Gotowe bibliografie tematyczne / Catholic education

Gotowa bibliografia na temat „Catholic education”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Catholic education"

Sander, William. "Catholics and Catholic Schooling". Education Economics 13, nr 3 (wrzesień 2005): 257–68. http://dx.doi.org/10.1080/09645290500073720.

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Phan, Peter C. "To be Catholic or Not to Be: Is it Still the Question? Catholic Identity and Religious Education Today". Horizons 25, nr 2 (1998): 159–80. http://dx.doi.org/10.1017/s0360966900031133.

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AbstractRecent social studies have show that there are, especially among young American Catholics, different conceptions of what constitutes a Catholic. Factors contributing to this new understanding of Catholic identity include religious pluralism and the divergent conceptualizations of catholicity and Catholicism in contemporary theology. As a consequence, different criteria are used to define what it means to be a Catholic. These variations pose serious challenges to religious educators whose task is to shape the religious identity of the students.The study begins with a survey of the history of the concept of catholicity as well as of the criteria for Catholic identity. In view of the variations in the understanding of catholicity, the work discerns four challenges for religious education with its task of fostering Catholic identity: how to maintain a fruitful balance between Vatican II's recognition of the ecclesial nature of non-Catholic Christian communities and its claim that the Catholic Church possesses the fullness of the means of salvation; between Vatican II's call for dialogue with non-Christian religions and its insistence on the distinctiveness of Catholic beliefs and practices; between the legitimate concerns of “communal Catholics” and the necessity for all Catholics to participate fully in the Catholic symbol and ethical system; and between the spiritual and institutional, the invisible and visible elements of the church. The article concludes by suggesting an indirect method to develop and strengthen Catholic identity by means of the “deep structures” of the Catholic faith, with particular focus on Christian doctrines.

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McGrath, Michael. "The narrow road: Harry Midgley and Catholic schools in Northern Ireland". Irish Historical Studies 30, nr 119 (maj 1997): 429–51. http://dx.doi.org/10.1017/s0021121400013249.

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The Ministry of Education was, and remains, the most important government department for the Catholic church in Northern Ireland. As Cormack, Gallagher and Osborne note, The Department of Education in Northern Ireland occupies a distinctive place in terms of the general relationships between the government and the Catholic community. Throughout the period since the creation of Northern Ireland, the most significant social institution over which the Catholic community has exercised control, principally through the Catholic church, has been the Catholic education system.The devolved government appeared to recognise Catholic educational interests by usually appointing as Minister of Education one of the more liberal figures within the Ulster Unionist Party such as Lord Londonderry, Lord Charlemont and Samuel Hall-Thompson. However, in the first week of 1950 Sir Basil Brooke ‘surprised everyone, and appalled Catholics’ by appointing Harry Midgley, an avowed opponent of the Catholic clergy and autonomous Catholic schools, as Northern Ireland’s sixth Minister of Education.

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Seo, Hanseok. "Exploring the Realities and Direction of Re-education for the Faithful within the Korean Catholic Church in Response to the Contemporary Demands of the Ecological Crisis: Through the Integration with Global Citizenship Education". Korean Association for the Study of Religious Education 75 (31.12.2023): 163–83. http://dx.doi.org/10.58601/kjre.2023.12.30.09.

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[Objective] This study explores the direction of re-education of the faithful in the Korean Catholic Church, integrating global citizenship education in response to the contemporary demands of the ecological crisis. [Contents] This study first diagnoses the reality of the re-education of the faithful in the Church through data such as the ‘Statistical Analysis Report of the Korean Catholic Church’ and ‘Religious Consciousness and Faith Life of Catholics’, analyzes the practice of Pope Francis’ ecological theology and the response to the ecological crisis of the Korean Catholic Church, and proposes the idea of transforming the existing re-education of the faithful into a model of Catholic global citizenship education that revives the call of the times. [Conclusions] The re-education in front-line parishes must be a lifelong education for cultivating global citizenship(“Catholic civic education”) at the social and ecological levels, where the common consensus(“Synodalitas”) is realized through mutual learning. To achieve this, Catholic civic education should be actively utilized through various organizations and committees that engage in ecological environmental movements inside and outside the Church.

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Rymarz, Richard. "Utilizing Authenticity: Options for Catholic Education in a Particular Detraditionalized Cultural Context". Religions 12, nr 10 (26.09.2021): 807. http://dx.doi.org/10.3390/rel12100807.

