Rozprawy doktorskie: „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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Watkins, Simon A. "An exploration of how some staff members perceive Catholic school renewal in some primary schools in the Catholic Diocese of Rockhampton". Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/0cbbf0678b06c7d3a5cce7d30dc17bb1f18bd6cd7abbe68241af27bd135ce4f2/990683/65127_downloaded_stream_352.pdf.

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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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Roy, John J. "Catholic identity of primary and secondary schools in the United States in light of canon 803". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Hyde, Brendan, i res cand@acu edu au. "Identifying Some Characteristics of Children’s Spirituality in Australian Catholic Primary Schools: A study within hermeneutic phenomenology". Australian Catholic University. School of Religious Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp82.04092006.

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This qualitative research study aimed to identify, through classroom observation and conversation, some characteristics of children’s spirituality in Australian Catholic primary schools. In the context of this study, spirituality was described as an essential human trait. While much of the recent literature in the field describes spirituality in terms of connectedness and relationality, in this study spirituality was described as a movement towards Ultimate Unity (de Souza, 2004a, 2004b), whereby at the deepest and widest levels of connectedness, an individual’s true Self may experience unity with Other. Spirituality was also described as the outward expression of such unity in terms of how one acts towards Other. Located within the constructionist epistemology, and in taking its philosophical stance from interpretivism, this qualitative study took its theoretical impetus from that stream of human science known as hermeneutic phenomenology. The videotaped life expressions of two groups of approximately six children in Year three (8-years-olds) and Year five (10-years-olds) in each of three Australian Catholic primary schools formed the texts that were reflected upon in order to gain insight into the spirituality of these children. The researcher met with each group on three occasions. Each group meeting, consisting of a semi-structured interview (conversation) and an activity (observation) was structured around the three categories of spiritual sensitivity – awareness sensing, mystery sensing and value sensing – as proposed by Hay and Nye (1998). van Manen’s (1990) lifeworld existentials were drawn upon as guides to reflection upon the life expressions of these children. Hermeneutic phenomenological reflection upon the texts of this present study identified four characteristics of these children’s spirituality – the felt sense, integrating awareness, weaving the threads of meaning, and spiritual questing. As well, two factors which appeared to inhibit these children’s expression of their spirituality were also identified – material pursuit and trivialising. Each of the four characteristics identified reflected the descriptions of spirituality drawn upon throughout this study, particularly the notion of spirituality as a movement towards Ultimate Unity (de Souza, 2004a, 2004b). In some instances, these characteristics also revealed the emergence of the Collective Self, in which the individual Self of each child became unified with every other Self among the group of children. It was argued then, that a movement towards Ultimate Unity may entail the emergence of a Collective Self, in which, at the deepest and widest levels of connectedness, Self and Other become one and the same. The two inhibiting factors indicated that such a movement was thwarted in that these factors prevented the children from moving beyond their superficial self towards deeper levels of connectedness. As the result of this investigation, this present study proposed some recommendations for learning and teaching in the primary religious education classroom which may nurture spirituality. These include the creation of appropriate spaces for nurturing spirituality, allowing children time to engage in the present moment of their experience, the use of tactile experiences in religious education, and the need to begin with the children’s personally created frameworks of meaning. A learning model for addressing the spiritual, affective and cognitive dimensions of the curriculum has also been offered as a means by which to realise these recommendations for learning and teaching. As well, recommendations for the personal and professional learning of teachers and leaders in Catholic primary schools who seek to nurture the spirituality of their students have also been proposed in light of the characteristics of children’s spirituality that were identified. These include the formation and professional learning for teachers of religious education, and the possibility of revisioning the curriculum to explore where spiritual development might be addressed across the curriculum.

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Doszpot, Maureen, i n/a. "Developing culture of a new catholic primary school : vision building, shared values and beliefs". University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060705.145541.

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This study examines the articulated vision of a new Catholic primary school in order to describe and assess its developing organisational culture. The following questions provide the major focus of the study: I How and to what extent does the Vision Statement describe the developing Catholic school culture at St Clare of Assisi Primary School? 2. What are the common beliefs and values underlying the Vision Statement at St Clare of Assisi Primary School? A review of the literature reveals that many educational researchers stress the importance of schools developing a strong, coordinated, cohesive and positive culture. The need for this culture to be based on a clearly articulated vision, embodying shared values and beliefs is also indicated and this provides the rationale for the study. A number of frameworks for school culture are examined and adapted to develop a conceptual framework for the study. The resulting Model for Developing Catholic School Culture provides a structure which enables collected data to be sorted and analysed, so that the research questions can be addressed. This study utilises the methodology of ethnographic research. Data collection strategies include participant observation, interviews, surveys, and other sources including school records and documents, photographs, artefacts and memorabilia. The findings are organised under five headings, each of which represents a belief articulated in the school's Vision Statement. These beliefs are examined to see how they are enacted verbally, visually and behaviourally by the school community Conclusions are drawn as to the relevance of the Vision Statement to the school community Other significant values and beliefs evident from an examination of the data are also identified The study concludes that the Vision Statement effectively describes the developing culture of the school for there is congruence between its beliefs and actions. What emerges of particular significance from this study is the importance of a school community articulating a shared vision. A school's Vision Statement serves a dual purpose It is the filter which allows the shared beliefs and values of the school community to be articulated, while at the same time serving as a scaffold for checking if these shared beliefs and values are being enacted by the community.

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Waldron, Peter. "Parish rationalisation : A case study of the effects the clustering of three Catholic parishes has had on the Religious Education Curricula of the parish primary schools". Master's thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/0200c0441c3c0d02dccae4008fc826361beccf016974927d37837dc8f7f0bf9e/4240363/Waldron_2001_Parish_rationalisation_a_case_study_of.pdf.

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The study sets out to examine the impact of the clustering on the relationship between the individual school and the Parish Priest, on the relationship between the individual schools, and on the relationship between the schools and their parish communities. It seeks to propose findings and recommendations to assist similar initiatives in Australia and beyond.

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Lane, Maureen, i res cand@acu edu au. "Growing Up Catholic in Sunshine, 1919-1927, The Establishment of Our Lady of the Immaculate Conception Primary School: A journey in historiography". Australian Catholic University. School of Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp213.02092009.

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This study is, in effect, the compilation and the telling of the story of the establishment of the school of Our Lady of the Immaculate Conception at Sunshine, it seeks to add to the quantum of knowledge available in regard to: First - the story of that particular school's establishment, Second - its derivation from and contribution to the \vider context of the development of Catholic education in Victoria, and Third - its place in the story of the growth of a suburban community as a reflection of some of the social forces which were operating in Victoria at that time. This thesis is the result of an invitation by the writer to a number of people to collaborate in constructing the storf. These people ranged from those who, as children, attended the new school, and those whose experience of its establishment was a generation removed but who, nevertheless. claim an affinity ,with the school and its society, to those archivists, professional and otherwise, whose task or desire is to keep alive the historical foundations of our culture. It this thesis is attached to any particular school of historiography it would be closest to the Annales school as outlined in The Living Past: Western Historiographical Traditions (1975). As Andrea and Schmokel describe it, The labors of love of a group of historians associated with the journal Les Annales have produced a wealth of informative detail studies about the life styles, living standards, social values and assumptions about various social groups in all periods of French and European history. (This school) simply seeks to recover knowledge about the past as it was lived. (p.266) In the light of postmodern criticism developed since 1975, this thesis acknowledges directly the ideological base from which the author is coming. Nevertheless, it remains within the orbit of Annales historiography in that it seeks to

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Allingham, Pauline Kay, i n/a. "Thank God it's Friday : occupational stress and coping among Catholic primary teachers". University of Canberra. Teacher Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060531.155625.

