Gotowe bibliografie tematyczne / Catholic primary schools

Gotowa bibliografia na temat „Catholic primary schools”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 26 stycznia 2023

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Artykuły w czasopismach na temat "Catholic primary schools"

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Elder, Todd, i Christopher Jepsen. "Are Catholic primary schools more effective than public primary schools?" Journal of Urban Economics 80 (marzec 2014): 28–38. http://dx.doi.org/10.1016/j.jue.2013.10.001.

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Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain". History of Education Quarterly 48, nr 3 (sierpień 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.

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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.
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Poole, Sonja Martin, i Nicole Monique Campos. "Transfer of marketing knowledge to Catholic primary schools". International Journal of Nonprofit and Voluntary Sector Marketing 22, nr 3 (24.05.2017): e1579. http://dx.doi.org/10.1002/nvsm.1579.

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Gipalen, Genalyn E., i Dennis V. Madrigal. "The Implementation of Basic Guidance Services in Selected Diocesan Catholic Schools in the Province of Antique". Philippine Social Science Journal 3, nr 2 (12.11.2020): 93–94. http://dx.doi.org/10.52006/main.v3i2.243.

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Guidance and counseling is a crucial concern today to aid the educational, vocational, and psychological potentials of the students for optimum achievement and adequate adjustment in the varied life situations. The primary purpose of a school's guidance and counseling program is to provide a broad spectrum of services to students, such as student assessment, the information service, placement and follow-up, and counseling assistance. Hence, this study intended to determine the extent of implementation of guidance services in Catholic schools in selected Diocesan Catholic Schools in Antique during the Academic Year 2019-2020. Likewise, it identified the challenges encountered by school personnel and students in implementing school guidance services. The study's findings were used as a baseline to develop a proposed program for the enhancement of the implementation of basic guidance services in Diocesan Catholic schools.
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Elshof, Toke. "Choosing a Catholic Primary School: Tracing Lived Catholicism Among Young Parents". Ecclesial Practices 9, nr 1 (4.07.2022): 117–32. http://dx.doi.org/10.1163/22144471-bja10034.

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Abstract In Catholic education, three partners collaborate in the education of the next generation: parents, school and church. Since Vatican ii, this cooperation is focused on an integral education that comprises the whole human being, that takes shape in an evangelically inspired school climate which partakes in the mission of the church. Post-conciliar documents of the Congregation of Catholic Education recognise the fading of parental participation, relating this decline to secularisation within multiple worldwide societal developments. In the congregational texts however, the parental voice is barely heard. This article provides insight into that space. Based on qualitive research among parents with children attending Catholic primary schools in the strongly secularised Netherlands, it clarifies the challenges that young parents meet, how these affect the perspectives of Catholic and non-Catholic parents on Catholic education and how the parental religious and secularised backgrounds influence their vision on Catholic-educational partnership.
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Ismanto, Bambang, Arief Sadjiarto, Dwi Iga Luhsasi, Lelahester Rina i Destri Sambara Sitorus. "Monitoring dan Evaluasi Penyelenggaraan Relawan Guru Pendidikan Kristen dan Katolik BKGS Salatiga". Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat 1, nr 3 (7.08.2021): 438–49. http://dx.doi.org/10.24246/jms.v1i32021p438-449.

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Primary schools lack Christian and Catholic teachers so there are volunteer teachers of the religious teaching staff. The volunteer has not enough education and teaching experiences. Therefore, provision is important both from a spiritual perspective, introduction to vision and mission, core values of BKGS, and as well as intellectually Christian and Catholic learning methods. The method that we used was to distribute the instrument to partner schools. The activity is carried out in several steps: Preparation, Implementation, Evaluation, and Reporting. The outcome and achievement are the performance of BKGS volunteers who are placed in schools, especially primary school in Salatiga, are classified good. This activity implies that teachers can improve learning strategies in schools through evaluations.
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Werang, Basilius Redan, Seli Marlina Radja Leba, Anak Agung Gede Agung, Mozes Markus Wullur, Berlinda Setyo Yunarti i Sandra Ingried Asaloei. "Indonesian teachers’ emotional exhaustion and commitment to teaching: A correlational study". Cypriot Journal of Educational Sciences 16, nr 2 (30.04.2021): 522–31. http://dx.doi.org/10.18844/cjes.v16i2.5631.

