors who hire for these vacancies do not have an educational background, nor do they have much experience in hiring practices. With the increase of lay educators leading Catholic schools, not only are competent principals needed, but principals who can be Pastoral, educational, and managerial leaders (Manno, 1985). To increase the probability of hiring strong candidates for the principal vacancies in schools across the Archdiocese of Los Angeles, a hiring protocol is needed to standardize the process, while encouraging collaboration and input from multiple stakeholders. This case study implemented and evaluated a hiring protocol at one school site within the Archdiocese of Los Angeles. The protocol was designed to help Catholic schools hire qualified principals, and its development was guided by previous research on effective hiring procedures for such positions. The case-study data collected provides insight into the benefits and of using this specialized hiring protocol while also identifying potential changes to further strengthen the protocol. The results of the case study will be shared with the Department of Catholic Schools in the Archdiocese of Los Angeles to provide a framework for a principal hiring protocol that can be used at all school sites.
Foerster, Martin [Verfasser] y Ronald G. [Akademischer Betreuer] Asch. "Catholic education in restoration Ireland, 1660-1685". Freiburg : Universität, 2015. http://d-nb.info/1119452341/34.
Texto completoHollis, Lanny K. "Catholic schools and student academic performance Does the urban catholic school experience mitigate ethnoracial disparity? /". Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.
Texto completoAbstract. Title from PDF t.p. (viewed on Mar. 11, 2010). Includes bibliographical references (p. 252-291). Available online via the OhioLINK ETD Center and also available in print.
Vincent, Kathleen B. "Principal evaluation in Catholic elementary schools". Thesis, Lewis and Clark College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561324.
Texto completoResearch on school leadership speaks to the importance of evaluating school administrators. Evidence suggests that involving school leaders in the design of the evaluation process as well as including feedback from stakeholders in the school community as part of the evaluation process can positively impact administrators' professional practice. Effective assessment supports the continued development and growth of school leaders.
In the local archdiocese the pastor evaluates the parish school administrator, using a standard form based on the job description and issued by the superintendent's office. The same self-evaluation is completed by the principal and discussed with the pastor. Since the pastor is typically not an educator, questions arise about the accuracy and usefulness of the data generated by the evaluation. These questions lead to discussions about the efficacy of the process and generate ideas for improvement and a willingness to effect change.
This dissertation study seeks to identify perceptions of Catholic elementary school principals about the current evaluation process in their diocese, exposes administrators to research into best practice in leadership evaluation, and shows how these principals collaboratively designed an evaluation tool and process. This action research process tracked changes in attitudes and beliefs about effective evaluation that occurred as the administrators designed a new tool and method for potential implementation in their diocese. Trends were identified and coded utilizing the research questions and the theoretical framework of Organization Governance, Leadership Theory, Evaluation Theory and Change Theory. This qualitative research study adds administrator voices to the developing professional dialogue about effective leadership evaluation.
Connelly, Camryn Marie. "Hiring Leaders in Catholic Schools". Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/198.
Texto completoMeyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools". Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.
Texto completoDunne, Maureen E. "A Catholic administrator's narrative of her spiritual education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0007/NQ35152.pdf.
Texto completoHui, 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.
Texto completoHui, Nga-man Jasmine y 許雅雯. "Sex education programme in a catholic boys' school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37261071.
Texto completoLannon, David. "Catholic education in the Salford Diocese 1870-1944". Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5466.
Texto completoNASCIMENTO, GLORIA FATIMA COSTA DO. "THEOLOGY, EDUCATION AND CATHOLIC SCHOOLS: A NECESSARY DIALOGUE". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4142@1.
Texto completoThis study analyzes the interaction between Theology and Education in the activities and procedures of Catholic schools. With this objective, the study was carried out in Catholic schools with theologians amongst their staff or acting as consultants for a period of time. The principal focus was in understanding how a university graduate with a Theology degree is perceived. A related interest was in finding out whether the theme of pastoral schooling, grounded in the Theology of Liberation and emphasizing education for justice and freedom, is still a potent force, 35 years after its initiation, or has become obsolete. In order to achieve this objective, interviews were conducted with the headmasters, the teachers of religious studies and the theologians who work in these Catholic schools. School documents, such as the political-pedagogic project, rules and norms etc., were also analyzed. The study shows that new themes have been developed by Catholic schools wanting to develop pastoral work, including religious pluralism, secularism and the new family structure. The conclusion of the study is that Theology, through the figure of the university graduate with a bachelors degree in Theology, has a lot to contribute to the new problems faced by Catholic schools. Theologians, acting in the schools studied, have maintained a permanent dialogue with pedagogic themes, thus facilitating the construction of a real educational community. This leads us to believe in the fruitfulness of a dialogue between Theology and Education.