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This paper addresses some conceptual options for Catholic education in a particular cultural context. This context is where the Catholic school system is large, stable, and well established but in the wider cultural context, the place of religion in society is detraditionalized. This detraditionalization is reflected in Catholic school enrolments where increasing numbers of students come from non-Catholic backgrounds, where, amongst Catholics, engagement with traditional structures is low or where there is no religious association at all. To initiate discussion a simple dichotomy is introduced; do Catholic schools promote religious identity or do they address a wider demographic by stressing harmonized common values and policies? To elaborate on this initial position several conceptual perspectives are offered. A key discussion point centres around the human community of Catholic schools and how they align with the various options that are proposed.

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Keogh, Richard A. "‘from education, from duty, and from principle’: Irish Catholic loyalty in context, 1829-1874". British Catholic History 33, nr 3 (30.03.2017): 421–50. http://dx.doi.org/10.1017/bch.2017.5.

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The passage of the Emancipation Act in 1829 presented an opportunity for Catholics to reimagine their loyalty as equal subjects for the first time under the union between Great Britain and Ireland. This article explores the way Catholic loyalty was conceived in the decades that followed the act of 1829 through to the mid 1870s, when there was renewed focus on the civil allegiance of Catholics following the declaration of Papal infallibility. Historians are increasingly exploring a range of social, political and religious identities in nineteenth century Ireland, beyond the rigid binary paradigm of Catholic nationalisms and Protestant loyalisms that has dominated Irish historiography. However, Catholic loyalty in particular remains an anachronism and lacks sufficient conceptual clarity. Our understanding of a specifically Catholic variant of loyalty and its public and associational expression, beyond a number of biographical studies of relatively unique individuals, remains limited. By providing an exposition of episodes in the history of Catholic loyalty in the early and mid-Victorian years this article illuminates the phenomenon. It demonstrates that Irish Catholic loyalty took on different expressive forms, which were dependent on the individuals proclaiming their loyalty, their relationship to the objects of their loyalty, and its reception by the British state and Protestant establishment.

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Freiburger, Dana A. "Cattell’s Catholics: Who Were These American Men (and Woman) of Science?" American Catholic Studies 134, nr 4 (grudzień 2023): 47–78. http://dx.doi.org/10.1353/acs.2023.a916587.

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Abstract: This article surveys the 1910 second edition of J. McKeen Cattell’s American Men of Science: A Biographical Directory with the aim of identifying individuals who, through their institutional affiliation, education, and other details, could be classified as likely being Catholic. From the 5,500 names listed in this volume, I found seventy who fit my search criteria. I call them Cattell’s Catholics . I next consider these sixty-nine men and one woman of American science through the historical lens of late nineteenth- and early twentieth-century American Catholic higher education. As products of or contributors to this well-established educational enterprise during this period, these individuals provide a critical gauge for judging its range and effectiveness. Additionally, they allow me to identify scientific fields of study, teaching, or research appropriate, if not auspicious, for Catholics. While these Cattell’s Catholics confirm turn-of-the-century American Catholic higher education as being attentive to the teaching of science, their scant numbers reinforce the view that Catholic higher education, although flourishing in the mainstream for much of the nineteenth century in giving definite attention to American educational needs, including the teaching of science, was failing to keep up with the science education demands emerging toward the end of the nineteenth century.

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Connelly, R. J. "Hope and the Catholic University". Horizons 24, nr 1 (1997): 89–99. http://dx.doi.org/10.1017/s0360966900016753.

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AbstractFaith and love receive most of the attention in discussions about what makes the Catholic university unique. A theme of hope in a recent pastoral letter by Joseph Cardinal Bernardin on the Catholic health care ministry, if applied to education, may provide another perspective on what makes, or could make, the Catholic university distinctive. This article first summarizes Bernardin's thinking about hope in the context of Catholic health care. Second, reference is made to what seems unique about hope in the Catholic tradition, and what hope can mean for Catholics today. The next section applies this understanding of hope to what we mean by a Catholic university, with the focus on undergraduate education. The last section begins to explore some practical implications of affirming hope as part of what makes a Catholic university distinctive.

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Farid, Md Shaikh. "Social Justice and Inclusive Education in Holy Cross Education in Bangladesh: The Case of Notre Dame College". Religions 13, nr 10 (18.10.2022): 980. http://dx.doi.org/10.3390/rel13100980.

