Gotowe bibliografie tematyczne / Australian Catholic education

Gotowa bibliografia na temat „Australian Catholic education”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 3 lutego 2022

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Artykuły w czasopismach na temat "Australian Catholic education"

Rymarz, Richard, i John Graham. "Australian core Catholic youth, Catholic schools and religious education". British Journal of Religious Education 28, nr 1 (styczeń 2006): 79–89. http://dx.doi.org/10.1080/01416200500273745.

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McLaughlin*, Denis. "The dialectic of Australian Catholic education". International Journal of Children's Spirituality 10, nr 2 (styczeń 2005): 215–33. http://dx.doi.org/10.1080/13644360500154342.

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Malone, Patricia. "The Language of Religious Education Curriculum in Australian Catholic Schools". British Journal of Religious Education 9, nr 3 (czerwiec 1987): 138–47. http://dx.doi.org/10.1080/0141620870090305.

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Dempsey, Ian. "The Use of Individual Education Programs for Children in Australian Schools". Australasian Journal of Special Education 36, nr 1 (15.06.2012): 21–31. http://dx.doi.org/10.1017/jse.2012.5.

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A cornerstone of special education practice is customising instruction to meet individual students’ needs. Individual education programs (IEPs) are used in many countries to document the manner in which such instruction is customised and to provide a record of student outcomes. Using 2009 data from the Longitudinal Study of Australian Children, this paper examines a range of student and school variables associated with Australian children aged 8 to 9 years who had an IEP at the time. There were significant differences across government, Catholic and independent schools, and significant differences across the states and territories in the use of IEPs. The Discussion section of the paper explores possible reasons for those differences and the desirability for more consistent use of IEPs with students with a disability in Australia.

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Furtado, Michael. "Historical construction and Australian Catholic education: accounting for school funding policy from the cultural politics of Australian education". Discourse: Studies in the Cultural Politics of Education 30, nr 2 (czerwiec 2009): 121–35. http://dx.doi.org/10.1080/01596300902808999.

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Sultmann, William, i Raymond Brown. "Modelling pillars of Catholic school identity: an Australian study". International Studies in Catholic Education 3, nr 1 (marzec 2011): 73–90. http://dx.doi.org/10.1080/19422539.2011.540141.

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DORMAN, JEFFREY P. "COMPARING THE UNIVERSITY-LEVEL ENVIRONMENT IN THE AUSTRALIAN CATHOLIC UNIVERSITY WITH OTHER AUSTRALIAN UNIVERSITIES". Christian Higher Education 1, nr 1 (styczeń 2002): 39–53. http://dx.doi.org/10.1080/15363750213771.

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Howard, Peter, Jude Butcher i Luke Egan. "Transformative education: Pathways to identity, independence and hope". Gateways: International Journal of Community Research and Engagement 3 (25.11.2010): 88–103. http://dx.doi.org/10.5130/ijcre.v3i0.1637.

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In 2008–2010, the Australian Government’s social inclusion agenda and the Bradley Review of Higher Education profiled the importance of education for people from disadvantaged backgrounds. This education needs to be transformative in both its nature and its outcomes. The Clemente Australia program is presented here as a means of providing such transformative education for people who are disadvantaged or socially isolated. This case study of Clemente Australia shows how the program is built upon a psychology of hope and provides pathways not only to new hope but also to a new sense of identity and independence. Clemente Australia (CA) is an example of community embedded, socially supported university education (CESS). Essential elements of CA are respecting people for who they are and for where they are within their individual life journeys; building student capacity to be more proactive in reflecting upon and engaging with the world; learning with and relating to others; and promoting educative justice through the recognition of the students’ human rights to participate in tertiary education in a way that meets their personal and academic learning needs. For the students, the university (Australian Catholic University) and other partners in CA, it is evident that there has been an ongoing shift from dependence upon the provision of materials and services to empowerment and enhanced capabilities in identifying the supports and processes required to meet the personal and professional needs of students, staff and community agencies. This shift has occurred through the scaffolding processes provided, the establishment of innovative partnerships and purposeful reflection. It has involved listening to one another, welcoming people into new worlds and challenging one another in the provision of transformative education to realise the fulfilment of hope for many Australians experiencing disadvantage. key words: transformation; education; community; hope; homelessness; disadvantage

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Dorman, Jeffrey. "Psychosocial Environment in Religious Education Classes in Australian Catholic Secondary Schools". British Journal of Religious Education 19, nr 2 (marzec 1997): 104–13. http://dx.doi.org/10.1080/0141620970190207.