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Occupational stress among teachers is a painful, prevalent and costly phenomenon, one which impacts on individuals, families, schools and wider society. A growing body of evidence suggests that individuals' susceptibility to occupational stress is not determined exclusively by environmental or personality factors, but by the cognitive and behavioural transactions between the individual and potentially stressful events. Two major factors which contribute to individual stress are a person's appraisal of events as threatening or demanding, and the strategies they use in coping with those events. The purpose of this study is to explore the relationship between experience, stress levels and coping patterns in a group of primary school teachers. Two groups of teachers were surveyed, 'Starters' who were in their first year of teaching and 'Stayers' who had at least 10 years of teaching experience. Stayers were divided, on the basis of their responses, into Low-stress, Moderate-stress and High-stress groups. The aspects of coping which were explored are: 1. The range of coping strategies used by teachers in each group, 2. The frequency of use of those coping strategies for each group, and 3. The coping styles preferred by teachers in each group. The results of this study show no direct connexion between stress level and any of the demographic variables (sex, age, religion, piety, teaching experience, full-time teaching, part-time teaching and time away from teaching). Nor are significant differences found between the coping patterns of more or less experienced and more or less stress teachers. A pattern is suggested by correlational analysis, wherein inexperienced teachers (Starters) and highly-stressed experienced teachers (High-stress Stayers) show the same preference for coping styles. It is hypothesized that this similarity of preference relates to role of control in reducing stress, and that these groups are examples of different stages of adaptation to teaching. Implications for the use of these preferences in detecting teacher stress, and for the inclusion of coping strategies in teacher training are discussed.

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Graham, John David. "An exploration of primary school principals' perspectives on the concept of community as applied to Catholic schools". Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/eada6ad5eff3d89d5e3beea2230404786e652062531e57de668e9fdf86ef81e6/1287173/Graham_2006_An_exploration_of_primary_schools_principals.pdf.

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This research study explores the issue of school community leadership in Catholic primary schools within the Diocese of Lismore. In so doing it seeks to understand and reconstruct the school community leadership role of the principal. This topic is worthy of study as an analysis of public education in Australia has highlighted an enduring controversy regarding the ‘community’ dimension of schooling. Further, the Catholic Church teaches that community is central to the nature of its schools. A comprehensive analysis of key literature in education, sociology, theology and leadership theory, revealed a number of key insights that informed the study. Here it is found that community is a contested, dense and widely appropriated sociological concept, of which the application to schools is problematic. Three major models of community could be applied to schools. Hence, there is a call for a careful and rigorous debate concerning the application of community to schools. Leadership and community exist in a binary relationship for Catholic school principals. Yet, the model of leadership required for community remains elusive. Finally, the principalship is in transition and suggestions toward a new model are being proposed...

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Watson, Rashmi. "Linking assessment and pedagogy: Pre-primary teachers' literacy practices in Catholic schools, Western Australia". Thesis, Watson, Rashmi (2010) Linking assessment and pedagogy: Pre-primary teachers' literacy practices in Catholic schools, Western Australia. Professional Doctorate thesis, Murdoch University, 2010. https://researchrepository.murdoch.edu.au/id/eprint/6209/.

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International interest in the body of research concerning teachers’ practices in literacy education, specifically during early childhood, has grown consistently. In Australia, a number of recent initiatives and increased funding have brought substantial changes to early childhood literacy education affirming and paralleling the increased focus internationally. In this climate of change in early childhood literacy education, the goal of this study was to document the pedagogical and assessment practices currently being utilised in Pre-primary Western Australian classrooms to examine how teachers link these aspects of their teaching in planning and monitoring their literacy programs. A mixed-method research approach was applied using both qualitative and quantitative data gathering and analyses to portray and interpret the day-to-day pedagogical and assessment practices in literacy of a select group of Western Australia early childhood teachers. Data were gathered using three methods: survey questionnaires, interviews and classroom observations. Participants included Pre-primary teachers from the Catholic sector in Western Australia. All teachers were invited to participate in a survey and a smaller number of participants were involved in being interviewed and observed. Using the three dimensions of conceptual focus, namely, pedagogy, assessment and monitoring and planning. Both quantitative and qualitative analyses identified a number of consistent terms used within each dimension when examining the practice of effective teachers of literacy. In this way, key findings in literacy teaching and assessment were extracted to uncover and elevate consistencies in effective teacher practices. Briefly, effective early years’ teachers of literacy implement a variety of pedagogical and assessment methods; are intentional and explicit in what they do; systematically spend regular, consistent and significant time on both instruction and assessment; apply an iterative approach in their practice; share responsibility; interconnect the dimensions of pedagogy and assessment and provide a safe and nurturing environment for their learners. Effective teachers of literacy implement these characteristic practices in their day-to-day literacy programs. In summary, this study demonstrates that early childhood teachers in Western Australian Catholic sector are actively applying a range of instructional and assessment practices in their own contexts and are open to increased awareness and professional learning in the areas of literacy pedagogy and assessment. Two implications for practice arise from the current study. The first is a strong need for development of a set of guidelines articulating how to facilitate effective early childhood literacy pedagogy, assessment and monitoring, and planning. The second implication for practice involves the dissemination of this information, implementation of its suggested practices and the provision of ongoing support to teachers through professional learning frameworks. Greater support for early years’ teachers through the development of a set of guidelines around effective literacy practice within a supportive professional learning framework are two avenues likely to enhance the pedagogical and assessment practices in early years’ literacy. A grounded understanding of intentional pedagogy, intentional monitoring and assessment and intentional planning is necessary for early years’ teachers regardless of teaching experience. To achieve this across schools and systems, professional development within these key dimensions of literacy needs to be forthcoming. The continued development of early childhood literacy education in Western Australian schools could be bolstered by attending to findings and recommendations of this research.

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Stower, Leigh. "Eucharistic rituals in Catholic primary schools in the Archdiocese of Brisbane : a study of administrators' conceptions". Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36683/1/36683_Digitised%20Thesis.pdf.

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The focus of this study is the celebration of Eucharist in Catholic primary schools within the Archdiocese of Brisbane. The context of the contemporary Australian Catholic primary school embodies certain 'problematical realities' in relation to the time-honoured way in which school Eucharistic rituals have been celebrated. These contemporary realities raise a number of issues that impact on school celebrations of Eucharist. The purpose of this study is to explore administrators' differing conceptions of school Eucharistic rituals in an attempt to investigate some of these issues and assist members of individual school communities as they strive to make celebrations of Eucharist appropriate and meaningful for the group gathered. The phenomenographic research approach was adopted, as it is well suited to the purpose of this study and the nature of the research question. Phenomenography is essentially a study of variation. It attempts to map the 'whole' phenomenon under investigation by describing on equal terms all conceptions of the phenomenon and establishing an ordered relationship among them. The purpose of this study and the nature of the research question necessitate an approach that allows the identification and description of the different ways in which administrators' experience school Eucharistic rituals. Accordingly, phenomenography was selected. Members of the Administration Team, namely the principal, the APRE (Assistant to the Principal Religious Education) and, in larger primary schools, the AP A (Assistant to the Principal Administration) share responsibility for leading change in Catholic primary schools in the Archdiocese of Brisbane. In practice, however, principals delegate the role of leading the development of the school's religion program and providing leadership in the religious life of the school community to the APRE (Brisbane Catholic Education, 1997). Informants in this study are nineteen APREs from a variety of Catholic primary schools in the Archdiocese of Brisbane. These APREs come from schools across the archdiocese, rather than from within one particular region. Several significant findings resulted from this study. Firstly, the data show that there are significant differences in how APREs' experience school Eucharistic rituals, although the number of these qualitatively different conceptions is quite limited. The study identifies and describes six distinct yet related conceptions of school Eucharistic rituals. The logical relationship among these conceptions (the outcome space) is presented in the form of a diagram with accompanying explication. The variation among the conceptions is best understood and described in terms of three dimensions of the role of Eucharist in the Catholic primary school and is represented on the model of the outcome space. Individual transcripts suggest that individual APREs tend to emphasise some conceptions more than others. It is the contention of the present study that change in the practice of school Eucharistic rituals is unlikely to occur until all of a school community's conceptions are brought out into the open and articulated. As leaders of change, APREs need to be alerted to their own biases and become aware of alternative ways of conceiving school Eucharistic ritual. It is proposed that the different categories of description and dimensions, represented by the model of the outcome space, can be used to help in the process of articulating a school community's conceptions of Eucharist, with the APRE as facilitator of this process. As a result, the school community develops a better understanding of why their particular school does what it does in relation to school Eucharistic rituals.