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This study intends to explain whether or not emotional exhaustion and organisational commitment of Catholic primary school teachers in Merauke regency correlate prospectively. This study was guided by one research question: ‘Does the Catholic primary school teachers’ emotional exhaustion and organisational commitment correlate significantly negatively?’ To answer the research question, two survey questionnaires were disseminated to 157 teachers. Employing the SPSS programme version 21, the study shown a significant negative correlation among the surveyed research variables. The findings may be authoritative for the Catholic primary school leaders and the Chief of the Catholic Foundation for Education in Merauke regency, Indonesia, to take major efforts to eliminate emotional exhaustion of teachers in order to foster the organisational commitment of teachers at the Catholic primary schools to teaching the youth. Keywords: emotional exhaustion, primary school, organisational commitment, teacher
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Carter, Brian. "Catholic Charitable Endeavour in London, 1810–1840. Part I". Recusant History 25, nr 3 (maj 2001): 487–510. http://dx.doi.org/10.1017/s0034193200030326.

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The primary focus of this article centres on the two decades that form the prelude to Catholic Emancipation although reference is made to activity outside this time frame and to cities other than London. Charitable endeavour is taken to include all individual voluntary effort to sustain and support Catholic churches, schools and other Catholic organisations in need of assistance. It also relates to assistance given to individuals in need of help. Such ‘endeavour’ also encompasses group and community-based voluntary activity. While it may seem unnecessary to define charitable endeavour, Mary J. Oates in a recent study on the Catholic philanthropic tradition in America heavily circumscribes what she means by the term, and excludes a number of subjects from her examination, thus:Not all contributions to the Church are philanthropic. For example, contributions to support the local pastor, Church, and parish programs which chiefly benefit the congregation itself, do not qualify as charitable giving. Nor do gifts by individual Catholics to extra-ecclesial philanthropic causes.
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De Nobile, John J., i John McCormick. "Organizational Communication and Job Satisfaction in Australian Catholic Primary Schools". Educational Management Administration & Leadership 36, nr 1 (styczeń 2008): 101–22. http://dx.doi.org/10.1177/1741143207084063.

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De Nobile, John, John McCormick i Katherine Hoekman. "Organizational communication and occupational stress in Australian Catholic primary schools". Journal of Educational Administration 51, nr 6 (23.09.2013): 744–67. http://dx.doi.org/10.1108/jea-09-2011-0081.

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Rozprawy doktorskie na temat "Catholic primary schools"

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McCreanor, Sheila J. "Ethnic identity in Catholic primary schools /". Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mm132.pdf.

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Hindmarsh, Patricia, i res cand@acu edu au. "Towards an Ecologically Sustainable Catholic Primary School". Australian Catholic University. School of Religious Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp233.18052010.

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The research intention is to identify the characteristics of an ecologically sustainable contemporary Catholic primary school and the conditions that support the development of such a school community. The literature review showed there is a clear mandate from the Catholic Church to consider ecological conversion as integral to its evangelising mission, a mission that is at the heart of Catholic education, including the school. An extensive body of educational literature, including philosophy of education and curriculum frameworks, identified environmental awareness and responsibility as mandatory outcomes for all students. The literature study defined and described ecological conversion, sustainable education, environmental education and related conceptual understandings. The literature study also provided examples of strategies to guide the strategic implementation of these understandings within the total learning program of a school. From examples found in the literature, a framework, Steps in Becoming an Environmentally Active Catholic Primary School, incorporating the specifically Catholic religious dimension, was developed by the researcher to provide benchmarks and indicators against which a school’s progress in journeying towards ecological sustainability could be evaluated. This qualitative, constructionist study incorporated some elements of Grounded Theory in gathering and analysing data from within two Australian Catholic primary case study schools recognised for their commitment and good practice in sustainable education. From the analysis of the data gathered through interviews, focus groups and participant observation, the distinctive characteristics of the two schools were identified and their stage of development evaluated against the framework Steps in Becoming an Environmentally Active Catholic Primary School. In addition, the factors that had supported school development and the factors that were barriers to that development were named. From the study, conclusions about the nature of an ecologically sustainable Catholic primary school were drawn and recommendations made about how best to support the development of such a school.
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Young, Catherine Mary. "Identification of gifted students in Australian Catholic primary schools". Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/01b2b8b2a32763aaf35541ff6ccfa950caea3adaf7ee759109aea698def025c4/2418664/0-YOUNG_2019_Appendices_Indentification_of_gifted_students.pdf.