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This paper examines how Holy Cross missionaries in Bangladesh have interpreted the Catholic Church’s teachings on social justice and inclusive education and have implemented its recommendations at Notre Dame College. The Catholic Church’s documents on education provide direction, purpose, and rationale for Catholics across the globe. These documents advocate Catholic educators toward social justice in education by making education available, accessible, and affordable to all. This leads to the question of how Holy Cross adopts social justice and inclusive education at its elite educational institutions such as NDC, which charges high tuition and enrolls mostly urban meritorious students. The paper is based primarily on a combination of the examination of written documents and fieldwork involving interviews with Holy Cross personnel. The study reveals that the Catholic concept of social justice, social teachings and inclusive education are applied partially at NDC. As recommended by the Catholic Church, Holy Cross educators have taken different educational programs and social projects—both formal and non-formal—to serve the poor and underprivileged at Notre Dame College. However, as the admission policy of the college is based on the results of previous examinations, there is very little scope for the poor and underprivileged groups to get admitted to the college. Furthermore, the institution fails to include children with special educational needs because there are no special opportunities at the college for students with special educational needs.

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Sanders, James W., Robert N. Barger, Norlene M. Kunkel, James M. McDonnell i Fayette Breaux Veverka. "American Catholic Education". History of Education Quarterly 30, nr 3 (1990): 381. http://dx.doi.org/10.2307/368695.

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Rozprawy doktorskie na temat "Catholic education"

Kruska, Richard. "Financial Models in Catholic Education". Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/258.

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Catholic education is at a crossroads in the United States, as rising tuition costs present significant challenges to many families’ financial resources. At the very least, affording a Catholic education calls for a reprioritization of expenses. However, in many cases, high tuition costs leave parents with no recourse but to remove their children from Catholic schools. As costs and tuition climb, only those with significant financial resources will be able to attend Catholic schools. Hence, maintaining the foundational mission of Catholic education, namely to provide access to education for the poor and oppressed, threatens to become impossible due to the inadequate revenue from tuition-dependant financial models used by Catholic school administrations. Thus, Catholic schools need a critical rethinking of their financial model in order to make Catholic education accessible to all. In order to address the financial crisis in Catholic education, it is first important to understand the various forces that influence the funding of Catholic schools. This study addresses this need by asking the question: “What are the current financial models of Catholic education?” Based on a review of the current literature, and including data from a survey of current Catholic diocesan superintendents, this study defines the current financial models used in contemporary Catholic schools in the U.S. by asking the following questions: What are the parameters or conditions of the model? Who are the beneficiaries of the model? What is the social goal or purpose of the model? What is the strength of the model? What are the weaknesses of the model? Through a summary of the survey findings, recommendations begin to emerge that are presented in the following three categories: (a) a need for a purposeful, strategic, comprehensive intentionality in the application of the various financial models available, (b) a need to reframe the leadership model for financing Catholic schools, and (c) a need to review and update the current decentralized model in Catholic education.

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Duffy, Hugh. "Liberal education and Catholic theology". Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:5719.

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The purpose of this thesis is to analyse and explain the intimate connection that exists between liberal education and Catholic theology. This is done by analysing the changing patterns of interconnections in the historical and on-going relationship between both. The thesis comprises nine chapters. The first two chapters outline the general principles governing the study. The next two chapters deal with the history of the relationship between liberal education and Catholic theology, beginning with the early apologists via Augustine and culminating in Aquinas' scholastic synthesis. This part of the study describes the synthesis which took place from early Christianity until the fifteenth century. The second part of the thesis deals with the separation of liberal education and Catholic theology, which began during the Reformation, and is discussed in Chapters Five and Six. The consequences of this separation which led to the establishment of a secular system of liberal education, divorced from theology, during the Enlightenment, is analysed in Chapter Seven. The final two chapters of the thesis (Chapters Eight and Nine) deal with the 'Catholic Reaction' to the reformed rational system of liberal education, and the 'Rediscovery' of the comprehensive tradition of liberal education, brought about by the historic revival of Catholic scholarship, initiated by Pope Leo XIII.

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Sullivan, John William. "Catholic education : distinctive and inclusive". Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.

