Artykuły w czasopismach na temat „Catholic primary schools”
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Elder, Todd, i Christopher Jepsen. "Are Catholic primary schools more effective than public primary schools?" Journal of Urban Economics 80 (marzec 2014): 28–38. http://dx.doi.org/10.1016/j.jue.2013.10.001.
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Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain". History of Education Quarterly 48, nr 3 (sierpień 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.
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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.
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Poole, Sonja Martin, i Nicole Monique Campos. "Transfer of marketing knowledge to Catholic primary schools". International Journal of Nonprofit and Voluntary Sector Marketing 22, nr 3 (24.05.2017): e1579. http://dx.doi.org/10.1002/nvsm.1579.
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Gipalen, Genalyn E., i Dennis V. Madrigal. "The Implementation of Basic Guidance Services in Selected Diocesan Catholic Schools in the Province of Antique". Philippine Social Science Journal 3, nr 2 (12.11.2020): 93–94. http://dx.doi.org/10.52006/main.v3i2.243.
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Guidance and counseling is a crucial concern today to aid the educational, vocational, and psychological potentials of the students for optimum achievement and adequate adjustment in the varied life situations. The primary purpose of a school's guidance and counseling program is to provide a broad spectrum of services to students, such as student assessment, the information service, placement and follow-up, and counseling assistance. Hence, this study intended to determine the extent of implementation of guidance services in Catholic schools in selected Diocesan Catholic Schools in Antique during the Academic Year 2019-2020. Likewise, it identified the challenges encountered by school personnel and students in implementing school guidance services. The study's findings were used as a baseline to develop a proposed program for the enhancement of the implementation of basic guidance services in Diocesan Catholic schools.
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Elshof, Toke. "Choosing a Catholic Primary School: Tracing Lived Catholicism Among Young Parents". Ecclesial Practices 9, nr 1 (4.07.2022): 117–32. http://dx.doi.org/10.1163/22144471-bja10034.
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Abstract In Catholic education, three partners collaborate in the education of the next generation: parents, school and church. Since Vatican ii, this cooperation is focused on an integral education that comprises the whole human being, that takes shape in an evangelically inspired school climate which partakes in the mission of the church. Post-conciliar documents of the Congregation of Catholic Education recognise the fading of parental participation, relating this decline to secularisation within multiple worldwide societal developments. In the congregational texts however, the parental voice is barely heard. This article provides insight into that space. Based on qualitive research among parents with children attending Catholic primary schools in the strongly secularised Netherlands, it clarifies the challenges that young parents meet, how these affect the perspectives of Catholic and non-Catholic parents on Catholic education and how the parental religious and secularised backgrounds influence their vision on Catholic-educational partnership.
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Ismanto, Bambang, Arief Sadjiarto, Dwi Iga Luhsasi, Lelahester Rina i Destri Sambara Sitorus. "Monitoring dan Evaluasi Penyelenggaraan Relawan Guru Pendidikan Kristen dan Katolik BKGS Salatiga". Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat 1, nr 3 (7.08.2021): 438–49. http://dx.doi.org/10.24246/jms.v1i32021p438-449.
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Primary schools lack Christian and Catholic teachers so there are volunteer teachers of the religious teaching staff. The volunteer has not enough education and teaching experiences. Therefore, provision is important both from a spiritual perspective, introduction to vision and mission, core values of BKGS, and as well as intellectually Christian and Catholic learning methods. The method that we used was to distribute the instrument to partner schools. The activity is carried out in several steps: Preparation, Implementation, Evaluation, and Reporting. The outcome and achievement are the performance of BKGS volunteers who are placed in schools, especially primary school in Salatiga, are classified good. This activity implies that teachers can improve learning strategies in schools through evaluations.
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Werang, Basilius Redan, Seli Marlina Radja Leba, Anak Agung Gede Agung, Mozes Markus Wullur, Berlinda Setyo Yunarti i Sandra Ingried Asaloei. "Indonesian teachers’ emotional exhaustion and commitment to teaching: A correlational study". Cypriot Journal of Educational Sciences 16, nr 2 (30.04.2021): 522–31. http://dx.doi.org/10.18844/cjes.v16i2.5631.
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This study intends to explain whether or not emotional exhaustion and organisational commitment of Catholic primary school teachers in Merauke regency correlate prospectively. This study was guided by one research question: ‘Does the Catholic primary school teachers’ emotional exhaustion and organisational commitment correlate significantly negatively?’ To answer the research question, two survey questionnaires were disseminated to 157 teachers. Employing the SPSS programme version 21, the study shown a significant negative correlation among the surveyed research variables. The findings may be authoritative for the Catholic primary school leaders and the Chief of the Catholic Foundation for Education in Merauke regency, Indonesia, to take major efforts to eliminate emotional exhaustion of teachers in order to foster the organisational commitment of teachers at the Catholic primary schools to teaching the youth.
Keywords: emotional exhaustion, primary school, organisational commitment, teacher
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Carter, Brian. "Catholic Charitable Endeavour in London, 1810–1840. Part I". Recusant History 25, nr 3 (maj 2001): 487–510. http://dx.doi.org/10.1017/s0034193200030326.
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The primary focus of this article centres on the two decades that form the prelude to Catholic Emancipation although reference is made to activity outside this time frame and to cities other than London. Charitable endeavour is taken to include all individual voluntary effort to sustain and support Catholic churches, schools and other Catholic organisations in need of assistance. It also relates to assistance given to individuals in need of help. Such ‘endeavour’ also encompasses group and community-based voluntary activity. While it may seem unnecessary to define charitable endeavour, Mary J. Oates in a recent study on the Catholic philanthropic tradition in America heavily circumscribes what she means by the term, and excludes a number of subjects from her examination, thus:Not all contributions to the Church are philanthropic. For example, contributions to support the local pastor, Church, and parish programs which chiefly benefit the congregation itself, do not qualify as charitable giving. Nor do gifts by individual Catholics to extra-ecclesial philanthropic causes.