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The research investigated the problem of identification of giftedness in primary-aged school students. The study was conducted in primary schools in a large Australian metropolitan Catholic education system, referred to in the study as the system that claims best practice and has historically provided strong support for the specific needs of students with learning difficulties. Gifted education is, however, new to the culture of this system of schools and the under-identification of gifted students has been identified as a matter of concern. The scholarly literature provides considerable research regarding teacher attitudes and their impact on gifted education and gifted students, but little research has been undertaken to investigate the impact of teachers’ knowledge, attitudes and experiences on the identification of giftedness. To address this gap in the research, the present study examined the question: How is the identification of giftedness of students in primary schools influenced by the knowledge, attitudes and experiences of principals and teachers? Using a mixed methods design within the paradigm of pragmatism, the research data were collected in two phases: the collection and analysis of quantitative data at a system level through an online survey, and case study involving analysis of school documentation and semi-structured interviews across six sites. In Phase One, the online survey was distributed across the system of 111 Catholic primary schools. The responses from the system-wide survey assisted in the selection of schools with high and low rates of identification of gifted students as case study sites for the second phase of the study. In Phase Two, a total of six principals and 44 teachers participated in the case study from across six sites selected as three successful- and three non-successful schools. Phase Three included the final synthesis and analysis of all data. The data collected sought to determine the knowledge, attitudes and experiences of teachers and leaders, and school approaches and practices of identification, and their influence on the identification of giftedness in these schools. The central findings of the study are reflected in a proposed model, which elucidates specific elements in relation to knowledge and attitudes of educators, and the approaches and practices of schools, towards gifted education and identification of giftedness that enable the effective identification of giftedness. Within knowledge, the levels of training and the significance of understanding the multidimensional nature of giftedness were identified as core to the process of identification of gifted students in the primary school setting. Positive attitudes towards giftedness, and a shared responsibility for the identification process, among the school leadership and teachers leads to effective identification. The research also found that sharpened focus on identification through leadership, embedded school-wide policy and practices, provision of resources, and ongoing professional learning are key elements of effective identification. Essential to the identification process is the involvement of teachers and leaders in early and ongoing identification practices using a range of accessible objective and subjective measures. The model highlights the complex interplay of factors that contribute to effective identification of giftedness and the significance of teacher, leader and systemic commitment to gifted education. The research findings and recommendations have significance from the perspective of educational system leaders and school-based practitioners who have the challenge of effectively identifying, and responding to, the needs of their gifted students.
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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.

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Doolan, T. J., i n/a. "Observations of a regional education officer for catholic primary schools : implications for administrators". University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060705.122459.

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The study's primary purpose was, through the recorded observations of a Regional Education Officer (REO) working in Catholic primary schools over eighteen months, to draw out implications for local and central administrators for the maintenance and improvement of the schools' quality. Of particular interest was the question that since the schools were Catholic schools, would or should this make any significant difference to these implications. A secondary purpose of the study was the clarification and articulation for myself of what the main elements of the REO role might best be in practice. Analysis of diary entries and relevant Catholic Education Office documents was based on the writer's fundamental assumption that the merits of educational administrative decisions and actions should be judged in relation to the benefit these are to teachers and their students. The main conclusions of the study were: i) that the recognition by administrators of the special qualities of the personal and interpersonal relationships existing in schools would assist administrators in maintaining and developing the schools' quality; ii) that the religious faith aspect of the ideals of a Catholic school adds a deeper dimension to the special qualities of the personal and interpersonal relationships which are common to schools; iii) that such are the demands by staffs of schools for support and assistance, that the only ones who can realistically meet the bulk of such demands are staffs themselves, supporting and assisting each other through some form of regular collegial system; iv) that schools are more non-rational than rational organizations, and hence an emphasis on bureaucratic administrative processes will be detrimental to schools' effectiveness.
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Mountain, Vivienne. "Investigating the meaning and function of prayer for children in selected primary schools in Melbourne, Australia". Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/ce1230f8f2c4b0659a5ed8946b54e8f5daafd1d9ca563ee22afba624d1aa9bf6/2467276/65016_downloaded_stream_241.pdf.