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The thesis examines the coherence of the claim that Catholic education is both distinctive and inclusive. It clarifies the implications for church schools of a Catholic worldview and situates Catholic schools in the context of (and subjects them to scrutiny in the light of) alternative liberal philosophical perspectives in our society. Central questions explored are: what is the nature of, foundation for and implications of the claim that Catholic schools offer a distinctive approach to education? To what extent does the claim to distinctiveness entail exclusiveness or allow for inclusiveness? How far can distinctiveness and inclusiveness (in the context of Catholic education) be reconciled? An extended commentary on key Roman documents about Catholic education is provided. This is related to the particular context of Catholic schools in England and Wales, where an ambivalence in the purposes of Catholic schools is indicated and a way for them to avoid the ambivalence by being both distinctive and inclusive is suggested. The study works at the interface between Christian (and more specifically Catholic) theology, philosophical analysis and educational theory and practice with regard to the raison d'etre of Catholic schools. Through a retrieval and application of the notion of 'living tradition' it is shown that within Catholicism there are intellectual resources which enable Catholic schools to combine distinctiveness with inclusiveness, although there will be limits on the degree of inclusiveness possible. In the face of criticisms of their potentially inward-looking role in a pluralist society, it is argued that Catholic schools contribute to the common good. The argument should enhance clarity about purpose for Catholic educators in England and Wales. It also has implications for Catholic schools elsewhere and for other Christians and for people of other religions in the practice of their oit forms of faithbased education.

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Whittle, Sean. "Towards a theory of Catholic education". Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020772/.

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This thesis is about the construction of a theory of Catholic education and schooling that is both coherent and defendable. As such it addresses normative questions about the nature and purpose of Catholic education and schooling. It presents and defends an argument about how theology can be used to inform and guide the development of a robust theory of Catholic education. The primary premise is the claim that existing attempts to account for the theory of Catholic education suffer from a number of deficiencies. It is argued that this is a serious situation because in the opening decades of the twenty-first century Catholic education faces many threats and challenges. The argument begins by mapping out the difficult situation that Catholic education currently finds itself in. Catholic education stands in need of a developed and robust theory of education that will allow it repair the deficiencies and overcome the threats. The argument in this thesis is presented in two interconnected stages. In the first stage the focus is on explaining and demonstrating the deficiencies and flaws in the theory of Catholic education as it currently stands. This involves engaging in a critical analysis of the official Catholic Church teachings on Catholic education and schooling. The weaknesses in this teaching are reflected in the writings of leading Catholic thinkers, most notably Newrnan and Maritain. In differing ways both fall short of providing the theoretical underpinning that is needed to robustly defend Catholic education. The focus in the second stage moves on from the critical analysis in order to launch into the more positive task of theory construction. This is a theoretical thesis that appeals to Neurath's metaphor of the boat as a helpful methodological image to guide the construction of a robust theory of Catholic education. This involves recasting the weaknesses and concerns identified in the first stage in to the planks on the vessel that need to be repaired or replaced. This repair work is completed through drawing inspiration from the Catholic theologian Karl Rahner.

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Cervantes, Carmen Maria. "Catholic education for ministry among Hispanics". Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3196.

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PROBLEM: Programs to educate Hispanics for ministry require special training , knowledge of students' needs, appropriate curriculum, teaching methodology, and educational materials. PURPOSE: To identify the teachers' background and preparation, the students' general characteristics, and the characteristics and problems of the educational process. To draw recommendations for improving teacher training, curriculum planning, teaching methodology, and educational materials. PROCEDURE: Questionnaires were distributed among all teachers in Catholic Education for Ministry Among Hispanics (CEMH) in California. This study is based on 54 questionnaires that represent 67% of the population estimated. CONCLUSIONS: Most of the teachers were bilingual lay women born in Latin American countries. Their main goals were evangelization, integral education, education for ministry, and building the Kingdom of God. One third of the teachers had only undergraduate studies. Only one third had studies in education. A large proportion reported inadequate knowledge in theology, Church teachings and Church history, moral development, ethics, anthropology, sociology, economy, counseling, and teaching and planning techniques. The students were mainly women, Spanish monolingual, with elementary education, under 40 years of age. The courses usually had less than 30 students and more than 100 hours per year. Teachers reported students' interaction, exams and class presentations; and lectures among the most used and effective methods, and reading aloud and memorization as ineffective but also generally used. Few teachers used supervised practice. Pastoral differences with Anglo administrative personnel, lack of educational materials and time pressure were the most frequent problems. RECOMMENDATIONS: (a) to train teachers as educators, offering them courses on all the subjects needed and including supervised practice; (b) to form multicultural/multi-ministerial teaching teams and provide education for the cognitive, affective and motor domains, emphasizing the pastoral approach of the Second Vatican Council; (c) to formalize ministries through certification and a system of ongoing education; (d) to establish dialogue and collaboration between teachers in CEMH and Anglo administrative personnel; (e) to design specific materials for CEMH, to establish a clearinghouse for teachers' hand-made materials, and to elaborate an annotated bibliography of resources; (f) to replicate this study among English speaking, to develop studies on the types of programs existing, the role of Hispanic women in ministry, a comparison between Hispanic lay ministers and active and inactive Catholics, and a direct evaluation of the effectiveness of different teaching methods for CEMH.