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De Nobile, John J., i John McCormick. "Organizational Communication and Job Satisfaction in Australian Catholic Primary Schools". Educational Management Administration & Leadership 36, nr 1 (styczeń 2008): 101–22. http://dx.doi.org/10.1177/1741143207084063.
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De Nobile, John, John McCormick i Katherine Hoekman. "Organizational communication and occupational stress in Australian Catholic primary schools". Journal of Educational Administration 51, nr 6 (23.09.2013): 744–67. http://dx.doi.org/10.1108/jea-09-2011-0081.
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Iremeka, Felicia Ukamaka, Moses Onyemaechi Ede, Fidelis Eze Amaeze, Chinedu Ifedi Okeke, Leonard Chidi Ilechukwu, Patricia Chinelo Ukaigwe, Chinyere Dorathy Wagbara i in. "Improving work-life balance among administrative officers in Catholic primary schools". Medicine 100, nr 24 (18.06.2021): e26361. http://dx.doi.org/10.1097/md.0000000000026361.
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Pollefeyt, Didier. "Teaching the Unteachable or Why Too Much Good Is Bad. Religious Education in Catholic Schools Today". Religions 12, nr 10 (27.09.2021): 810. http://dx.doi.org/10.3390/rel12100810.
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This article deals with the strong disaffiliation of Church and Catholic faith we see in the Western world, especially when students go from primary to secondary school, and when leaving the Catholic educational system. Based on empirical data, the hypothesis is formulated that Catholic schools use a pedagogy that is too much concerned with positive theology and psychology, an approach that does not stand the test when life shows its complexities and vulnerabilities. The article presents theologies and pedagogies of responsibility and vulnerability as a complimentary approach, rooted in the Catholic tradition, as a possible way to form more resilient believers and citizens for the future.
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Naben, Maksimilianus. "Implementasi Pembinaan Pengawas dalam Meningkatkan Kinerja Profesional Guru Agama Katolik Melalui Supervisi Kinerja di Sekolah Dasar Binaan Kota Mataram". Jurnal Paedagogy 9, nr 2 (5.04.2022): 331. http://dx.doi.org/10.33394/jp.v9i2.4825.
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This study aims to improve the professional performance of Catholic religious education teachers through supervising the performance of supervisors in the primary schools assisted by the city of Mataram. This research method uses classroom action research. The subjects of this study were 17 teachers of Catholic religious education at the targeted elementary schools in the sub-districts of Cakranegara, Mataram and Ampenan. Data collection techniques using observation and questionnaires. Meanwhile, data analysis was carried out by data reduction, data presentation, and drawing conclusions. The results of this study are (1) Supervising development in an effort to improve the performance of Catholic religious education teachers through performance supervision shows an increase in each cycle; (2) Activities in coaching activities show that all Catholic religious teachers can improve their performance well in every aspect. (3) The performance improvement of Catholic religious education teachers by supervisors through this performance supervision shows an increase in each cycle. (4) The activities of Catholic religious education teachers show that coaching activities through performance supervision are beneficial and can help Catholic religious education teachers to more easily understand their roles and functions as religious education teachers, so that the performance of Catholic religious education teachers can increase.
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Bual, Joel, i Dennis Madrigal. "The Quality of Catholic Education in a Diocesan School Relative to the Philippine Catholic School Standards". Philippine Social Science Journal 1, nr 1 (31.12.2018): 41–53. http://dx.doi.org/10.52006/main.v1i1.11.
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Evangelization is the primary purpose of Catholic education. However,due to the depreciation of moral values brought about by secularismand globalization, the identity and mission of Catholic schools arecompromised. Thus, this paper primarily intended to assess the levelof quality of Catholic education in a Diocesan School in accordance tothe five domains of the Philippine Catholic Schools Standards (PCSS). Aquantitative study was used through a standardized survey questionnaireto gather data from 337 respondents―administrators, teachers,non-teaching personnel, students, and parents of the school. Usingdescriptive and inferential data analyses, the results revealed that theDiocesan school adheres to the quality standards for Catholic educationbut needs to continuously improve to meet the highest possiblestandards. Of the five (5) domains, learning environment was rated highby respondents while leadership and governance ranked low. Moreover,the study showed that parents have significantly higher assessmentcompared to other respondents in terms of assessing the quality Catholiceducation of the institute. The findings further affirmed the importantrole that administrators play in the effective management of school toachieve quality Catholic education and to ensure operational vitality inresponding to its evangelical mission. Hence, the active involvement ofthe members of the school community to this effect.
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Walsh, John. "Ministers, bishops and the changing balance of power in Irish education 1950–70". Irish Historical Studies 38, nr 149 (maj 2012): 108–27. http://dx.doi.org/10.1017/s0021121400000651.
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This study explores how power over primary and post-primary education was contested between a traditional Catholic elite and the Irish state during a period of far-reaching educational reform. The interaction between successive ministers for education and the Catholic bishops was a constant feature of the politics of educational expansion, but it was an uneasy and volatile relationship, which sometimes shaded into hostility. Power was contested between a newlyassertive Department of Education and the clerical managers or religious orders who traditionally controlled the schools. The Catholic Church did not react to policy change as a monolithic entity: divisions emerged within the traditional elite under the strain of adapting to unprecedented policy change, underlined by significant tensions between the bishops and the Catholic managerial authorities. A traditional consensus on the predominance of the Catholic Church in education disappeared, to be replaced by a new balance of power in which the state both contested with traditional stakeholders and collaborated uneasily with them to advance educational reform.
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Smith, John T. "The Wesleyans, The ‘Romanists’ and the Education Act Of 1870". Recusant History 23, nr 1 (maj 1996): 127–42. http://dx.doi.org/10.1017/s0034193200002181.