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Prayer is a central element of all religions (Coleman, 1999; Engebretson, 1999). Alongside the sense of the theological importance of prayer there has been increased recognition of the psychological function and personal benefit of prayer for adults (Pargament, 1997). This thesis reports on research that investigated the theological and psychological perceptions of prayer held by children, shown through their understanding of the meaning and function of prayer. This thesis contributes to the research field of children's spirituality. As there is little existing research literature on children and prayer, the findings of this study provide valuable new understanding and propose new aspects of theory with implication for professionals involved in the education and the welfare of children. The research reported in this thesis represents the first Australian research on children's perception of the meaning and function of prayer. The choice of participants reflects the diverse philosophical and religious traditions found in the Australian, multifaith society. Semi-structured interviews were video-recorded with 60 participants from primary school Year Five (10-12 years). Five male and five female participants were selected from each of six different schools in the Melbourne metropolitan area. These were: the Catholic, Independent (Christian), Christian (Parent-Controlled or Community School), Jewish, Islamic and the Government schools. Students completed a drawing exercise and a written sentence completion exercise as part of the interview, and the three sources of data were analysed qualitatively using the method of Grounded Theory. The data was interpreted in the light of a detailed literature review on the nature and function of prayer as part of children's spirituality. This study has provided Australian data on the meaning and function of prayer for children as part of children's spirituality. Considerable agreement has been observed through the data, between children educated in a variety of school systems which embraced different philosophical and faith traditions. In the multicultural Australian community said to be secularized, prayer for these children has been shown as a valued aspect of life. The personal experiences of prayer for many were seen to be associated with the community of faith to which the participants belonged, and for others, prayer was learnt eclectically and practised in a private individualistic manner. All participants indicated that they had prayed and all contributed ideas about prayer through the interviews. All participants perceived prayer to function as an aid in life. Prayer was used by participants at significant moments in their life, and the words or thoughts in prayer helped to clarify and articulate deep feelings. Eight elements of theory (in accord with the literature on Grounded Theory ) have been generated through this research which are presented as recommendations for professionals engaged in religious education and student welfare.
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Faulkner, Matthew. "The Induction Of Beginning Teachers In Western Australian Catholic Primary Schools". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1470.

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The survey study was primarily exploratory and descriptive in nature and attempted to report on the perceptions of beginning teachers entering the Catholic primary schools in Western Australia in 1991. Their perceptions on the form of induction they received, and how their pre-service teacher education equipped them for this transition were attained. In addition, data from Catholic primary school principals, Catholic Education Office of Western Australia administrators and teacher institutions administrators were collected in relation to perceptions of the transitions from teacher training to teacher employment. The main sources of data collection were questionnaires and interviews. The data collated indicated that most principals and administrators support the conclusions expressed in the literature that most graduates are satisfactorily prepared for the teaching role. However, this is only the start of an ongoing process of pre-service, induction and professional development. Few of the beginning teachers in the population were given any concessions in their initial months of teaching and few received an effective, ongoing induction plan to ease them into their teaching careers. The literature on induction is prescribed to support the importance of developing school based comprehensive induction plans for the beginning teachers who enter the workforce each year. Finally, based on the results of the survey study and literature, a framework of a model for induction was prescribed to assist in the development of a comprehensive, system based induction policy for Western Australian Catholic primary school.
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Fontaine, Samuel G. "An evaluation of the orientation program for newly appointed Catholic primary principals". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1054.

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The structure and operation of Catholic schools in Western Australia have been in a process of change since the early 1970’s. Prior to 1971, most Catholic primary schools were administered by religious orders and much of the religious character of the school reflected the charisma of the particular religious order that operated the school. In the Year 2000 most Catholic primary schools former part of a state-wide system in which the Catholic Education Office (CEO) plays a major administrative and co-ordinating role.
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Field, Eilis Ann Marie. "Small primary schools : should we have faith in theoir leadership?: An exploration of servant leadership in small Catholic primary schools". Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521490.

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Watkins, Simon A. C., i res cand@acu edu au. "An Exploration of How Some Staff Members Perceive Catholic School Renewal in Some Primary Schools in the Catholic Diocese of Rockhampton". Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp106.11092006.