Gautier, Mary 1952. "American Catholics: Persisting and Changing: Morning Session. Parish life and Catholic education: a changing institutional landscape". The Church in the 21st Century Center at Boston College, 2011. http://hdl.handle.net/2345/bc-ir:103721.
Texto completoQuinly, Neil. "Response to Mission: Students' Experience of Catholic Social Teaching in an Inner City Catholic Elementary School". Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/562.
Texto completoHolland, Mary Griset. "The British Catholic press and the educational controversy, 1847-1865". New York : Garland, 1987. http://catalog.hathitrust.org/api/volumes/oclc/16900946.html.
Texto completoUjan, Konrad S. "A program of field education for Roman Catholic theological education in Indonesia". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
Texto completoHollis, Lanny Keith. "Catholic Sschools and Student Academic Performance: Does the Urban Catholic School Experience Mitigate Ethnoracial Disparity?" Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.
Texto completoGaspar, Antony J. "The Impact of Catholic High School Education| Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities". Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592167.
Texto completoThis mixed methods research investigated how young adult alumnae from a Catholic female high school perceive the impact of their high school service experience concerning their "beliefs" about the importance of service, current "engagement" in service, and their beliefs about and engagement with four Catholic Social Teaching principles (life and dignity, care for the poor, solidarity and common good, and rights and responsibilities) related to social justice.
This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis.
The quantitative data revealed that Catholic high school service program experience positively impacts participants' "beliefs" about the importance of service (65%), and the importance of four Catholic social teaching principles (73%). The qualitative data corroborates with the quantitative findings. However, participants lacked translating their beliefs in to action with only 42% reporting as "engaged" in service. Although a majority of participants (60%) reported as engaged in activities related to four CST principles, in reality only 25% are significantly engaged in service in the past 12 months. Catholic educators are invited to examine their service pedagogy and address factors that contribute to low level of service engagement. Further research is suggested to identify factors that would raise the level of service engagement in alumnae's young adult life.
Stuart-Buttle, Rosalind. "Online learning and Catholic adult education : an interruptive pedagogy?" Thesis, University of Liverpool, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539508.
Texto completoLehman, Joseph John. "Mission Officers in Catholic Higher Education: Responsibilities and Competencies". Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:103551.
Texto completoThe purpose of this research was to identify the primary duties and responsibilities of mission officers in Catholic higher education and develop an accompanying set of core competencies for professional development purposes. Mission officers first appeared in Catholic colleges and universities in the 1980s, in response to declining numbers of priests and religious on campuses, increased secularization of the academe, and reduced course requirements in the liberal arts, particularly philosophy and theology. These changes as well as others within higher education, American society, and the Catholic Church raised concerns about the distinctive Catholic identity and mission of Catholic colleges and universities. Although 80% of Catholic colleges and universities have appointed a mission officer to galvanize campus-wide efforts to strengthen the religious character of these institutions (Gilroy, Sloma-Williams, & Galligan-Stierle, 2014), as of yet there are no established educational qualifications, professional norms, or set of competencies to guide the professional practice and development of current and future mission officers. Thirty-seven experienced mission officers participated in four rounds of data collection using a modified Delphi research method. Seventy-four percent of the 27 duties and over eighty percent of the 32 competencies identified, refined, and prioritized in this study reached consensus as critically important or very important by more than three-quarters of the study participants. The study findings indicate that mission officers interact on a regular basis with many groups and individuals at both senior and lower levels within the institution. Many mission officer duties involve efforts to galvanize the campus community, particularly faculty and student affairs professionals, in order to integrate the mission across the institution. Effective mission leadership requires both a top-down and bottom-up approach to mission integration along with leadership skills, knowledge of the Catholic intellectual tradition, collaboration and communication skills, and a demonstrated commitment to the Catholic identity and mission of the university
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Joy, Ruth. "The American Covenant, Catholic Anthropology and Educating for American Citizenship: The Importance of the Catholic School Ethos. Or, Four Men in a Bateau". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153322047768821.
Texto completoGomez, Shannon M. "Catholic Elementary School Leadership: What Does the Future Hold?" Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/552.
Texto completoMontejano, Frank. "Assessing the Sustainability and Possibility for Transformation of the Catholic School: A Case Study of St. Leo School". Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/559.
Texto completoDavis, 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.
Texto completoBergmann, Therese. "Catholic identity a sharper image of discipleship /". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
Texto completoEgan, A. J. "An evaluation of the implementation of the principles of Catholic education in the Catholic comprehensive schools in Wales". Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379279.
Texto completoDavis, Jacqueline Estella. "Principals' Perceptions of Parent Involvement in Catholic and Protestant Schools in Southern California". Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846292.