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The Wesleyan Church in the second half of the nineteenth century exhibited a high degree of anti-Catholicism, a phenomenon which had intensified with the ‘Romanising’ influence of the Tractarian movement in the Church of England. To many Wesleyans Roman and Anglo-Catholicism seemed synonymous and the battleground of faith was to be elementary education. The conflict began earlier in the century. When in 1848 Roman Catholic schools made application to the government for grants similar to those offered to the Wesleyans there was an immediate split in Wesleyan ranks. At the Conference in Hull in 1848 Beaumont, Osborn and William Bunting attacked their leadership. They claimed that Methodists should not accept grants in common with Catholics. Jabez Bunting, the primary Wesleyan spokesman of his age, was however rather less critical of the Roman Catholic Church than he had been previously and clearly advocated the continuation of the grant:
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Ollerenshaw, Alison, i John McDonald. "Dimensions of Pastoral Care: Student Wellbeing in Rural Catholic Schools". Australian Journal of Primary Health 12, nr 2 (2006): 137. http://dx.doi.org/10.1071/py06033.
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This paper investigates the health and welfare needs of students (n = 15,806) and the current service model in Catholic schools in the Ballarat Diocese of Victoria, Australia. Catholic schools use a service model underpinned by an ethos of pastoral care; there is a strong tradition of self-reliance within the Catholic education system for meeting students' health and welfare needs. The central research questions are: What are the emerging health and welfare needs of students? How does pastoral care shape the service model to meet these needs? What model/s might better meet students? primary health care needs? The research methods involved analysis of (1) extant databases of expressed service needs including referrals (n = 1,248) to Student Services over the last 2.5 years, (2) trends in the additional funding support such as special needs funding for students and the Education Maintenance Allowance for families, and (3) semi-structured individual and group interviews with 98 Diocesan and school staff responsible for meeting students' health and welfare needs. Analysis of expressed service needs revealed a marked increase in service demand, and in the complexity and severity of students' needs. Thematic analysis of qualitative interview data revealed five pressing issues: the health and welfare needs of students; stressors in the school community; rural isolation; role boundaries and individualised interventions; and self-reliant networks of care. Explanations for many of these problems can be located in wider social and economic forces impacting upon the church and rural communities. It was concluded that the pastoral care model - as it is currently configured - is not equipped to meet the escalating primary health care needs of students in rural areas. This paper considers the implications for enhanced primary health care in both rural communities and in schools.
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Willems, Frank, Eddie Denessen, Chris Hermans i Paul Vermeer. "‘Silent Citizenship Educators’ in Dutch Catholic Schools: Exploring Teachers’ Moral Beliefs About Citizenship in Relation to Their Conduct of Citizenship Education". Journal of Empirical Theology 25, nr 1 (2012): 77–98. http://dx.doi.org/10.1163/157092512x635752.
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Abstract In this article we adopt a virtue ethical approach to study teachers’ moral beliefs about citizenship and their relation to two kinds of teacher behaviour in citizenship education: (1) teachers’ modelling behaviour, and (2) the way they arrange moral classroom discussions. We believe that a virtue ethical approach would appeal especially to religious schools, which is why we conducted our study in Catholic primary schools. Two hunderd and three teachers at 20 Catholic schools were involved. Teachers’ beliefs and behaviours were defined and operationalised from a community-centred perspective, because we expected that perspective to fit the context of a Catholic school. We found that these teachers indeed hold community-centred views on citizenship, the more so if they frequently attend church. Another important finding is that teachers do not necessarily show and share their beliefs about citizenship with their students. From a virtue ethical point of view, however, they should not be afraid to do so. As moral educators, especially in a religious school, teachers are allowed, even obliged, to name, explain and defend their beliefs and values.
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Obwoge, Stephen Nyamwaya, Hellen W. Sang i Lydia Langat. "Relationship between Availability of Institutional Resources and Academic Performance of Catholic-sponsored Secondary Schools in Kericho Diocese, Kenya". East African Journal of Interdisciplinary Studies 5, nr 1 (21.02.2022): 22–29. http://dx.doi.org/10.37284/eajis.5.1.559.
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The academic performance of the most private and public secondary schools in Kenya has indicated rapid decline, which has hindered the learning institutions from achieving their set goals. The deteriorated performance may be attributed to several factors, such as insufficient resources. One vital mechanism to be employed by the schools in achieving good performance is the effective utilization of institutional resources. However, there is limited literature on to what extent institutional resources availability can improve the performance of secondary schools. On this note, the paper sought to examine the relationship between institutional resources availability and academic performance of Catholic-sponsored secondary schools in Kericho Diocese, Kenya. The study was anchored on resource-based theory. A correlational research design was employed, and the target population was comprised of 789 graduate teachers. Stratified random sampling was also used to determine a sample size of 266 respondents. Primary data was obtained by use of a structured questionnaire. Quantitative data were analysed using correlation and regression analysis and presented using frequency tables. The findings from the study revealed a statistically significant relationship between institutional resources availability and academic performance of Catholic-sponsored secondary schools (R = 0.659; β = 0.223; p < 0.05). The study results indicated that institutional resources availability influenced Catholic-sponsored secondary schools’ performance by 67.2% (R2 = 0.672). Therefore, the study recommends that secondary schools effectively utilize institution resources to implement the strategic plan, which will improve their performance.
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Justice, Benjamin. "The Blaine Game: Are Public Schools Inherently Anti-Catholic?" Teachers College Record: The Voice of Scholarship in Education 109, nr 9 (wrzesień 2007): 2171–206. http://dx.doi.org/10.1177/016146810710900904.
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Background/Context Conservative jurists and scholars have reached the conclusion that the traditional separation of public funding from religious organizations in K-12 education was “born of bigotry,” and inherently anti-Catholic. This claim rests on the misuse of revisionist historical interpretations that emphasize ethno-cultural conflict to the exclusion of widespread political understandings about republican government and the compatibility of the (then) anti-republican Vatican. Purpose/Objective This study questions the claim that public education is inherently anti-Catholic by focusing on the meaning of anti-Catholicism in two key historical periods in the development of public education. Research Design The study draws on historical documents from New York State as a case study, but also draws on other sources, primary and secondary, from the ante- and post-bellum periods of the nineteenth century. Conclusions/Recommendations The article argues that while the development of the public school was un-catholic, in the sense that it did not give Catholic Church authorities what they wanted, its development was not the result of bigotry, but rather of concern about the proper governance of mass education in a republic. It concludes that scholars and judges should engage in more sophisticated analysis of the past, rather than resorting to the casual use of terms like “bigotry” and “anti-Catholicism.”