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Hyde, Brendan. "Identifying some characteristics of children's spirituality in Australian Catholic primary schools: a study within hermeneutic phenomenology". Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/d0ba7402e4cd9d02ee8a5de1fc85c39c4becf489b4731f90e35b0cc8874dfa97/8445668/64924_downloaded_stream_149.pdf.

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This qualitative research study aimed to identify, through classroom observation and conversation, some characteristics of children's spirituality in Australian Catholic primary schools. In the context of this study, spirituality was described as an essential human trait. While much of the recent literature in the field describes spirituality in terms of connectedness and relationality, in this study spirituality was described as a movement towards Ultimate Unity (de Souza, 2004a, 2004b), whereby at the deepest and widest levels of connectedness, an individual's true Self may experience unity with Other. Spirituality was also described as the outward expression of such unity in terms of how one acts towards Other.

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O'Brien, Kathryn Louise. "A case study of the exploration of authentic leadership and learning in four Catholic primary schools". Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/26a6e912083f5d0e4cde0714d5c1b6db0ded1b92152d14f3bcc16dfbcdce144f/3850562/65035_downloaded_stream_260.pdf.

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Schools and school systems across the world are seeking ways of improving student achievement, in response to growing public recognition of the importance of education for individual success and societal progress. School leaders are being challenged to maintain focus on authentic learning in schools while under government pressure for accountability measures linked to student achievement in test scores. In Australia, the introduction of the National Assessment Program for Literacy and Numeracy and the uncertainty of the government use of the results, increases pressure on School leaders to ensure successful student performance under test conditions. Leaders are asking questions about the moral imperative of education and the need to meet increasing government accountabilities. This thesis will report on an exploration of a professional learning program to assist schools and teachers in transforming their teaching and learning practices. The specific purpose of this research is to explore how inferential discussions and critical reflection lead leaders to extrapolate and question the embedded values that underscore decisions and actions in their leadership practices associated with improving learning in the context of their school. The research explored the participants' journey of decision-making through the lens of shared and distributed leadership, reflective pedagogy and authentic learning. It analyses a variety of approaches as to how the moral imperatives of the profession impact on and promote authentic leading. It explores processes of reflection and dialogue in four primary schools as leaders and teachers examine their own practice and develop insights into the characteristics of learning and leading. The epistemological framework of the research is constructivism using the interpretive perspective through symbolic interactionism.;A case study methodology was chosen for the research to provide a rich description of the journey taken by the participants. Data was collected from four Catholic primary schools by examining the personal and professional experiences of participants in the Leaders Transforming Learning and Learners project through the use of semi-structured interviews, focus groups and reflective journals. The process of mind mapping was used to visually represent the transcribed data and to enable in-depth analysis of the data. This research project asked the question 'How did the experience of working collaboratively in a school improvement project expand the participants' understanding of the relationship between leading and learning?' In this research, principals and teachers engaged in a professional learning experience that provided an opportunity to collaborate and reflect on developing their leadership capacity. The research revealed that collaborating with colleagues on a project that explored the moral imperatives of leading and learning within the specific contextual nature of their school led them to rethink leading and learning. Further, when an ethical framework was provided, leaders were able to reflect on the values that shaped their decision-making and further develop their self-awareness as leaders. A deepening understanding of the complexities of decision-making in the educational setting provided the impetus for the development of teacher leaders and fostered a culture of leadership and learning in the schools. These findings are represented graphically in a model of contemporary leadership that captures the relationships of the major components of this linkage between leadership and learning in schools.

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Hollands, Jill C. "The changing nature of the Catholic school community". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/162.

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The role of the Catholic school, as outlined by Catholic leaders within dioceses around Australia and supported by Vatican documents, is to assist in the Church's role of proclaiming the message of Jesus Christ. Catholic schools aim to promote Gospel values within the daily life of their community. Integral to this expectation is the teaching of the traditions, doctrine, and practices of the Catholic faith, supported by the presence of Catholic educators. The shifting nature of Catholic schools has meant that in recent times, some members of the school community are not familiar with beliefs and practices of the Catholic faith. This growing world-wide trend indicates a changing community expectation of the role of the Catholic school, where dements of Catholic culture are at odds with the contemporary culture to which children are exposed in their daily lives. This portfolio examines the impact of the changing nature of the Catholic school community on the Catholic nature of Catholic schools. This impact is considered from both global and local perspectives. The Structure of the portfolio includes a document analysis of key literature related to this change, supported by a small, illustrative case study of four rural schools in Western Australia. Early chapters examine the structures of governance existing within both contexts and determine the extent to which these structures enable the Catholic school to fulfil the Church's mission. The portfolio outlines challenges faced by Catholic school communities in promoting the Church's Gospel value message through a Catholic values-based curriculum. The small investigation undertaken as part of the portfolio draws on both quantitative and qualitative data to determine the role played by the Catholic elements of schools in strengthening the promotion of the Gospel value message within the life of the school community. Conclusions are drawn to assist Catholic schools work toward strengthening the development of an authentic Catholic culture within the life of the school, and the implementation of a Catholic, values-based curriculum. These recommendations provide guidance for Catholic schools in developing a shared understanding of the Church's Gospel value message promoted within the life of the school community.

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Lovelock, Mary Therese, i res cand@acu edu au. "A Case Study of the Implementation of Children’s Literacy Success Strategy: The perceptions of principals, literacy co-ordinators and teachers". Australian Catholic University. Education (VIC), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp196.08052009.

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The aim of this research was to examine the perceptions of principals, literacy co-ordinators and teachers on the implementation of Children’s Literacy Success Strategy (CLaSS) as a literacy and professional development strategy and their insights for future literacy innovation. CLaSS is a whole-school and sector approach to literacy for the early years of schooling. Introduced in 1998 to Catholic primary schools in the Archdiocese of Melbourne, schools implementing CLaSS were supported by a professional development model throughout the implementation. CLaSS introduced to many schools a two-hour daily literacy block, data-driven instruction and the incorporation of professional learning teams within the professional development model. Eleven participants from two Catholic primary schools in the Archdiocese of Melbourne formed a case study for this research. The participants’ perceptions were captured qualitatively and viewed interpretively based on a phenomenological approach. The research had significant findings. Participants endorsed the literacy strategy and the professional development model as an effective approach. In particular, the findings identified that the professional learning teams played a key role in developing and maintaining a culture of learning within the literacy team. This culture of learning assisted in improving learning outcomes for their students. While there was an endorsement of CLaSS, the findings also showed that there were some significant issues raised by participants. This included issues in professional development and student achievement in the areas of comprehension and writing. The findings indicated that professional understanding and student improvement in these areas were not as developed as those for decoding words in reading. Participants also indicated that assessment of student writing was limited by the absence of sector-wide assessment of different genres and, therefore, they were not confident in measuring student improvement in writing. The findings also identified some areas of difficulty within the professional development model, such as catering for individual learning styles and the addition of new team members to the literacy team. The findings indicated that for future literacy innovation, participants would prefer an approach that encompassed literacy and teacher development across the whole school. Based on the participants’ responses, the research also provided recommendations and suggestions for further research in literacy. The recommendations included examining ways in which oral language and new literacies could have more prominence in the literacy block and providing a sector approach to assessment and specific professional development on comprehension and writing. The recommendations also suggested further research could be conducted as to ascertain the extent to which teachers require further professional development in comprehension and writing, how oral language is developed in other schools, and whether leadership has been the significant factor in sustaining the success of the literacy strategy.