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Jacobsen, Carey Mae. "Globalization, Global Citizenship, and Catholic Education". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104047.

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According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Because Catholic school systems are "among the largest and most significant" religious educational institutions (Marshall, 2018, p.185), Catholic educational leaders should be part of a dialogue to improve the quality of education. Furthermore, it is vital that these dialogues address phenomena impacting the quality of 21st century education. Among critical phenomena impacting 21st century education is globalization (Darling-Hammond, 2010; Friedman, 2005; Zhoa, 2009). In this qualitative study, phenomenological methodology was used to examine experiences and perspectives of Catholic school administrators regarding the phenomenon of globalization. Specifically, the study explored understandings of Catholic school administrators within the Diocese of Richmond, Virginia regarding globalization, global citizenship, and global competencies. Further, this study investigated current practices fostering global citizenship within the Catholic school system. Purposeful sampling of individuals who serve in administrative roles in Richmond diocesan schools, including Junior Kindergarten (JK)-8, JK-12, and 9-12 levels, was used to identify 11 participants who met study inclusion criteria. Consenting individuals were invited to participate in a semi-structured interview regarding the phenomena of interest. Upon completion, participant interviews were transcribed and coded for analysis using qualitative methods consistent with phenomenology. Themes regarding globalization, global citizenship, and global competencies within the Catholic education system were identified. The results and findings of this qualitative study, including implications for educational leaders and recommendations for future studies, were summarized.
Doctor 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.

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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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Goodnough, Angelique Montgomery. "A treasure buried| Catholic college students' experience of Catholic identity". Thesis, St. Thomas University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265113.

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For 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.

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Connelly, Camryn. "Hiring Leaders in Catholic Schools". Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638153.

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In 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.

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Foerster, Martin [Verfasser], i Ronald G. [Akademischer Betreuer] Asch. "Catholic education in restoration Ireland, 1660-1685". Freiburg : Universität, 2015. http://d-nb.info/1119452341/34.

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Książki na temat "Catholic education"

Whittle, Sean, red. Researching Catholic Education. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8.

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Irene, Salam. Catholic education in Manipur. New Delhi: Scholar Pub. House, 1989.

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J, Murphy Dennis. Spirituality of Catholic education. Toronto, Ont: The Catholic Register, 2005.

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Marmion, John P. Catholic traditions in education. Macclesfield (145 London Road, Macclesfield SK11 7RL): St.Edward's Press, 1987.

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Catholic Education Service for England and Wales., red. Catholic education: A handbook. London: The Catholic Education Service for England and Wales, 1992.

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Catholic Education Service For England and Wales., red. Catholic education: A handbook. London: Catholic Education Service for England and Wales, 1992.

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Gerard, McCann, McKeown Donal i Donaldson Aidan, red. Ethos and education: Contemporary issues in Catholic education. Belfast: Ethos and Education, 2002.

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Imbarack, Patricia, i Cristobal Madero SJ, red. Catholic Education in Latin America. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75059-6.

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Grace, Gerald, i Joseph O’Keefe, red. International Handbook of Catholic Education. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2.

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Keary, Anne. Education, Work and Catholic Life. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-8989-4.

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Części książek na temat "Catholic education"

McKinney, Stephen J. "Catholic Social Teaching, Catholic Education and Religious Education". W Global Perspectives on Catholic Religious Education in Schools, 393–403. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_32.