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Neary, Aoife, i Mary Lou Rasmussen. "Marriage Equality Time: Entanglements of sexual progress and childhood innocence in Irish primary schools". Sexualities 23, nr 5-6 (6.08.2019): 898–916. http://dx.doi.org/10.1177/1363460719861819.
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Ireland is a majority-Catholic country that has, in recent times, been held up as a model of sexual progress internationally. We employ the term Marriage Equality Time (MET) to signify the tensions related to temporality, sexuality and children that emerged as Marriage Equality (ME) was introduced in Ireland. Drawing on a study with six primary schools during the ME referendum, this article captures MET in its emergent state, exploring how parents, teachers and principals were processing what ME might mean for children and schools. This analysis of MET illustrates how it mediates imaginaries of childhood innocence, sexuality and the nation-state.
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Burke, Meghan M., i Megan M. Griffin. "Students with Developmental Disabilities in Catholic Schools: Examples in Primary and Secondary Settings". Journal of Catholic Education 19, nr 3 (17.05.2016): 197–220. http://dx.doi.org/10.15365/joce.1903102016.
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Hyde, Brendan. "The identification of four characteristics of children’s spirituality in Australian Catholic primary schools". International Journal of Children's Spirituality 13, nr 2 (16.04.2008): 117–27. http://dx.doi.org/10.1080/13644360801965925.
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Schneider, Kathy. "Defending Catholic Education: Secular Front Organizations during the Second Republic of Spain, 1931–1936". Church History 82, nr 4 (20.11.2013): 848–76. http://dx.doi.org/10.1017/s0009640713001169.
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“The religious question” regarding the role of the Catholic Church in Spanish society shaped the often contentious relationship between the Church and state. This relationship entered a new chapter with the coming of the Second Republic and the passage of the 1931 constitution. Among the legislation aimed at implementing the articles of the constitution was the 1933 Law of Confessions and Congregations that outlawed schools run by religious orders. Despite this law, most religious schools remained open. Using three schools of the Sisters of the Company of Mary in the cities of Tudela, Valladolid, and Tarragona, this article shows how orders adapted under the new government. One of the Church's primary tactics was to establish front organizations directed by the laity that permitted the religious orders to circumvent the law in order to maintain their schools.
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Lachapelle, Richard. "The Ottawa Roman Catholic Separate School Board’s Artists-in-Residence Program (1970-1988): One Point of View". Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 42, nr 2 (27.05.2016): 3. http://dx.doi.org/10.26443/crae.v42i2.5.
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This paper documents an educational artist-in-residence program that was particularly active in some Ottawa Roman Catholic Separate School Board primary schools during the period 1970 to 1988. In schools where space was available, professional artists were assigned studio space as a means to encourage their participation in the day-to-day life of the schools. In exchange, the visual and performing artists offered non-teaching services that included mentoring and participation in stage plays, mural creation and art exhibitions. These activities mainly took place within the framework of the artists' everyday ongoing professional practice.
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Zając, Marian. "The Biblical Dimension of Religious Instruction in Poland". Verbum Vitae 39, nr 4 (17.12.2021): 1295–309. http://dx.doi.org/10.31743/vv.12895.
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The article concerns the issue of religious instruction in Polish state schools, especially its inspiration from the Bible as the primary source of the transmission of faith. When religious education classes were introduced in schools, a confessional model of their performance was adopted, thus leading to establishing closer ties with churches and religious associations as well as developing personal faith. The methodology of my research was based on analysing the current anchoring of the teaching of religion in the Polish state law and the guidelines of the Catholic Church. Next, the 2018 Core Curriculum for the Catechesis of the Catholic Church in Poland, related to the reform of the Polish education system and the completely new situation resulting from the liquidation of the junior high school stage of education, was used to show biblical guidelines for religious instruction and a set of methodological tools that guarantee its effectiveness. Confessional religion classes are currently organized in all government-run schools in Poland, and according to recent statistical data they significantly contribute to their better functioning. Consequently, there is a need to appeal for the continuation of religious education in schools and its modification based on multimedia technology, and there is a necessity to overcome the tendency to remove classes of religion from Polish public schools.
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Hermans, Chris, Erik Nijhuis i Johannes Van Der Ven. "PATTERNS OF MORAL REFLECTION OF TRAINEE TEACHERS OF CATHOLIC PRIMARY SCHOOLS IN THE NETHERLANDS". International Journal of Education and Religion 3, nr 2 (2002): 117–39. http://dx.doi.org/10.1163/157006202760589642.
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Testa, Doris. "COVID-19 and student well-being: Catholic school staff perspectives and experiences". Health Education Journal 80, nr 7 (22.04.2021): 861–71. http://dx.doi.org/10.1177/00178969211010851.
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Background: COVID-19 has dramatically changed how school communities operate. Many schools have had to navigate enforced closures and modify their usual teaching and learning practices. Furthermore, they have had to rethink how they address student well-being issues. In Australian Catholic schools, there is little data on the concerns of Catholic school staff during enforced school closures. Aims: This article describes findings from a study of the experiences and concerns of school staff in two Catholic primary school communities to understand how staff in these settings experienced and re-imagined or reinforced student well-being practices and processes. Methods: Data were collected by means of a survey assessing staff experiences and concerns, with a particular focus on student well-being. Results: Results indicated that enforced school closures were perceived as negatively affecting student well-being programmes with staff members being particularly concerned about students who were socially, educationally, culturally and economically disadvantaged. However, negative impacts were mitigated by a school culture underpinned by a pastoral and health-promoting perspective. Strong leadership in the face of systemic lethargy prompted schools to utilise their engagement and partnership arrangements for additional support. Conclusion: During forced school closures, an inclusive school ethos, environment and culture ensured an effective response to the diverse needs of staff, students and other school community members.