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Longobardi, Paul. "Religious education: Outcomes-based integration across the primary curriculum". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/735.

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This study shows that the integrity of curriculum in Catholic Schools can be demonstrated through an integrated curriculum, with Religious Education (R.E.) as the primary focus, centre point and generator of learning experiences across all subjects or Key Learning Areas (K.L.As). The contemporary, Catholic nature of curriculum is able to be developed via an outcomes-based approach that integrates R.E. with other Key Learning Areas. The "Integrated Religious Education Outcomes Approach" represents a personal belief of the author, developed as a classroom teacher in five Catholic schools and a member of three schools' Executive. The response to this belief is the motivation behind this study. The theoretical response includes an examination of integration and the function and purpose of outcomes- based education. There is relevance and potential for Religious Education curriculum outcomes to be linked to other Key Learning Areas Consequently, the role of Catholic schools in developing courses of work within a Catholic setting, and the religious dimension of the broad curriculum and of each K.L.A., are explored. Findings show that there is validity to the development of an approach that integrates R.E. outcomes when programming courses of work. This practical response IS demonstrated in a uniquely Catholic unit of work that focuses on one of the R.E. themes recurring across the Primary school. The integrated unit used in this study sets out the outcome and content links across and between all K.L.A.s. Findings show that it is a document from which teachers are able to facilitate the teaching and learning process, whilst maintaining course requirements of the N.S.W. Board of Studies' K.L.A. Syllabuses and the Wollongong Diocesan R.E. Curriculum Guidelines. Findings also show that teachers are supported in developing the practice of integration, an increased awareness of the function of outcomes, and the significance of R.E. in the formal curriculum. The study shows that teachers are willing to embrace trends and methodology that assist planning, organise and present learning in new ways and promotes R.E. within the context of the broader curriculum.

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Cauchi, Cuschieri Rose Anne. "The view from the top : a study on economical leadership in Roman Catholic Church primary and secondary schools in Malta". Thesis, University of Sheffield, 2007. http://etheses.whiterose.ac.uk/6098/.

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This Research studies leadership in Roman Catholic primary and secondary schools in Malta. The study takes a grounded approach in order to investigate what it is like to be a headteacher in a church-run school, through an exploration of attitudes, behaviours, leadership styles and managerial skills and approaches. The initial phase of the project involved interviews with ten Roman Catholic school headteachers (five primary and five secondary). On the basis of these interviews a questionnaire was constructed, focusing on what had been identified as the key issues. The questionnaire was then distributed to the Heads of all Roman Catholic schools in Malta (forty schools). The findings of the study give some privileged insights into the perceptions and experiences of church school Heads, providing information about positive and negative aspects of the job, indicating areas where organisational and / or administrative changes would be helpful and also highlighting areas for further headteacher education and training.

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Lynch, Timothy Joseph, i res cand@acu edu au. "An Evaluation of School Responses to the Introduction of the Queensland 1999 Health and Physical Education (HPE) Syllabus and Policy Documents in Three Brisbane Catholic Education (BCE) Primary Schools". Australian Catholic University. School Of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp96.04092006.

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Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.

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Lynch, Timothy Joseph. "An evaluation of school responses to the introduction of the Queensland 1999 Health and Physical Education (HPE) syllabus and policy documents in three Brisbane Catholic Education (BCE) primary schools". Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/6ddbdbd43dadfc374afad29714f50af8639bcd8a4b48063b6855aa7be4ca09bb/1257489/64972_downloaded_stream_197.pdf.

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Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools.;The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.

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Dowling, Elizabeth Ann. "Leading professional learning: An exploration of the leadership role of the REC in the professional learning of religious educators in catholic primary schools in the Melbourne Archdiocese". Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/bd16422fb7d5bea33f90476c76986811cd27000c775fb2940fc82b149f905732/5377208/DOWLING_ELIZABETH_ANN_2014.pdf.

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Schools and school leaders are experiencing a growing pressure to consistently deliver high quality education. Religious Education Coordinators (RECs) aim to encourage and support religion teachers within the school context to deliver this goal. As a means of achieving improved quality, the importance of continuous teacher learning and the influence of teaching on student outcomes has become increasingly apparent. An investment in the ongoing professional learning of religious educators is gaining prominence as a necessary vehicle for enhancing student outcomes, however it has not proved to be a panacea. Whilst continuous professional learning should be at the core of religious education teacher professionalism, in some instances this is not so. At a time when accountability has never been higher, there is growing recognition that new kinds of leadership must be centred on successful student and teacher learning. This has prompted my exploration into how RECs can lead professional learning to enhance staff and student learning. This research seeks to better understand the potential of the leadership role of the REC in professional learning. The proposed study is located within a constructivist paradigm and is informed by the theoretical perspective of symbolic interactionism. It draws on grounded theory to explore the perceptions, expectations and experiences of leading professional learning and the opportunities for this in the context of Catholic primary schools. Through surveys, focus groups and unstructured interviews with key stakeholders in religious education, this study seeks to provide deeper understandings of the leadership role of the REC in professional learning and to generate theory to support leadership of religious educators in student learning. Although the genre of professional learning and leadership is well established in educational literature, there has been limited empirical research in this field which focuses on the role of the REC. This investigation may have implications for what is provided as professional learning for religious educators, how it is provided and how it is supported. The findings may be particularly useful for all key stakeholders concerned with the quality of religious education who seek to implement and evaluate religious education professional learning and thus continue to improve the quality of the subject in the Catholic primary school.

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Hindmarsh, Patricia. "Towards an ecologically sustainable Catholic primary school". Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/ec9c92c630391ed5cda0fe3a9e9283dc23bbfe45923e7aacbb6da449dfa45687/7460531/64918_downloaded_stream_143.pdf.

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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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Healy, Kevin M. "Decline, growth and amalgamation : an emerging picture in relation to the provision of post-primary education in Ireland with specific reference to five towns in West Cork and the enrolment trends between Catholic and State-Sector schools therein". Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:10113.