Texto completoThis study examined principals’ perceptions of faith-based schools in Southern California. A 6-item survey was distributed by hard copy to 217 Catholic principals affiliated with the Archdiocese of Los Angeles and by e-mail to 218 Protestant school principals affiliated with the Association of Christian School International. The survey was completed by 148 principals (101 from Catholic schools and 47 from Protestant schools, 34% of population), suggesting that hand-delivered surveys yielded a higher return. However, the Protestant principals who responded exclusively online completed significantly more comprehensive written comments or transcripts to the survey.
Both groups of principals revealed high parent engagement in both types of schools and the selection by parents of a faith-based school was based upon personal values. However, highlights revealed that these administrators placed a high level of importance on open and consistent communication with parents and being visibly present on the campus. Principals were present at morning drop-off, visible on-site throughout the day, and at pick-up. In addition, the schools maintained a current website, frequent parent conferences by teachers and principals, and weekly or daily messages using various technological forms. Principals commented that they desired that every interaction with the school was positive and informative. Principals indicated that parent volunteer activity tended to be different in the two types of schools. Catholic school parents were expected to volunteer to work at the school, and participate in fund raising activities for the school. These parental expectations were vital to the school’s financial base, as nuns continue to be replaced by lay teachers. In addition, Catholic school parents were required to supervise completion of a child’s homework and support school rules, such as children wearing uniforms. Protestant school principals indicated that their parents were active in school-based activities such as sports, the performing arts, classroom support, as well as in school-wide activities such as open houses and fundraisers. Although the Catholic and Protestant schools provided opportunities for parents to participate in the school decision-making process, few principals reported all parent school boards or parents making the primary decisions beyond participation in the selection of the school principal.
McKenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890". Thesis, McKenna, Eugene (2005) The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/198/.
Texto completoMcKenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890". McKenna, Eugene (2005) The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/198/.
Texto completoSwallow, Meredith. "Exploring Catholic Education In The Twenty-First Century: Teaching Practices, Technology Integration, And Educational Goals". ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/368.
Texto completoNongkas, Catherine Matmadar y res cand@acu edu au. "Leading Educational Change in Primary Teacher Education: a Papua New Guinea study". Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp167.23072008.
Texto completoWaldron, Peter. "Parish rationalisation : A case study of the effects the clustering of three Catholic parishes has had on the Religious Education Curricula of the parish primary schools". Master's thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/0200c0441c3c0d02dccae4008fc826361beccf016974927d37837dc8f7f0bf9e/4240363/Waldron_2001_Parish_rationalisation_a_case_study_of.pdf.
Texto completoPollard, Susan J. "An investigation of the Catholic Leadership Education Programme in South Australia /". Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmp772.pdf.
Texto completoAnalyses the Catholic Leadership Education Programme in the archdiocese of Adelaide in terms of the work of Paulo Freire and Carl Jung. Spine title: The Catholic Leadership Education Programme. Includes bibliographical references (leaves 255-260).
Oski, Mary. "Examination of the impact of the Catholic education office Melbourne school improvement planning processes within Catholic primary schools /". Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/7077.
Texto completoSullivan, Crystal. "Catholic marriage education and enrichment in Chicago a resource manual /". Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.
Texto completoVita. "The Marriage Resource Manual has been designed to gather the information needed to successfully implement a Marriage Education/Enrichment Program within a parish."--leaf 57 Includes bibliographical references (leaves [112-113], 140-142).
Melley, Kristin Barstow. "Reapproaching the Crossroads: A New Pedagogical Theory for Catholic Education". Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109091.
Texto completoThis dissertation is a conceptual study of Catholic education as a distinctive approach for learning in elementary and secondary Catholic schools. It draws upon the academic disciplines of philosophy, theology, and education to construct a theory of pedagogy that attends to and faithfully reflects the particular beliefs and aspirations of Catholic education. The opening historical analysis describes significant changes to the US Catholic school landscape, including the ways in which Catholic education is defined and accounted for in the life of the school. This analysis is widened to explore the claim that there is no adequate definition of Catholic education today. Together, these observations reveal an urgent need for new theories to realize the core mission of Catholic education. Toward this end, I develop a conceptual framework for Catholic education interbraiding Christian anthropology—emphasizing the themes of imago Dei, relationship, and grace—relevant Church documents authored by the Congregation of Catholic Education, and the pedagogical theory of Bernstein (1990, 2000). I employ this framework to construct a new pedagogical theory for Catholic education. The theory explores the identity of the person as both a knower and a learner. Bernstein’s (2000) concepts of classification and framing are used to articulate the distinctively Catholic qualities of the pedagogy. The pedagogical discourse features three dynamic movements: composition, juxtaposition, and transposition. Each movement consists of practical and spiritual considerations that, over time, foster learning and strengthen relationships. These outcomes, or text (Bernstein, 2000), create the conditions for deepening the dispositions of discipleship while allowing persons an essential way to participate in the flourishing and fullness of each other’s lives in the realm of God’s grace. The final segment of the dissertation explores the ways in which the instructional model, tutoría, appropriates the new pedagogical theory for Catholic education. I trace the evolution of tutoría and highlight the experiences of students and educators who are implementing the model in four schools in Chile. The dissertation concludes with a discussion on the value of the new pedagogical theory for Catholic schools globally
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Gulab, Nalisha. "Mis-education : subversion of female roles in Catholic religious depictions". Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8025.