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Davies, John. "‘L’Art Du Possible’, The Board of Education, The Catholic Church and Negotiations Over the White Paper and the Education Bill, 1943–1944". Recusant History 22, nr 2 (październik 1994): 231–50. http://dx.doi.org/10.1017/s0034193200001898.
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The negotiations between the Board of Education and the Roman Catholic authorities over what was to become the 1944 Education Act began in April 1941 when the Government's Green Book on educational reform was delivered to the Catholic hierarchy. They were to continue until the Government's proposals became law in 1944. There were three distinct phases in these negotiations, centred on the Green Book, the White Paper, and the Bill. The intention of this article is to examine the latter two phases.After protracted negotiations on the Green Book there was near deadlock between the Board and the Catholic Church. R. A. Butler's aim in the Green Book, which he adopted when he became President of the Board of Education in July 1941, was to provide a national system of education, primary, secondary and further. There would be secondary education for all, children being transferred at the age of eleven to grammar, modern or technical schools. This raised the issue of the role of denominational schools, the so called ‘Dual System’. Essentially the voluntary bodies, if they were to continue to be part of the State system were offered two possibilities. Under the first they would receive 100% grant towards the maintenance and repair of buildings (in addition to the payment of teachers’ salaries) for which they would concede the appointment of teachers to the Local Education Authority (LEA) and accept an ‘agreed syllabus’ for religious education. The second possibility would allow the voluntary bodies to retain the appointment of teachers and the teaching of their own religious syllabus, but the Government grant in this case would be only 50%. Catholics felt that, in conscience, they could not accept the first option and that they were being penalised for their religious beliefs in regard to the second. They pressed, therefore, for 100% grant.
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Tang, Hei-Hang Hayes, King Man Eric Chong i Wai Wa Timothy Yuen. "Learning to understand a nation". Social Transformations in Chinese Societies 15, nr 2 (21.08.2019): 81–93. http://dx.doi.org/10.1108/stics-10-2018-0015.
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Purpose National identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project’s possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide. Design/methodology/approach The authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project. Findings This paper reported a Catholic citizenship training project with the focus on a Catholic school project on preparing students to understand the nation by learning national issues analytically. The ultimate goal was to ensure teachers in Catholic primary schools could lead the students to examine national issues and other social issues from the perspective of Catholic social ethics. Though the project arose after the failure of the government to force through its controversial national education programme, this paper found that instead of being an alternative curriculum with resistance flavour, the project was basically a self-perfection programme for the Catholic. It was to fill a shortfall observed of Catholic schools, namely, not doing enough to let students examine social and national issues with Catholic social ethics, which, indeed, had a good interface with many cherished universal values. In the final analysis, the project is not a typical national education programme, which teaches students to belong to a nation but an innovative alternative curriculum transcending the hegemony-resistance ideological tensions as advanced by western literature (for example, Gramsci, 1971; Freire, 1970; and Apple, 1993). Originality/value The paper contributes to the literature of Hong Kong studies and citizenship education studies. The results of such an innovative endeavour, which captures and capitalizes the opportunity and resources for developing a national education curriculum in school-based manner. Attention was paid to the endeavour’s nature and its possible contribution to the knowledge, policies and practices of citizenship and national education in Hong Kong amidst deep social transformations. In particular, the paper can add to the specific literature about Hong Kong’s citizenship and national education development since the withdrawal of the Moral and National Education Curriculum Guide. Using an empirical example of Asian schooling and society, analysis of this paper illustrates the way in which development of an alternative curriculum is more innovative and interesting, transcending the hegemony-resistance ideological tensions.
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Quinn, Mark G., William F. Suitmann i John Elkins. "Exceptional students in Queensland catholic schools: Prevalence, priorities and future directions". Australasian Journal of Special Education 12, nr 1 (maj 1988): 10–20. http://dx.doi.org/10.1017/s103001120002409x.
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A survey of the prevalence and needs of exceptional students was carried out in Queensland Catholic primary(n= 195) and secondary (n = 40) schools. Within the overall population surveyed 3.13% possessed disabilities, 3.83% behavioural difficulties, 4.19% advanced learning characteristics, and 12.80% learning difficulties. The survey indicated that support services fell short of the demand, particularly for students with behavioural difficulties and those considered to be advanced learners. The data obtained was of the same order as that found in other state, national and international studies. The majority of principals and teachers interviewed held positive attitudes towards integration. However, this was qualified by a strong press for additional professional support, inservice training, and resources to enable the necessary enhancement of the educational experiences being offered. The survey identified a continuing need for communication and cooperation with state and private agencies and the desirability of developing a system which marshalls the available resources, both regular and special, into an efficient and feasible service delivery operation.
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Boeve, Lieven. "Interrupting Christian Identity Construction: Catholic Dialogue Schools and Negative Theology". Religions 13, nr 2 (15.02.2022): 170. http://dx.doi.org/10.3390/rel13020170.
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In a recent article, Didier Pollefeyt reflected on the worrisome observation that young children seemingly successfully raised in the Christian faith in Catholic schools lose this faith by the end of secondary education. According to him, the combination of an all-too-positive theology and positive psychology in primary schools (turning these into safe havens) should be complemented by theologies of vulnerability and responsibility in order to present a Christian faith that is able to assist youngsters in situations of conflict, suffering, etc. In this contribution, however, I argue that a more fundamental analysis is to be made to solve this problem, not only for pedagogical but especially for theological reasons. A theological recontextualisation in dialogue with the current context will show us that the interruption of (all too) positive theologies urges these theologies themselves to change from within, into theologies of interruption. After summarising Pollefeyt’s argument, I will analyse the current context of detraditionalisation and pluralisation, pointing to the challenges it poses to all identity construction (including Christian identity construction) that are to be interrupted by difference and otherness. Afterwards, I will shed light on the precise way in which the dynamics of negative theology foster a radical critical hermeneutical consciousness at the heart of the Christian faith, challenging any attempt at solidifying it within closed, self-securing narratives, and thus opening up these narratives to be interrupted. I will illustrate my point with a short reflection on the Gospel of Mark as a Gospel for our times. In the conclusion, I will apply the insights gained to the project of the Catholic dialogue school in order to prevent the counterproductive outcome of self-securing identities.