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This thesis traces the origin and development of post-primary education in Ireland with specific reference to the different forms of post-primary school. It examines recent and current trends in relation to the number of, and enrolment in, these school types. This analysis, at national level, points towards a change in postprimary enrolment patterns. The implications of this change for Catholic schools is examined, as is the implications for the various Vocational Education Committees. Consequent to this changing enrolment trend, the process towards amalgamation and the consequences thereof are also investigated. Specifically, the five main towns in West Cork, that are serviced by more than one form of post-primary school. are examined and the educational provision in these towns is assessed in relation to viability and future educational provision. These towns are Bantry, Dunmanway, Clonakilty, Skibbereen and Bandon. The enrolment trends in each of these towns are examined and compared with both the national trend and the trend in the other four towns. This examination is achieved through an identification of the 'feeder' primary schools for each of these towns, the current transfer pattern of students in these schools to the various post-primary schools and an examination of current enrolment within the various year groupings of these primary schools. From this examination, a projection is made of future enrolment in each of the post-primary schools within the five towns. This, in tum, leads to an identification of future possible amalgamations and a justification of amalgamations already proposed by the Department of Education and Science. The thesis concludes by making several recommendations which would safeguard the ethos of Catholic schools in the light of a declining secondary school enrolment, a growth in amalgamations and an increasingly significant role for the VECs in the provision of post-primary education. These recommendations would also ease the process of amalgamations in schools that are not viable, either economically or in terms of curricular provision.

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Harris, Michael G. "Leadership characteristics of successful Catholic parish primary school partnerships". Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/0707188032ba98b9d96ad994f00d8a6cf9187537c93f8970429e40435b151571/2825932/64908_downloaded_stream_133.pdf.

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This research sought to explore whether leadership benefits result when Catholic parish primary schools work in partnership. The research sought to explore potential leadership benefits for principals involved in a Catholic parish primary school partnership. The benefits were explored in terms of support for the principals and any resultant impact on their effectiveness. The role of the principal has changed vastly over the past twenty years (Earley & Weindling, 2004) and expectations of principals are continually increasing. These changes are even more pronounced in Catholic parish primary schools in Australia (Carlin, D'Arbon, Dorman, Duignan & Neidhart, 2003). The changing role of the principal, particularly in the Catholic context, has led to principal burnout and difficulties with succession (D'Arbon, Duignan, Duncan & Goodwin, 2001). School partnerships, resulting from parishes merging, may provide leadership benefits to support principals. This research explored the experiences of the principals and parish priest of three formerly separate schools in three parishes and now in the same parish. The research was, therefore, in the context of school change, associated with a parish merger. This merger led to the formation of a partnership between the principals and the parish priest. The review of the literature generated three research questions. The first research question was, 'What is the nature of the emerging partnership?' The introduction of successful change requires careful leadership. This led to the second research question, 'How did the school leaders involved lead the development of the partnership?' The focus of this study was on the leadership outcomes, consequently the third research question was, 'To what extent do leadership outcomes result when Catholic parish primary schools work in partnership?...

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Gould, Rachel Amanda. "Leadership in the primary Catholic school in the West Midlands". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6820/.

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Since the year 2000 there has been a statistically high proportion of head teachers’ leaving the profession. There have been studies conducted to predict when this exodus would conclude, but not the actual reasons for why senior people are leaving. Schools have found replacing head teachers’ increasingly difficult and the inevitable leadership crisis has been well documented by authors, such as Dorman and D’ Arbon (2003) and Harris (2007) alongside many articles in the media. The leadership crisis has been most noticeable within the Catholic Primary School sector. This thesis identifies the leadership crisis from the negativity of the education system with possible supporting solutions, such as the value of acting headship, succession planning and talent spotting. This research journey started with a questionnaire with eighty senior leadership teams within Catholic Primary schools (English West Midlands) and progressed to interviewing fifteen senior leaders, pooled from five head teachers; four deputy heads, three assistant heads and three middle leaders. The research was conducted from September 2011 to June 2014. This study captures the importance of succession planning and expectations on faith school head teachers having many aspects adding to the working week. Accountability and workload issues are adding increasing pressure on a heads’ shoulders which is putting many senior leaders off. The research concluded that any future succession planning should include opportunities for acting headship. The other emerging theme was the impact of OFSTED, especially in relation to the workload levels and the accountability of senior leader.

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Thornton, Rhonda Leslie. "A case study of the induction experience of new teachers in one Catholic primary school". Thesis, Australian Catholic University, 1996. https://acuresearchbank.acu.edu.au/download/ce94280c30b8a1ce499dcc48fb3333909afc643c2d50a5d689898ff6f8f0b517/3211193/Thornton_1996_A_case_study_of_the_induction.pdf.

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Many principals, as leaders in Catholic schools today, are concerned with building a strong school culture based on the common belief of Jesus Christ. Induction of new teachers into the school influences this culture as they bring with them a diversity of beliefs, experience, attitude, and professional maturity. The challenge principals, as leaders, face is continually renewing the shared vision of the community, and maintaining a balance between the corporate needs and those of individuals. The literature suggests that in building a strong culture of a school, a principal must engage in leadership which empowers others to see meaning in what they do, and share in the vision of the community. Building a strong school culture with a shared vision, requires a commitment to renewal. Induction, as an interrelated component of staff development, provides an opportunity for renewal of both school and individual goals. The purpose of the study is to investigate the experience of a formal induction program in one Catholic primary school. From this experience, the researcher endeavoured to develop a "rich picture" (Patching, 1990) of induction, which in turn, would inform the formulation of a set of guiding principles for future induction programs. A process of reflective deliberation (Bonser & Grundy, 1988) has enabled a rich picture to be gathered, as practitioners reflected on their recent experience of induction within one Catholic primary school. This methodology of action research, with its "moments" of planning, acting, and reflecting, was most suitable for involving practitioners in bringing about change. The research highlights some key insights into what are considered as important issues to focus on during induction. They are: telling the story of a culture rooted in beliefs and values; creating a relational climate; and professional development which recognises, cultivates, and respects differing values. Recommendations made by participants became guiding principles for the planning of future induction programs in the school, and these strengthened the argument of the need for openness to differences rather than the urge towards sameness (Nicholson, 1991).

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Martins, Cristiane Nascimento. "Estado e Igreja Católica como instâncias promotoras de educação: formação de professoras primárias em Minas Gerais na Primeira República (1892-1904)". Universidade Federal de Uberlândia, 2013. https://repositorio.ufu.br/handle/123456789/13669.