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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick i Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements". Educational Administration Quarterly 54, nr 2 (20.02.2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.

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Rozprawy doktorskie na temat "Australian Catholic education"

Ugochukwu, L. C., i 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.

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An aspect of Australian education is the continued presence of the Catholic schools including those in the Archdiocese of Canberra and Goulburn. They have continued to be a significant part of Australian education after decades of ups and downs. The question today is not whether Catholic schools will survive but rather how effective they will be despite the changes which have taken place over the last few decades. Catholic schools still aim to provide all the elements of a State education, and in addition, to offer them within a Catholic setting. They have tried to create an environment that will continue to reflect the cultural values of its members. The Theses is on Catholic Education in Practice: A Case Study of a Catholic High School in the A.C.T. The Theses is based on historical and analytical approach. The results of a case study involving random sampled students, their parents/guardians and teachers in a Catholic High School in the A.C.T. sets out to investigate what factors still attract them to the Catholic school despite the significant changes that have taken place since Catholic education was introduced into Australia. By examining these three groups of people who are directly involved in Catholic schools, it is hoped that a more balanced assessment of the extent to which ideals and practices of Catholic education have been retained. The results show that students attend Catholic schools for a variety of reasons including academic and religious and because of the traditional approach to areas such as discipline. The religious values continue to be an important part of the school which makes it distinctively Catholic, but the integration is not as pervasive as previous due to the change in the nature of staff and students at the school.

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Downey, Michael John, i res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools". Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.

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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that “formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers’ daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, “moments of grace” that nourished and sustain teachers’ spirits. These experiences were identified as teachers’ experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, “adding more water to an already overfull cup” by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the ‘moments of grace’ that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and “teach with authority” (Mk. 1:22).

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Burford, Susan. "Parents and change in Catholic education : the role of the Federation of Parents and Friends Associations of South Australian Catholic schools in the campaign for State aid, and in the changing structure of Catholic education in South Australia since the 1960's /". Title page and contents only, 1987. http://web4.library.adelaide.edu.au/theses/09AR/09arb9492.pdf.

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Furtado, Michael Leonard. "Funding Australian Catholic schools for the common good in new times : policy contexts, policy participants and theoretical perspectives /". [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16295.pdf.

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Brady, Josephine Margaret, i res cand@acu edu au. "Sisters of St Joseph: the Tasmanian experience the foundation of the Sisters of St Joseph in Tasmania1887-1937". Australian Catholic University. School of Religious Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp73.09042006.

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This thesis reports on and analyses the first fifty years, 1887-1937, of the Sisters of Saint Joseph’s ministry in Tasmania. The design of the study is qualitative in nature, employing ethnographic techniques with a thematic approach to the narrative. Through a multifaceted approach the main figures of the Josephite story of the first fifty years are examined. The thesis attempts to redress the imbalance of the representation of women in Australian history and the Catholic Church in particular. The thesis is that as a uniquely Australian congregation the Tasmanian Sisters of St Joseph were focused on the preservation of the original spirit and tradition articulated at their foundation rather than on the development of a unique Tasmanian identity. The thesis argues that it was the formative period that impacted on their future development and the emerging myths contributed to their search for identity. Isolated from their foundations through separation and misunderstanding, they sought security and authenticity through their conservation of the original Rule. The intervention of cofounder Father Tenison Woods in the early months of their foundation served to consolidate a distinctive loyalty to him to the exclusion of Mary MacKillop. Coupled with the influence of Woods were the Irish and intercolonial influences of significant Sisters from other foundations which militated against the emergence of a distinctive Tasmanian leadership. As a Diocesan Congregation the Tasmanian Josephites achieved status as authentic religious within Tasmania and yet were constrained by their Diocesan character. The study identifies the factors that contributed to their development as a teaching Congregation through the impact of the Teacher and Schools’ Registration Act 1906, influence of government regulations on the Woods-MacKillop style of education, and the commitment of the Church to provide Catholic education in the remote areas of Tasmania. The thesis identifies two major formative periods as occurring at the instigation of Archbishops Delany and Simonds at both the foundation and then more significantly after the consolidation phase at the end of the period under examination.