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Schuttloffel, Merylann “Mimi” J. "Becoming Catholic, Being Catholic". W International Explorations of Contemplative Leadership in Catholic Education, 69–73. First edition. | New York: Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780367086886-8.

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Casson, Ann. "Catholic Identities in Catholic Schools: Fragmentation and Bricolage". W Researching Catholic Education, 57–70. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_5.

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Whittle, Sean. "Introduction". W Researching Catholic Education, 1–12. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_1.

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Buck, Margaret. "The Ambiguous Embrace: The Pros and Cons of Accepting Government Funding". W Researching Catholic Education, 127–38. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_10.

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Storr, Christopher. "The Role of Governors in Catholic Education—A Neglected Constituency?" W Researching Catholic Education, 139–52. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_11.

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Watkins, Clare. "Educational Leadership in Catholic Schools: A Practice-Based Theology of Vocation". W Researching Catholic Education, 155–68. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_12.

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Wilkin, Richard. "Interpreting the Tradition". W Researching Catholic Education, 169–78. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_13.

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Cuddihy, Nicholas. "Leadership Among School Children in a Catholic School: A Courageous Dance of Love". W Researching Catholic Education, 179–89. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_14.

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Glackin, Maureen, i John Lydon. "Getting Embedded Together: New Partnerships for Twenty-First Century Catholic Education". W Researching Catholic Education, 191–202. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_15.

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Streszczenia konferencji na temat "Catholic education"

Neves-Amado, João, Maria Clara Braga i Margarida M. Vieira. "CATHOLIC NURSING CENTER: AN INNOVATIVE STRATEGY TO SUPPORT EDUCATION". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2309.

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Steindam, Caleb. "Care for Our Common Home: Ecology in Catholic Education". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1892756.

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Rosen-Reynoso, Myra. "Models of Two-Way Bilingual Education for Catholic Schools". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574500.

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Steindam, Caleb. "Care for Our Common Home: Ecology in Catholic Education". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892756.

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Macaluso, Michael. "On the Consistency of Catholic Education and Culturally Sustaining Pedagogy". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435740.

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Nugroho, Vincentius Paskalis, Rita Milyartini i Yudi Sukmayadi. "Iman, Intimacy, and Identity - Inculturation of Indonesian Catholic Church". W 4th International Conference on Arts and Design Education (ICADE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220601.066.

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Valera-Azañero, Nathalie, Rocío del Pilar Pretel-Justiniano i Gaby Mónica Felipe-Bravo. "The Catholic Church as a company: A marketing plan". W 20th LACCEI International Multi-Conference for Engineering, Education and Technology: “Education, Research and Leadership in Post-pandemic Engineering: Resilient, Inclusive and Sustainable Actions”. Latin American and Caribbean Consortium of Engineering Institutions, 2022. http://dx.doi.org/10.18687/laccei2022.1.1.259.

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Serpe, Valerie. "Latinos in N–12 Catholic Education: A Study of Customer Satisfaction". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881410.

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Córdova Eguívar, Hector Reynaldo. "Teaching Operations research, the experience of the Catholic University in Bolivia". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9397.

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The Catholic University of Bolivia undertook an experience to develop profesional competencies in students of Operations research and to position the tools of this specialty to help improve the management of private companies. The paper presents the implementation of a new methodology (Project Based Learning) for teaching the subject of Operations Research to a group of students from different fields at a national context during a period of 5 years. Students must perform a project on small companies in order to gain the competences related to the course of Operational Research. The paper analyzes the change of methods (from traditional ones based on the passive role of students to a participative model where student applies their knowledge to their daily activity) teaching mathematics in Bolivia. The company representatives play an active role monitoring and assessing the implementation process. The evaluation of the students shows that the competency has been developed to the expected level and Operations research has now a place in the management of small companies.

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McQuillan, Patrick. "Educating for "Lives of Meaning and Purpose": Emerging Opportunities for Catholic (and Secular) Higher Education". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431771.

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Raporty organizacyjne na temat "Catholic education"

Benson, Vivienne, i Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, luty 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.

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Neal, Derek. The Effect of Catholic Secondary Schooling on Educational Attainment. Cambridge, MA: National Bureau of Economic Research, listopad 1995. http://dx.doi.org/10.3386/w5353.

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Kirkpatrick, Cletus. Differences in the attitudes of church-attending Catholics toward changes in religious beliefs and practices correlated with age and education. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1427.

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