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This investigation has as its theme the State and the Catholic Church, as instances of promoting education, focusing on the training of primary teachers in Minas Gerais. The temporal scope encompasses the time between 1892-1904, the first years of the Republic in Brazil. This period is justified for reasons that are interlinked: First, the demise of the functioning of the schools for the training of teachers as recorded at the time that the analysis of primary sources. Second, with the new regime, given the separation between of the State and Catholic Church took place in the legal framework, it is decreed the secularity of school education. It is also during this period that the movement occurs expansion of primary schooling and, in consequence, the expansion of Education Schools for the training of teachers to work in this level of education. Thus, this study aims to analyze and interpret the action of the Catholic Church in state affairs, so to evidence that the relationship between these two institutions continued very close in the educational field, including teacher training courses, even when the laws, as the Brazilian Constitution of 1891, decreed otherwise. The method of investigation is proposed to documentary research, consisting of documents produced in the daily Education Schools of Minas Gerais, as well as a set of laws produced in the time encompassed by our study and literature that helps us in interpreting and enforcing our arguments. The sources are listed, mostly in the custody of the Minas Gerais Public Archives in Belo Horizonte. These are documents produced in the secretariats of the Education Schools: certificates and attestations with seal of authentication to prove the trustworthiness, civil and religious, women of Minas Gerais; timesheet (containing the subjects taught in course teacher training) and normal evaluative tests (written exams) of some normal schools of Minas Gerais. As additional sources are used the encyclical Rerum Novarum (1891), legislation that organized educational laws that organized teaching in Brazil, laws and decrees of Minas Gerais as the law no. 41 of 1892 (Afonso Pena Reform) and law no. 281 of 1899 (Silviano Brandão Reform) which regulated primary education and teacher training to act in this level of education. The analysis of the sources gives us like result that the action of the Church in the training courses for teachers were part of the rescue project of Catholic ideals in Brazil, in general, and in Minas Gerais, in particular. This project of the Catholic Church has dovetailed with the plans the State which had the interest to train the girls in the traditional model of the family of Minas Gerais. Working together in education, church and State, formed women within the Catholic doctrine - with the goal that it extended this education in the family environment - at the same time that professionalize them to act in the primary teaching.
A presente investigação tem como tema o Estado e a Igreja Católica, como instâncias promotoras de educação, com enfoque na formação de professoras primárias em Minas Gerais. A abrangência temporal engloba o período entre 1892 a 1904, primeiros anos da República no Brasil. O recorte temporal se justifica por motivos que se encontram interligados: primeiro, devido às fontes primárias que revelam a efemeridade do funcionamento das Escolas Normais, formadoras de professores. Segundo, é nos primeiros anos da república que sucedeu a separação entre Estado e Igreja Católica ocorrida no âmbito legal, sendo decretada a laicidade da educação escolar. Nesse período, ocorreu o movimento de expansão da escolarização primária e, em consequência disso, a ampliação de Escolas Normais para a formação de professores para atuar nesse grau de ensino. Sendo assim, este estudo tem como objetivo analisar e interpretar a atuação da Igreja Católica nos assuntos do Estado, de maneira a evidenciar que a relação entre essas duas instituições continuaram muito próximas no campo educacional, incluindo os cursos de formação docente, mesmo quando as legislações, como a Constituição brasileira de 1891, decretaram o contrário. Como método de investigação propõe-se a pesquisa documental, composta de documentos produzidos no cotidiano das Escolas Normais de Minas Gerais, bem como um conjunto de legislações produzidas no tempo abarcado para nosso estudo e pesquisa bibliográfica que nos ajuda na interpretação reforçando nossos argumentos. As fontes elencadas encontram-se, em sua maioria, sob a guarda do Arquivo Público Mineiro, em Belo Horizonte. Trata-se de documentos produzidos nas secretarias das Escolas Normais: certidões e atestados com selo de autenticação que comprovam a idoneidade, civil e religiosa, das mulheres mineiras; quadro de horários (contendo as disciplinas ministradas no curso de formação docente) e exames avaliativos (provas escritas) das normalistas de algumas escolas normais de Minas Gerais. Como fontes complementares são utilizadas: a encíclica Rerum Novarum (1891), as legislações educacionais que organizaram o ensino no Brasil e as leis e decretos mineiros como a lei n. 41 de 1892 (Reforma Afonso Pena) e a Lei n. 281 de 1899 (Reforma Silviano Brandão) que regulamentaram o ensino primário e a formação de docentes para atuar nesse nível de ensino. A análise das fontes nos apresenta como resultado que a atuação da Igreja nos cursos de formação de professoras fazia parte do projeto de resgate dos ideais católicos no Brasil, em geral, e em Minas Gerais, em particular. Esse projeto da Igreja Católica se encaixou nos planos do Estado que tinha o interesse de formar as moças dentro do modelo tradicional da família mineira. Atuando conjuntamente na educação, Estado e Igreja, formaram mulheres dentro da doutrina católica com o objetivo de que ela estendesse essa educação no meio familiar ao mesmo tempo em que as profissionalizavam para atuar no magistério primário.
Doutor em Educação

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Creaser, Christine Mary. "The experiences of migrant children in the Catholic primary school in Victoria in the 1950s and 1960s". Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/e570fd3fef755b2df4f4f1e2cc668165e50499f26ae0bc990d841bf31ef47df0/3875203/Creaser_2015_The_experiences_of_migrant_children_in.pdf.

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Very little research has been undertaken into the Catholic primary school as it existed in Melbourne in the 1950s and 1960s. At this time, all over Australia, the infrastructure (which included school buildings) had been allowed to decline in order to allow everything to be directed towards the war effort. The situation that children all over Australia faced in their schools comprised outdated buildings and very little resources. There were insufficient teachers as fewer had been trained during the Second World War, and conditions were a long way from ideal. This was also the situation in government schools, but in Catholic schools it was much worse because there was no government funding to help to re-establish class rooms and provide needed resources. The end of the War brought the soldiers back to Australia resulting in a marked rise in the birth rate, which in turn brought a large increase in the numbers of children needing to begin school from the 1950s onward. Add to this situation, the arrival, from the late 1940s of thousands of refugees and displaced persons from Europe, the large number of whom were non-English speaking. More than fifty per cent of these migrants professed an association with the Catholic Church and were thereby in need of a Catholic education for their children. At the same time, the numbers of women entering the religious life was growing much more slowly than the numbers of children needing a Catholic education. The sum total of all these factors occurring simultaneously resulted in huge class sizes, insufficient quantities and quality of teaching resources, inadequate school buildings, either because of their age in inner city areas or because in new, outer suburban suburbs, there were no schools and such things as church halls or temporary buildings had to be used. Such was the need for teachers, that teacher training was often hastened so that classes would have a teacher. On top of all this, no provision was made for the teaching of English to those children whose first language was not English. None of the teachers, either in Catholic schools or government schools, had any idea of how to go about this and all expected the children to pick it up as they went along. Teachers coped as best they could to manage the situations in which they found themselves. This chaotic situation is what prompted the researcher to undertake a study to try to understand what the migrant children, in particular, experienced in order to gain an education. From such an oral history project, it was hoped: to gain some understanding of the situation in the Catholic education system at the time of peak migration in the 1950s and 1960s together with the changes which occurred at this time, and; to try to understand the situation under which the teaching Religious were working; to try to understand the experiences of the migrant children who were undertaking their primary school education at that time. Because there were so many migrant groups arriving in Australia at that time, the task of studying representative samples of all of them is far too large for a study of this kind, so a decision needed to be made as to which ethnic groups should be part of the project. The Italian was the largest group, but there has been a volume of study already undertaken about them. The next largest group was the Greek, but as they follow Orthodox beliefs, they were unlikely to be looking for a Catholic education for their children. The next two groups, both much smaller than the Greeks and the Italians, were about the same size. These were the Polish and the Maltese and it was decided that both groups could be studied and perhaps it could be determined not only what life had been like for them in a new country where the way of life was so different to what they had experienced in their home country and where they could not understand the language, but if they had experienced their transitions to Australia in the same way. An oral history project was decided as being the best way to gather the information needed, allowing the interviewees to tell their stories without being confined to the boundaries of a questionnaire. This would allow interviewees to describe events and situations of which the researcher was not aware. Investigations were undertaken to determine what the backgrounds were to each ethnic group’s lives in their respective countries of origin. What the situation was like in Australia at that time was also investigated. The researcher needed to know in what physical conditions the immigrants lived when they first arrived and what the financial situation of the family as well as the number of children in the family and where the interviewee fitted in the family. The physical situation in which they were schooled was considered important and what they learned from their teachers. The researcher believed it was relevant to find out what conditions were like in the school from the teachers’ point of view, to enable the broadest understanding of what the children experienced. Finding migrants who had attended a Catholic primary school in the 1950s and 1960s was much more difficult than anticipated and eventually the snowball method of sampling was employed. In this approach, the interviewee who had responded to the initial requests for interviews which were made through ethnic organisations and clubs, and through the church newspapers, were asked to recommend others of their ethnic group to become interviewees. Social encounters sometimes resulted in more suitable references, thus more snowballing as more suggested interviewees were recruited. The teaching sisters were found by sending letters to each of those orders who had been responsible for providing sisters to teach in Catholic schools, requesting interviewees willing to talk about their experiences. Several of the sisters from these orders agreed to be interviewed. How they managed to cope under the very difficult situations in which they found themselves, adds to the picture. A list of questions was drawn up to set the direction of the interviews not to be a rigid path to follow. From here interviewees were encouraged to talk about their personal experiences and what they felt about their primary school life. Each of the interviews was carefully dissected to find out what the common experiences were and what factors most impinged on the stories. Experiences to more than one interviewees were considered most important, and what the sisters talked about enhanced the whole picture. From this research project, it was hoped that a better understanding of what the post-war child immigrants to Australia experienced as they settled, would be illustrated. Although many advances have been made in teaching migrant children and of the need to teach them English as a second language, rather than letting them learn from the other children, it is the more personal experiences of ‘slings and arrows’ that can be transferred to today’s migrants, so that we can teach them with more understanding.