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For the last forty years, since the end of the Second Vatican Council, the Catholic Church has been committed to renewal. In Queensland, Catholic schools have responded to this commitment by undertaking cyclical renewal processes since the early 1980s. The focus of this research was the process of Catholic School Renewal in the Catholic Diocese of Rockhampton, Queensland, Australia. The review of the literature focused on literature relating to school effectiveness and school improvement internationally and nationally, as well as Catholic School Renewal in Queensland generally and the Catholic Diocese of Rockhampton specifically. The following research questions focused the research design: 1. How is the process of Catholic School Renewal a source of potential growth? 2. How does the process of Catholic School Renewal ensure quality Catholic education? 3. How is the process of Catholic School Renewal a useful quality assurance tool? The epistemological stance adopted for the research was constructionism. The research paradigm adopted was interpretivism with social interactionism as the selected orientation. As case study is congruent with an interpretivist tradition of research it was adopted as a useful way of gaining insight into the perspectives of the participants. The case was comprised of some staff members who worked in one of four Catholic primary schools situated in three of the four regions of the Catholic Diocese of Rockhampton. Data collection took the form of semi-structured interviews and a survey questionnaire with the data being analysed using the constant comparative method. The study concluded that the process of Catholic School Renewal in the Diocese of Rockhampton is a useful quality assurance tool which helps to ensure quality Catholic education. Whether or not the process is a source of growth is dependent on a number of factors, paramount among which is the approach and ability of the Regional Supervisor of Schools. There were six major recommendations arising out of the research. These related to: 1. Ensuring the Regional Supervisor of Schools has certain attributes and knowledge. 2. Inservicing school staff on the purpose and nature of Catholic School Renewal. 3. Providing External Validation Team members with adequate inservice. 4. Permitting more involvement of the school principal in the process. 5. Initiating a review of the process of Catholic School Renewal in the Catholic Diocese of Rockhampton. 6. Rockhampton Catholic Education continuing to use the process.
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Książki na temat "Catholic primary schools"

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Tierney, Michael Stephen. Management and leadership in Catholic primary schools. Wolverhampton: Wolverhampton Polytechnic, 1991.

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Ryan, Maurice. An inspired tradition: Religious education in Catholic primary schools today. Hamilton, Qld: Lumino Press, 2007.

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Santin, Sylvia Pegis. Gage many gifts, [grade 2]: Social studies for Catholic schools. Vancouver [BC]: Gage Educational Publishing Co., 2000.

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Santin, Sylvia Pegis. Gage many gifts, [grade 1]: Social studies for Catholic schools. Vancouver [BC]: Gage Educational Publishing Co., 1999.

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Richard, Rymarz, red. Religious education in Catholic primary schools: Contemporary issues and perspectives for RE teachers. Terrigal, N.S.W: David Barlow Publishing, 2009.

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Great Britain. Parliament. House of Commons. Education, Science and Arts Committee. Achievement in primary schools: Minutes of evidence, Tuesday 11 March 1986 : Catholic Education Council. London: H.M.S.O., 1986.

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Bagnell, Jeff. Effective teaching of religious and moral education: Personal search : Roman Catholic schools. Dundee: Learning and Teaching Scotland, 2001.

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Carolan, Seán A. J. An investigation into multi-faith religious education in Catholic primary schools in the West Midlands. Birmingham: University of Birmingham, 1993.

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Litak, Stanisław. Edukacja początkowa w polskich szkołach w XIII-XVIII wieku. Lublin: Tow. Nauk. Katolickiego Uniwersytetu Lubelskiego Jana Pawła II, 2010.

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Barrett, Catherine. Cross cultural comparisons in attitudes to education. Dublin: University College Dublin, 1997.

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Części książek na temat "Catholic primary schools"

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Elshof, Toke. "Primary School Parents’ Perspectives on Religious Education". W Global Perspectives on Catholic Religious Education in Schools, 113–24. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_10.

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Sweetman, Bernadette. "Valuing and Cultivating Dialogue Amongst Learner–Educators: Ongoing Challenges for Post-Primary Religious Education Teachers in Catholic Schools". W Formation of Teachers for Catholic Schools, 139–49. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4727-8_12.