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Sobon, Kosmas, Jelvi Monica Mangundap i Stief Walewangko. "PENGARUH PEMAHAMAN KURIKULUM 2013 DAN INTEGRITAS GURU TERHADAP KINERJA GURU-GURU SD KATOLIK DI MANADO". EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 12, nr 2 (31.07.2020): 148–58. http://dx.doi.org/10.17509/eh.v12i2.20055.
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The purpose of this research is to evaluate and analyze the understanding of the curriculum 2013 and integration on the performance of Catholic elementary school teachers in Manado City. The total of samples are 76 respondents in 11 Catholic Primary Schools. This research is in June to July 2019. The method of the research is quantitative approach by survey methods. The results showed that (1) There is a positive influence of the understanding of the curriculum 2013 on the performance of Catholic elementary school teachers in Manado City. The effect of understanding of the curriculum 2013 on teacher performance was relatively low that is 39.1% with a significance level of 0.000 ≤ from α = 0.05. While the results of the hypothesis test knowledge variable with the t test shows the fact that t-count = 6.889 ≥ (t-tab) = 1.992. (2) There is effect of teacher’s integration on the performance of Catholic elementary school teachers with the results of the determination of percentage, 8.2% and a significance level of 0.012 ≤ from α = 0.05; (3) There is a effect of curriculum 2013 and integration simultaneously on the performance of Catholic elementary school teachers, 37.5% with a significance level of 0,000 ≤ from α = 0.05.
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McGinnity, Fran, Aisling Murray i Merike Darmody. "Academic achievement of immigrant children in Irish primary schools: the role of capitals and school context". Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 10, nr 2 (1.11.2022): 129–51. http://dx.doi.org/10.12697/eha.2022.10.2.05b.
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Educational achievement is one of the key indicators of labour market success, yet previous research shows that in many countries, children from immigrant backgrounds struggle to match their native peers in terms of achievement. Despite high educational aspirations, migrant parents may struggle to "convert" their social and cultural capital to support their children’s achievement in their country of destination. Ireland is an interesting case study as there was substantial and rapid immigration of a diverse group of migrants, many of whom were European, to a school system that was predominantly White, Catholic, Irish and English-speaking. Drawing on the extensive literature on academic achievement of immigrant children and youth, this paper explores the academic achievement of 9-year-old immigrant children in a ‘new immigration country’, just after the peak of inward migration. The results show that unlike in many ‘old’ immigrant-receiving countries, the immigrant "penalty" in achievement in Ireland is modest, with social and cultural capital playing a salient role in English reading achievement, particularly for East Europeans, for whom the gap is greatest. Understanding the patterns of linguistic integration for recent migrant children may help us understand these processes in the case of subsequent movements of children and their families in Europe.
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Feeney, Carmel, i G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school". Australasian Journal of Special Education 21, nr 1 (styczeń 1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.
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Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.
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Altena, Patrick, Chris A. M. Hermans i Johannes van der Yen. "Towards a Narrative Theory of Religious Education: A study of teacher’s aims in Catholic primary schools". International Journal of Education and Religion 1, nr 1 (24.07.2000): 217–47. http://dx.doi.org/10.1163/1570-0623-90000002.
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The article examines the aims of education as they relate to the construction of religious-narrative identities of children. The concept of religion is taken from Claire Disbrey’s institutional theory of religion, which is examined in association with Paul Ricoeur’s concept of narrative identity. The construction of the religious-narrative identity is characterized by an interaction between individual and culture. On the basis of this conceptual framework the authors formulate six aims for the construction of religious-narrative identity in children. The teachers reported five of these six aims in an empirical study of teachers in Catholic primary schools in the Netherlands. The article concludes with a reflection on the results of the study.
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Akimi, YESSOUFOU. "Parental Involvement and School Performance: Comparison of Fifth and Sixth Graders in Two Primary Schools at Glo-djigbe in Benin". International Journal of Linguistics, Literature and Translation 5, nr 9 (13.09.2022): 43–50. http://dx.doi.org/10.32996/ijllt.2022.5.9.4.
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Parent involvement is theoretically known to contribute to children’s educational success; consequently, the lack of or poor parent involvement may potentially cause school failure. The current research aims at testing this proposition by comparing two primary schools that serve the same area of Glo-Djigbé in Abomey-Calavi municipality: Ste Marcelline Catholic school, where parent involvement is part of the school culture, and Glo-Djigbé/A public primary, consonant with poor parent involvement. A mixed methodological approach consisted of the use of a questionnaire, semi-directed interview, and direct observation, enabling the comparison of the practices of occurring parent involvement and the school performance of fifth and sixth graders in both schools; altogether, a sample of 124 different stakeholders took part in the research. As a result, the school with higher parent involvement (95%) got total success for all their candidates in the CEP national exam, constantly in five successive years, whereas the second school with poor parent involvement tried to obtain 73% of its candidates to pass within the same period. Though the positive effect of parent involvement
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Kristianus, Kristianus, Magdalena Magdalena i Carolina Lala. "Cultural Dialectics With Catholic Education in The Border Areas in Sanggau Regency, West Kalimantan". IJECA (International Journal of Education and Curriculum Application) 1, nr 3 (30.12.2018): 29. http://dx.doi.org/10.31764/ijeca.v1i3.2131.