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Willmett, Anthony T. "Conceptions of 'sexuality education' held by a group of primary school teachers in the catholic archdiocese of Brisbane". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36662/1/36662_Digitised%20Thesis.pdf.

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This study is about the qualitatively different ways in which the phenomenon of sexuality education is experienced or understood by an opportunity sample of primary teachers who teach in Year Six and Year Seven in Catholic primary schools in the Archdiocese of Brisbane. No other topic is as likely to be sensitive or emotionally charged for parents, students, employers, and school administrators as sexuality. The Catholic Church expects the teachers who teach in Catholic schools in the Archdiocese of Brisbane, Australia, to teach religious education and to address sexuality education in the formal curriculum. Sexuality education has been closely associated with Religious Education (RE) in Australian Catholic primary schools. A fundamental aim of Catholic school religious education has been the development of students' faith within the context of the Catholic faith tradition. Contesting views about faith development, including proposals for a catechetical approach or an educational approach to religious education, continue in Australian Catholic schools. This phenomenographical study covers a period of curriculum change in areas that involve sexuality education in Catholic school settings. Its goal is to explore the phenomenon of sexuality education as it is seen or experienced by the participants in this context. The conceptions held by the teachers in the study are revealed by an analysis of data collected during a series of synergetic focus group interviews. The major finding of the study is that the teachers in the upper primary grades of Catholic primary schools in the Archdiocese of Brisbane are anxious and fearful about addressing sexuality education. Apprehension, disquiet and uncertainty are felt personally, professionally, and pedagogically. An implication of the findings of the study is that a new model of relationship-based on collegiality, collaboration, trust, respect and freedom between students, families, clergy and teachers-is required in Catholic schools.

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Alies, Therese of Peace Sr. "Creating communities of full regard : overlapping contexts of relationships, 'race' and religious education in a Roman Catholic primary school". Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338047.

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Kedzlie, Mary Frances. "Parental understandings and perceptions of the Reggio Emilia approach in a small New Zealand Catholic primary school : a research project". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2007. http://hdl.handle.net/10092/2831.

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A significant area of education research has been dedicated towards increasing parental involvement in schools. Parental and family involvement is considered crucial in the education of children and is associated with stronger educational outcomes. In New Zealand it is expected that schools work closely with members of their school community to design their own school curriculum responsive to their local needs. Supporting and encouraging strong home school partnerships is a feature of this. In this broader context this research examined parental perceptions and understandings of a small Catholic primary school's unique approach to curriculum, based on the principles of Reggio Emilia. Central to implementation of the Reggio Emilia Approach is parental involvement and partnership. A group of six parents from the school participated in a focus group interview to share their perceptions and understandings about Reggio Emilia. Included in their discussion are their views on Reggio Emilia in relation to parent participation, community involvement, documentation of learning, flexible curriculum, aesthetics, child initiated learning and child confidence and independence. This paper intends to inform the reader of the parents' perceptions and understandings of Reggio Emilia and its implementation in this New Zealand primary school setting.

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Lane, Maureen. "Growing up Catholic in Sunshine, 1919-1927: The establishment of Our Lady of the Immaculate Conception Primary School: A journey in historiography". Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/2f737e881ed69d8d1e3cd30146d6dd9cd726c9120902cce1358e3d51c1f1ff14/15500394/64956_downloaded_stream_181.pdf.

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This study is, in effect, the compilation and the telling of the story of the establishment of the school of Our Lady of the Immaculate Conception at Sunshine, it seeks to add to the quantum of knowledge available in regard to: First - the story of that particular school's establishment, Second - its derivation from and contribution to the \vider context of the development of Catholic education in Victoria, and Third - its place in the story of the growth of a suburban community as a reflection of some of the social forces which were operating in Victoria at that time. This thesis is the result of an invitation by the writer to a number of people to collaborate in constructing the storf. These people ranged from those who, as children, attended the new school, and those whose experience of its establishment was a generation removed but who, nevertheless. claim an affinity ,with the school and its society, to those archivists, professional and otherwise, whose task or desire is to keep alive the historical foundations of our culture. It this thesis is attached to any particular school of historiography it would be closest to the Annales school as outlined in The Living Past: Western Historiographical Traditions (1975). As Andrea and Schmokel describe it, The labors of love of a group of historians associated with the journal Les Annales have produced a wealth of informative detail studies about the life styles, living standards, social values and assumptions about various social groups in all periods of French and European history. (This school) simply seeks to recover knowledge about the past as it was lived. (p.266) In the light of postmodern criticism developed since 1975, this thesis acknowledges directly the ideological base from which the author is coming.;Nevertheless, it remains within the orbit of Annales historiography in that it seeks to ""recover knowledge about the past, as it was lived"" by focussing on the thoughts, memories and deeds of people who were intimately involved in the building of the social microcosm which was and is Our Lady's School. Coming closer to home, Rob Pascoe (1979) has developed a taxonomy of Australian historiographers in his ,study, The Manufacture of Australian History. This thesis is constructed around what Pascoe calls contextual historiography. He explains contextual historiography using Sir Keith Hancock's work as an example to say that Hancock rejects the search for laws of history is to begin to define his characteristic mode of social theorizing. Hancock rejects the notion that reality can be explained by constructing rules of social structure and change which will apply across time and space and instead professes that events, persons and ideas can best be understood by locating them within their actual period and place. (p.5) This study itself is an invitation to any interested person or group to develop their knowledge of the period, geographical area or the event through the publication of oral histories. It invites others to add to their knowledge, either by expanding it or giving them the opportunity to develop different perspectives or added nuances to their current understanding and interpretation through the incorporation of new information into their thinking. In the dynamic which is history some of these people may put additional material on the public record for the inspection and possible adoption of others, including the present writer. This study is by no means meant to be prescriptive, categorical or didactic. Postmodern theory and analysis precludes this.;Rather, it is to be seen as a bridging study which has come from almost nothing due to the destruction of records by fire or the failure to collect and maintain records pertaining to school life during that time. It is to be seen as tentative because there is always the possibility that diaries or other memoranda will be unearthed as people shift house or as deceased estates are distributed. Other researchers may compile oral histories from people who have not been interviewed in this study. While it may be seen from the transcripts that the interviews compiled for this study present a consistent story with few, if any, contradictions between them, it is always possible that interviews with other people may present a different picture.

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Dineen, Fiona. "Mediating the mission or fitting the field? : an investigation of how primary educators understand their role in relation to the ethos and mission of the Catholic school". Thesis, Liverpool Hope University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722152.

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Vallières, Catherine. "Apprendre à bien mourir : les écoliers et la mort au Québec, 1853-1963". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25752.pdf.

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Hyde, Brendan. "Identifying some characteristics of children's spirituality in Australian Catholic primary schools a study within hermeneutic phenomenology /". 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp82.04092006/index.html.