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Angelico, Teresa 1956. "Can research influence policy decisions? : a project evaluation of a study of the role of the Catholic Church in higher education". Monash University, Dept. of Anthropology and Sociology, 1999. http://arrow.monash.edu.au/hdl/1959.1/7955.

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Hanks, Jennifer A., i n/a. "School based management: the Principals' perspective". University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.

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This study details the background to the establishment of Parish School Boards in the Archdiocese of Canberra and Goulburn, and reports and analyses the perceptions of all ACT Catholic, systemic, primary school Principals who operated with a Parish School Board in 1993. The movement towards Parish School Boards finds its genesis in the Second Vatican Council where the Church was invited to collaborate in decision-making based on the belief that all the faithful have gifts, knowledge and a share of the wisdom to bring to the building of the Church. The nature and structure of Catholic education was seen as a suitable vehicle for encouraging communities to engage in shared decision-making and in participatory democracy under the Church model of subsidiarity, collegiality and collaboration. The introduction of Parish School Boards into the Archdiocese can be seen as the implementation of a radical change to the educational mission of the Church and the educational leadership of the faith community. Reflecting 'new management theory' in both the secular and Church worlds, a key stakeholder is the school Principal whose role and relationships change as he or she learns to work within a team, sharing leadership. This study examines the responses of nineteen Principals who were interviewed by the researcher in order to determine how they work with a Parish School Board and what effects the board has on their work. Research studies in the area of School-Based Management and Shared Decision-Making have informed the review, and the Principals' responses from this study have been analysed in the light of secular and Church literature on leadership, devolution and change. The respondents of this study, the school Principals, report the benefits of collegiality and collaboration but their unresolved tensions relate to work overload, lack of clarity of the roles and responsibilities of the various local level decision-making groups, increased administrative complexity, community demand for ever widening consultation and the challenge of consensus decision-making. All Principals report an urgent need for professional development for themselves and for the system to provide a more explicit focus on parish and community formation with the commitment of the necessary resources to sustain this radical change.

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Pollard, 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.

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Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1992.
Analyses 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).

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McKenna, 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/.

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Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded. The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes. The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel. This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.

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Cannon, Helen Mary, i res cand@acu edu au. "Redesigning the Principalship in Catholic Schools". Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp76.09042006.

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The purpose of this research was to determine how the role of the principal in the Catholic school could be redesigned so that more quality applicants are prepared to seek principalship and principals already in the role could be retained. The catalyst for this study derived from the shortage of suitable applicants for the position of principal, a problem that exists not only in Australia, but also in many Western countries. An exploratory mixed method design was chosen for the study with the data gathering divided into two phases. The first phase was the qualitative phase during which the data were gathered using focus group interviews and analysed using QSR N6. The second phase was the quantitative phase, where the data were collected using a survey constructed from the data gathered and analysed in the first phase. This research project asked the question, how can the principalship be redesigned to attract more quality applicants to the role and retain incumbents already in the role? The research revealed that, to answer the question a fundamental rethinking of the principalship is necessary and that such momentous change requires nothing less than a paradigm shift. The new paradigm would be based on sharing leadership rather than on an hierarchical approach. It would have structures that are flexible and customised to the local needs of the school and school community. Learning would be central and a work/life balance would be essential, for all principals. The new paradigm would also offer enough flexibility to encourage women to both take up, and remain in, principalship. The findings from this research led to the development of nine propositions, which, it is suggested, should inform and influence the new paradigm of principalship. Together with the recommendations, they provide a scaffold and a guide to action for redesigning the principalship.

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Książki na temat "Australian Catholic education"

Angus, Lawrence B. Continuity and change in Catholic schooling ; an ethnography of a Christian Brothers College in Australian society. London: Falmer Press, 1988.

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Trimingham, Jack Christine. Growing good Catholic girls: Education and convent life in Australia. Melbourne: Melbourne University Press, 2003.