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This research is backed by the condition of the community located in the border area of Indonesia-Malaysia especially in Entikong subdistrict of Sanggau Regency. As the frontier area of social and cultural life of community education in this region has always been a concern especially in conjunction with Malaysian Sarawak. The inhabitants of this region generally embraced Catholicism and Catholic missionaries establishing schools of KINDERGARTEN to high school which are equipped with dormitories. The problem in this study is how the Catholic religious education influences the dialectics of Dayak culture in the region. Data taken using qualitative method is by observation, interviews and living with the community there. The study was held in July-September 2018. The results concluded that the education developed by Catholic missionaries has an effect on the dialectics of Dayak culture in this area. Besides education, other factors also affect the history, politics, and daily life at the border. Another conclusion is that the Catholic missionary (the work of the education that has been developed) has an effect on the identity of Dayak culture in this region, Dayaks are more confident. This could be so because Catholic missionaries appreciate Dayak culture. It is clear that the education developed by the Catholic religion plays a role in the formation of basic and primary materials for the formation of Dayak cultural dialectics in Entikong and other border areas in West Kalimantan.
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Zellma, Anna, Andrzej Michał Kielian, Wojsław Wojciech Czupryński i Monique van Dijk-Groeneboer. "Religiousness of Young People in Poland as a Challenge to Catholic Education: Analyses Based on a Survey". Religions 13, nr 12 (24.11.2022): 1142. http://dx.doi.org/10.3390/rel13121142.
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The aim of this paper is to perform a sociological and pastoral analysis of the religiousness of young people in Poland, which is a challenge to Catholic education. The authors analyse this issue based on the empirical study conducted in 2019 and 2020. The study employed an online survey questionnaire. The study included 1171 people, students in grades 7 and 8 of primary schools and of secondary schools in the Małopolskie and Podkarpackie Voivodships in Poland. The paper focuses on young people’s self-declarations concerning: the religion they profess, faith, affiliation with a religious community, a bond to the community, the respondents’ and their parents’ attending religious services, celebrations/masses and praying individually. It was regarded as important to determine the correlations between the self-declarations of affiliation with a religious community and self-declaration of the religion professed and between the self-declarations of faith and bond to a religious community and self-declaration of the religion professed. These issues are enriched with the respondents’ opinions on religion as a school subject. They provide an insight into not only the respondents’ religiousness but also a diagnosis of young people’s attitudes towards religion as a school subject. They allow for conclusions to be drawn on Catholic education in the secularising society, especially with young people increasingly often quitting religious lessons in schools.
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Ahen, Lukas, Cenderato Cenderato, Florentina Florentina, Florentina Dwi Astuti i Arius Arifman Halawa. "Analyzing the Use of Catholic Learning Model for the State Primary Schools in South and Southeast Pontianak". JETL (Journal of Education, Teaching and Learning) 5, nr 1 (31.03.2020): 114. http://dx.doi.org/10.26737/jetl.v5i1.1649.
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Learning models were important for the teachers to apply by considering the class setting. How they could manage their class depending on what learning model they could apply. So, it was curious to know what learning model the teachers had used so far. To deal with this, the researchers were eager to find out the answer by the research. This study aims to describe the learning model, the advantages and disadvantages of using the model, and the efforts made by Catholic Education (PAK) teachers in overcoming the disadvantages and strengths of using models in the State Primary Schools in South and Southeast Pontianak. To see the use of the learning model, qualitative research methods were used which consisted of interviews, questionnaires, observations, and focus group discussions. Teachers in the State Elementary Schools in South and Southeast Pontianak had implemented the learning models: Inquiry Model, Story Telling, Role Play, and Discovery Learning contextually. Based on the result, the teacher had a strategy in the application of learning models for example: reading books that are relevant to the model to apply, inviting students to learn outside the room, taking a persuasive and personal approach. Meanwhile, some obstacles faced were the delinquency of students, less in number, a variety of competencies, the existence of students with special needs, and the lack of teaching aids. The advantages of using the learning model were systematic, involving students actively, creating cooperation, motivating students, and improving learning outcomes. The learning model tended to run monotonously. There were several efforts to overcome deficiencies of learning models: taking a personal approach, trying to maximize the use of learning models used, changing models learning that would be considered more suitable or repetitive by applying the same learning model to maximize learning outcomes, conveying material repeatedly, writing student names and adding value to students who are active in groups so they try to want to be active, giving additional assignments to students who have understood learning so students do not have to be in class and trying to maximize the tools and means of learning that exist and do to students.
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Carter, Mark, Mark Clayton i Jennifer Stephenson. "Students With Severe Challenging Behaviour in Regular Classrooms: Prevalence and Characteristics". Australian Journal of Guidance and Counselling 16, nr 2 (1.12.2006): 189–209. http://dx.doi.org/10.1375/ajgc.16.2.189.
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AbstractThis article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The focus of the study was on the prevalence of severe challenging behaviour and the nature of presenting behaviour. Questionnaires were directed to school staff and information was obtained from 41 of the 53 primary schools in the diocese. Using very conservative criteria, the estimate of numbers of students with severe challenging behaviour was approximately 1 per school. Students were typically male and were academically below average. The most frequently reported challenging behaviour (e.g., calling out, out of seat) was inherently minor in nature for the most part, but at high frequency this could be extremely disruptive to the operation of a classroom. More serious behaviours, such as physical aggression to other school students and staff, were also reported at concerning frequency, noting that such behaviours place staff and other students at risk. The present study adds to the limited Australian data describing students in regular schools with challenging behaviour by providing specific information on the classroom frequency of such behaviour and the academic performance of students.
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Seraphine, Mathias, Victorini Salema i Bahiya Abdi. "Perceptions of Teachers Toward Headteacher’s Instructional Supervision on Preparation of Professional Documents in Rombo District Tanzania". British Journal of Education 10, nr 15 (15.11.2022): 55–65. http://dx.doi.org/10.37745/bje.2013/vol10n155565.