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Meehan, Amalee, i Daniel O’Connell. "Religious Education in Irish Catholic Primary Schools: Recent Developments, Challenges and Opportunities". W Irish and British Reflections on Catholic Education, 199–210. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_16.

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Ng, Wing Kay Vion, i Shuet Yan Fion Luk. "Effective Tools for Pedagogical Change in Religious Education: Experience of Teachers in Hong Kong Catholic Kindergartens and Primary Schools". W Global Perspectives on Catholic Religious Education in Schools, 299–310. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_24.

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Ng, Wing Kay Vion, i Shuet Yan Fion Luk. "Correction to: Effective Tools for Pedagogical Change in Religious Education: Experience of Teachers in Hong Kong Catholic Kindergartens and Primary Schools". W Global Perspectives on Catholic Religious Education in Schools, C1. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_53.

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Marinović, Ankica. "Analysis of Catholic Religious Instruction Textbooks in Primary Schools: How Do They Teach ?" W Education in Post-Conflict Transition, 129–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56605-4_7.

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Dineen, Fiona, i David Lundie. "Does religious education matter to teachers in Catholic primary schools? Concerns and challenges". W Does Religious Education Matter?, 101–13. 1 [edition]. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315577883-9.

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Harmon, Maurice. "Exploring the Voice of Children in Catholic Education in an Irish Primary School". W Irish and British Reflections on Catholic Education, 107–19. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_9.

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Rizk, Elie, i Philippe W. Zgheib. "Financial Deficit in Lebanese Catholic Schools". W Advances in Public Policy and Administration, 199–214. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8247-2.ch008.

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Several Catholic schools have been shut down for good and several others are struggling to survive but they might just not, because they are facing a severe financial deficit and a strong decline in their revenues. This financial crisis facing Catholic schools in Lebanon is considered in this chapter in light of declining purchasing power of the Lebanese families over the last decade and the lack of parental confidence in Catholic school's primary mission. The first approach is quantitative: a questionnaire among school administrators and families to understand the tuition and purchasing power variation in the last decade. The second one is qualitative: four focus groups formed of several Lebanese families to try to assess their trust (or lack of trust) in Catholic schools. This new way to understand the reality of the declining profit of Catholic schools will benefit Catholic schools in general in Lebanon. It may enlighten the importance of their primary mission toward Lebanon.
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O’Donoghue, Tom, i Judith Harford. "A Marginalized Laity". W Piety and Privilege, 142–61. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843166.003.0008.

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For the period 1922–1967 the Catholic Church opposed any notion of joint responsibility between laity and clergy for primary and secondary schooling. It did so in order to be able to pursue unhindered its major interest in schooling, which was ‘the salvation of souls’ and the production of priests, brothers, nuns, and a loyal middle class. Further, the State cooperated with the Church because in doing so it was able to pursue its own aim of producing a literate and numerate citizenry, pursuing nation building, and preparing an adequate number of secondary school graduates to address the requirements of the public service and the professions without having to provide schools. The Church legitimated the involvement of the teaching religious in associated practices with parents, school inspectors, and lay teachers. Relatedly, it worked to try to ensure that the voices of educationists who were not religious received little hearing in relation to education policy-making. A small number of secondary schools run largely by lay Catholics were able to operate. The individuals in question, in establishing these schools, quietly contested the hegemony of the Catholic clergy and religious in the provision of education, and indicated what might be possible in the future.
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Streszczenia konferencji na temat "Catholic primary schools"

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Hollingsworth, Hilary, Jonathan Heard, Anthony Hockey i Tegan Knuckey. "Reporting student progress: What might it look like?" W Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_16.

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The Communicating Student Learning Progress review produced by ACER in 2019 set out recommendations for schools and systems to improve the way schools report on student learning, in particular learning progress. Two case study schools from Victoria – a Catholic primary school and government secondary school – discuss changes they’ve made to their student reporting processes, in response to the review’s recommendations. Further research is recommended into how schools are rethinking reporting to engage students and parents in monitoring learning growth.
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Florentina. "The Influence of Leadership Style, Spiritual Leadership, Altruistic Behavior, Through the Climate of Teacher Independence, Against the Teacher Performance in Catholic Private Primary School in Pontianak". W 6th International Conference on Science, Education and Technology (ISET 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211125.080.

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Raporty organizacyjne na temat "Catholic primary schools"

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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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