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Thesis (PhD) -- Australian Catholic University, 2005.
Submitted in total fulfillment of the requirements for the degree of Doctor of Philosophy. Bibliography: p. 338-360. Also available in an electronic format via the internet.

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Hunter, Lucienne Windsor Gwendoline. "Teachers' perceptions educational policy and the planning of inset: a study in the catholic primary schools of Soweto". Thesis, 2015. http://hdl.handle.net/10539/18205.

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A dissertation submitted to the faculty of education University of the witvatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Education December 1983
Teachers ' perceptions,— educational policy and the p l a n n i n g of_iNSET: a study in the Catholic Primary schools of Sowetn interviews with principals, assistant teache.s and certain personnel suggest tnat these teachers (almost exclusively black women) believe that changes in school policy and resources would do more to improve their teaching than would their further professional development. However, they express interest in formal courses leading to ert lfication that carries monetary reward. A strategy is proposed for a programme of in-service education for these teachers that takes into account the above and other tendings, the evolving theoretical and policy perspectives of the Catholic church (both international and South African), relevant facets of the national context, and current thi; Lng on INSET. This programme is embedded in a general process of school improvement and is seen as a normal part of the professional development of the teacher, he learning-process model of innovation used is nonr 1V e ' Participative and school focussed, and involves collaborative evaluation.

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Testa, Doris. "Silos to symphonies: social work and its contribution to student wellbeing programs within a Victorian Catholic School". Thesis, 2010. https://vuir.vu.edu.au/16068/.

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Schools of today are very much about preparing young people to function as productive members of society. Schools equip young people with the skills and knowledge needed to participate in the social, economic and cultural life of their local, national and global communities. Alongside a vocational role schools have another role. This role is to provide a health promoting setting within which students can develop the skills, knowledge and attitudes required to live healthy lives both in the short and long term. Using a case study, this thesis examines how a cross-disciplinary collaboration between teaching and social work can negotiate the global, national and local policy trends that require schools to focus on both vocational pathways and student wellbeing needs.

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Lynch, Timothy Joseph. "An evaluation of school responses to the introduction of the Queensland 1999 Health and Physical Education (HPE) syllabus and policy documents in three Brisbane Catholic Education (BCE) Primary Schools". 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp96.04092006/index.html.

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Thesis (Ph. D.)--Australian Catholic University, 2005.
A thesis submitted in partial fulfillment of the requirements of the degree of Doctor of Education. Includes bibliographical references (p. 275-296). Also available in an electronic version via the internet.

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Chuang, Chia Chen, i 莊佳倩. "The Purpose And Practice Of Religious Education For Catholic Elementary School In Taiwan -The Case Of Keelung Sacred Heart Catholic Primary School". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/04082353938580498541.

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碩士
輔仁大學
宗教學系
101
The purpose of this research is to deliberate the goal and practice of religious education for Catholic elementary school in Taiwan by taking Keelung Catholic Sacred Heart elementary school as an example. Three methods were adopted in this research, including document analysis, interview and participant observation. Through the methods of document analysis and interview, the purpose of religious education for Keelung Catholic Sacred Heart elementary school is founded on the purpose of Catholic education and the educational ideals of the promoter Yao: The student is the object, the teachers and parents are the helpers, and the holistic education is the commitment to teaching. The following are the purposes: First, spread the love of Jesus to the teachers and students. Next, associate the love of Jesus with personality that can be carried out in daily life. Finally, teachers and parents should build up the channels of communication for students’ holistic education. After getting the purposes of this school, the researcher tries to examine the practice of religious education in Keelung Catholic Sacred Heart elementary school via the methods of interview and participant observation. Three suggestions are as following: First of all, promote the school faculty and staff to comprehend and identify the religious education of the school. Secondly, plan the curriculum of religious education thoroughly. Finally, invite the parents to participate in the culture of students’ holistic education. Researcher expects that the study results and suggestions will satisfactorily facilitate the practice of religious education of school.

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LIU, WANLING, i 劉菀泠. "THE CURRICULUM DEVELOPMENT OF LIFE EDUCATION:A CASE STUDY OF A CATHOLIC PRIMARY SCHOOL". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/37944813437075716896.

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碩士
輔仁大學
教育領導與發展研究所
95
The purpose of this research is to develop a life education program for a Catholic primary school. First, the curriculum team reviewed the history of the school and the major events related to life education in order to define the core values and the curriculum structures. Second, the curriculum have been implemented and evaluated. The major works included studying literatures and reports from other successful cases, deciding teaching concepts, experiencing spiritual activities, and so on. The related issues have been discussed including the processes of the curriculum development, the leadership of the curriculum team leader, the interaction of the team members, the effects of the teaching and student learning, and the role of administrators. Finally, several suggestions for the development of a life education and the future study were presented.

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Jaki, Patrick Odwora. "A psychology of a Catholic education: A case study of a day primary school in Johannesburg". Thesis, 2008. http://hdl.handle.net/10539/4912.

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This dissertation is an investigation of 13-14 year-old learners in Grade Five and Grade Six being taught and learning moral sociocultural values. The specific variables investigated are children’s perspective of values, their beliefs, goals and motives implicit or explicit in the learning of sociocultural values. The investigation uses the theoretical framework of Cultural Psychology in which Activity Theory is used to analyse and explain the school as an activity system. The working hypothesis is that activities are embedded into each other if they share a common object and envision a common outcome. The notion of embedded activities is developed based on the Engeströmian third generation Activity Theory model. The assumption is that if the school is the central activity system in a formal teaching and learning milieu, then other activities systems that support the teaching-learning processes constitute embedded activities. For instance, the classroom, a lesson, a morning assembly and any other project that contributes to the teaching-learning processes of sociocultural values. The method used for this investigation was ethnography. Data were collected using participant observation, interviews, still photographs, videography, school records, documents, and children’s artefacts. The data were analysed by Atlas.ti version 5.2 computer based qualitative data analysis software using strategies from Strauss and Corbin’s ‘microanalyses’ and Maykut and Morehouse’s ‘interpretive-descriptive’ strategy. The results showed that children at first learn sociocultural values from the culturally more able; in this way, values are taught through co-construction of knowledge. Children learn sociocultural values through what they do. This constitutes their activities: mental and practices as derived from their home ethos through to their school ethos. If this is missing, children will learn other values presuming these to be the best for their welfare, which may have undesirable outcomes and undesirable implications. Sociocultural theory provides the way out that initially children need to be taught the art of living by the culturally more able as the necessary thing to do.

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Nzimakwe, Phumzile Jane. "Girls and boys in the early years : gender in an African Catholic primary school in Marianhill, Durban". Thesis, 2008. http://hdl.handle.net/10413/3197.

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There is evidence that primary schools are important places where gender inequalities are prevalent. The aim of this study was to explore how gender relations amongst grade two boys and girls in an African junior primary are constructed. It investigated how gender relations amongst 7/8 year old grade two boys and girls in an African Catholic junior primary school situated in Mariannhill, Durban, are constructed. It explored the process through which young township boys and girls attach meaning to gender and forge their gender identities. In this study young boys and girls were active agents in the construction of their gender identities. This study adopted a qualitative approach. Observations and unstructured interviews were used as methods of collecting data from grade two boys and girls. Purposive sampling was used in selecting seven boys and seven girls to participate in group interviews. The study focussed on micro dynamics of boys and girls pertaining to friendships, sexualities, play, violence, religion, classroom chores and school subjects in a detailed analysis. It showed that gender equalities are pervasive in the little cultural world of grade two boys and girls.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

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