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Jack, Christine Trimingham. Growing good Catholic girls: Education and convent life in Australia. Carlton, Vic., Australia: Melbourne University Press, 2003.

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National Catholic Education Commission (Australia). Religious education in dialogue: Curriculum around Australia. Canberra, A.C.T: National Catholic Education Commission, 2008.

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The feasts & seasons of John F. Kelly. Crows Nest, NSW: Allen & Unwin, 2006.

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Kavanagh, Aengus J. Will Catholic schools be Catholic in 2030?: Exploration of issues that are of essence in the unfolding story of Catholic schools, and of church, in Australia. [Parramatta, N.S.W.]: [Patrician Brothers], 2014.

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Higgins, Rory. Botthian and Amphian: De La Salle Brothers in Australia 1864-1867. [Bankstown, N.S.W.]: De La Salle Brothers District of Australia, New Zealand, Pakistan and Papua New Guinea, 2011.

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Lawton, Stephen B. A survey of the governance of Roman Catholic and denominational education in Canada, the United Kingdom, Ireland, Australia and New Zealand. [Toronto: Ontario Institute for Studies in Education], 1985.

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Byrne, Geraldine. Built on a hilltop: A history of the Sisters of the Good Shepherd in Western Australia, 1902-2002. Leederville, W.A: Sisters of the Good Shepherd, 2002.

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Potential and opportunity: Critical issues for Australian Catholic education into the 21st century. Blackwood, SA: Auslib Press, 1996.

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Części książek na temat "Australian Catholic education"

Schuttloffel, Merylann “Mimi” J. "Being Catholic and Being Australian". W International Explorations of Contemplative Leadership in Catholic Education, 43–49. First edition. | New York: Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780367086886-5.

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Tālivaldis Ozoliņš, Jānis. "Teacher Education in a Catholic Context: An Australian Story". W Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_142-1.

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Ozoliņš, Jānis (John) Tālivaldis. "Teacher Education in a Catholic Context: An Australian Story". W Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_142-2.

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Croke, Brian. "Australian Catholic Schools in a Changing Political and Religious Landscape". W International Handbooks of Religion and Education, 811–33. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_43.

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Hall, David, i William Sultmann. "Formation for Mission: A Systems Model Within the Australian Context". W Global Perspectives on Catholic Religious Education in Schools, 165–77. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_14.

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Lovat, Terence. "Theological Underpinnings of Australian Catholic RE: A Public Theology Proposal". W Global Perspectives on Catholic Religious Education in Schools, 63–73. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_6.

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Grajczonek, Jan. "“To Thine Own Self Be True”: Respecting Both Religious Diversity and Religious Integrity in Contemporary Australian Early Childhood Religious Education". W Global Perspectives on Catholic Religious Education in Schools, 103–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20925-8_9.

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Rossiter, Graham. "Religious Education: Where to from Here? Reflections on the Trajectory of Australian Catholic School Religious Education 1965–2017". W Christian Faith, Formation and Education, 181–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62803-5_12.

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Pascoe, Susan. "Challenges for Catholic Education in Australia". W International Handbooks of Religion and Education, 787–810. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_42.

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Thomson, Sue. "Australia: PISA Australia—Excellence and Equity?" W 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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Streszczenia konferencji na temat "Australian Catholic education"

Matejka, Des. "Project-Based Learning in Online Postgraduate Education". W InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2773.

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The Faculty of Education at Australian Catholic University offers an online postgraduate course that focuses on the use of e-learning tools to facilitate changes in thinking, teaching and learning. It incorporates project-based learning techniques that require participants to learn how to apply selected ICT and e-learning tools to improve learning within their workplace. This has been based upon ongoing evaluations to determine ways in which experience with information and communications technology (ICT) and e-learning tools bring about a change of perspectives about their own teaching. Through identifying factors that inhibit, as well as promote their learning, the program focuses upon learning about ICT and e-learning tools to inform participants about their own teaching. This paper discusses how the implementation of an online postgraduate course has helped to facilitate a problem-based approach that provides a social construction for learning, by allowing the sharing of resources, discussion of approaches about implementation issues and the showcasing of final student projects.

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