Texto completoKnowles, Kristopher Leo. "Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools". Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/201.
Texto completoWhelan, Anthony Peter y n/a. "System level change : implementing a religious education curriculum in Catholic schools". University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.125609.
Texto completoMuzzy, Catherine Cichocki. "Implementing Calendar Reform in a Suburban Catholic Elementary School| A Case Study". Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631405.
Texto completoTime-based reform proposals are founded on the assumption that more time in school will produce great learning outcomes. Research shows that when schools adopt time-based reform initiatives, there are certain considerations that they should make and methods they should follow to ensure the change produces the outcomes intended. This was not the case in a local Archdiocese where a calendar extension was adopted by several elementary schools.
This qualitative case study focused on the adoption of a calendar extension at one Catholic elementary school. The researcher gathered data from the pastor, principal, teachers, parents, and students to determine how these stakeholders envisioned the outcomes of this change, how they perceived the time was being used for curricular, co-curricular, and extra-curricular purposes, and the challenges and opportunities that they felt existed after three years of implementation. Data collected over a four-month period included classroom observations, stakeholder interviews, focus group meetings, and document analysis.
An inductive analysis of the data collected was used to determine emergent themes and domains within the school. The seven themes that emerged include: decision making, planning and implementation, advantages, financial motivations, the culture of teaching, leadership, challenges and complications of the extended calendar.
Recommendations include the need for school leaders to familiarize themselves with change management techniques including setting a shared vision, establishing a collaborative implementation plan, and developing a system of assessment prior to embarking on school reform.
Slattery, Michael Joseph y res cand@acu edu au. "The Role of the Catholic School Principal in the Face of Modern Day Challenges and Demands: Key behaviours, issues, perceptions, challenges and dilemmas facing Catholic school principals in the late 1990s". Australian Catholic University. School of Educational Leadership, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp216.04092009.
Texto completoEgner, Harry Charles Jr. "Mutatis mutandis| Desegregating the Catholic schools in South Carolina". Thesis, College of Charleston, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600167.
Texto completoThe Catholic Diocese of South Carolina engaged in an extensive preparation program to ready the Catholic community for desegregation several years before the process occurred in 1963. After the Brown v. Board of Education decision, the diocese took steps to work for racial justice even though Catholics made up a small minority of the state’s population. In 1961, Bishop Paul J. Hallinan issued a Pastoral Letter that outlined the preparation process towards desegregation. The diocesan actions included integrating the first elementary school in South Carolina, challenging local politicians who were hostile to racial equality, and the development of a Syllabus on Racial Justice. While it took the diocese nine years to desegregate, the planning process allowed for an orderly transition. This work places the South Carolina Catholic desegregation story within the context of the struggle for and resistance to what C. Vann Woodward referred to as the Second Reconstruction.
Chambers, David. "Using Assessment Data for Informed Decision-Making in Catholic High Schools". Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10688584.
Texto completoSchool leaders and principals have an obligation to use every tool at their disposal to maximize student achievement. All students deserve the best use of data to inform the decision-making of those entrusted to deliver the finest education available to them. The purpose of this study was to ascertain the perceptions of principals in Los Angeles Archdiocesan high schools about the use of assessment data in their schools by finding how they were using assessment data to inform curricular and pedagogical decisions, and then determining what factors affect the use of assessment data to inform their curricular decision-making.
This study was a mixed-method investigation using a quantitative survey to find processes in Archdiocesan high schools that capture and utilize assessment data to inform decision-making, as well as to determine the principals’ perceptions of the benefits and challenges related to assessment data usage. The qualitative aspect of this study consisted of interviews of Archdiocesan high school principals meant to expand upon the findings of the survey. The findings of the study, viewed through the lens of a conceptual framework, suggest a breakdown in the use of data from the very beginning of the process. Standardized assessment data are the information used to drive curricular decisions while data from formative assessments and curriculum maps, are utilized less frequently. The study also found that, while principals feel that their teachers valued the use of data, there was room for growth in the protocols enlisted to analyze assessment data, and in the cultivation of a culture of collaboration and learning.