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This study aimed to investigate on perceptions of primary teachers toward headteacher’s instructional supervision on preparation of professional documents in public primary schools. System theory was used to guide this study. The target population of the study was one hundred and forty-two primary schools, one hundred and forty-two Headteachers, one thousand three hundred and twenty-two teachers and District Education Officer from Rombo District. in this study. This study adopted an embedded mixed methods design under mixed methods approach. Both probability and nonprobability sampling procedures were used to select sample which consisted of 130 respondents. Questionnaire and interview guide were used as data collection instruments in this study. To ensure content validity of instruments two experts from Mwenge Catholic University were consulted to review the instrument. Cronbach Alpha was used to assess stability and consistency of the Likert type items in questionnaire, the items scored a coefficient reliability of 0.87 and for qualitative data estimation of reliability was done through member checking. Quantitative data were analyzed using descriptive statistics and were presented in frequency tables, percentages and mean by the aid of SPSS version 27. The study showed that perceptions of teachers toward head teacher’s instructional supervision on preparation of professional documents to be positive. Therefore, the study concluded that majority of teachers’ perception to be positive on head teachers’ instructional supervision towards preparation of professional documents in public primary schools. The study recommended that, the government and other owners of primary schools should make sure that their teachers attend in-service training frequently so as to update their knowledge on preparation of professional documents. Learning is a continuous process teacher have to update their knowledge frequently so as to become better facilitators of pupils in their classroom.
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Coffey, Anne, Richard G. Berlach i Michael O’Neill. "Transitioning Year 7 Primary Students to Secondary Settings in Western Australian Catholic Schools: How Successful Was the Move?" RMLE Online 36, nr 10 (styczeń 2013): 1–15. http://dx.doi.org/10.1080/19404476.2013.11462103.
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Stapleton, Catherine. "The voice of minority faith and worldview students in post-primary schools with a Catholic ethos in Ireland". Irish Educational Studies 39, nr 4 (17.12.2019): 457–74. http://dx.doi.org/10.1080/03323315.2019.1697950.
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Tódor, Imre. "Criteria determining school choice among the ethnic minority high school students". Central European Journal of Educational Research 2, nr 1 (28.04.2020): 17–25. http://dx.doi.org/10.37441/cejer/2020/2/1/5755.
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In our paper we sought for the answer to the question: based on which motives do students from various types of high schools (in our case, denominational or non- denominational school) make their choice of educational institution? The target group of our research consists of the 9th and 11th grade students of Harghita County’s denominational (Roman Catholic, Reformed, Unitarian) schools and the non-denominational ones added to them. All in all, eight high schools got into our sample. We conducted a survey by questionnaire, the sample including 1,064 people. We analyzed the decision criteria formed based on motives behind the decision (primary and secondary effects) on the one hand, and followed the decision making process on the other. The non-denominational sector is often chosen by the elite- and institution-oriented student group, who has great expectations of the institution, e.g. - top of the line standards of education, outstanding achievement indicators, prestige of the institution, local reputation. According to the clusters created from the motives, the value- and community-oriented student group, as well as the one following the orientation of the peer group, can be found in significantly higher proportion in denominational schools.
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Bracke, Evelien. "Bringing Ancient Languages Into a Modern Classroom: Some Reflections". Journal of Classics Teaching 16, nr 32 (2015): 35–39. http://dx.doi.org/10.1017/s2058631015000185.
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In France, recent curriculum reforms have signalled the cull of Latin and Greek from the secondary school curriculum – a teacher who criticised the reforms was censured; his blog disappeared. Belgium – because of the strength of its Catholic education long a beacon for Classical education – is witnessing schools dropping ancient languages in favour of STEM subjects at an alarming rate, driven similarly by the government agenda. As I am writing this article, I notice an online piece on the deteriorating situation in Malta, too. Throughout Europe, the financial crisis is spurring on governments and schools to intensify their push for STEM subjects – hailed as an instant fix for the faltering global economy – while vilifying less immediately practical subjects. A conversation with a French colleague who was lamenting the oppressing regime made me realise how well the UK is doing in comparison with other countries in Europe. Numbers of (state) secondary schools offering Latin are increasing, and thanks to the Department for Education, primary schools can offer Latin and Greek at Key Stage 2. Of course we should not delude ourselves: the number of secondary schools offering Latin is still low, the teaching of Greek is particularly disheartening, and only about 2% of all primary schools so far have opted to teach Latin and none (to my knowledge) have chosen Greek. Nevertheless, in comparison to the rest of Europe, a government which (whatever else one may think of it) supports the teaching of Classical languages, a growing number of hubs which see all levels of education collaborating creatively, and flourishing outreach organisations which offer financial and logistical support, give the UK at least some cause for optimism.
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KOLB, Nataliia. "STATE OF PROFESSIONAL EDUCATION OF GREEK CATHOLIC CANTORS IN HALYCHYNA AT THE END OF THE XIX CENTURY". Ukraine: Cultural Heritage, National Identity, Statehood 36 (2022): 50–68. http://dx.doi.org/10.33402/ukr.2022-36-50-68.
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The study describes the role of cantors as an essential factor in the service to the Church and incarnates a mission by her to save the souls. Because of losing constant material support at the end of the XIX century by them this post was usually held by people without proper qualifications, endows, and principles. This was extremely negative to the level of service to the Greek Catholic church and its authority in society. Pointed out that clergy and activists of the clergy’s movement identified the issue of professional qualification of church singers as one of the keys within a complex of tasks for the revival clergy’s layer in the land. At the end of the XIX century functioned both eparchial professional clergy schools and private courses in Halychyna, and the list of them is given. Applicants for training at eparchial clergy schools had to meet the established criteria. Additionally, they had to have a good voice and complete primary school. Indicated that evidence of a singer’s professional qualification became a certificate that was taken as a result of a successfully passed exam in front of a special commission. Determined that as the factors for improvement of clergy’s education in the land the contemporaries named programs and methods improvement of study in professional educational institutions and widening of its net. Underlined the gaps in the educational program of clergy schools and the ways to solve them separately through laying special textbooks. Accented that the required component of the church singer’s education was named study of crafts as the mean for stable earning, organization of tighter communication with parishioners, and also to form clergy’s layer as a Ukrainian middle class. Pointed out that the task of clergy’s schools also should have been the education of people with a deep Christian and patriotic worldview. Based on statistics proved that at the end of the XIX century the vast majority of valid Greek Catholic clergy did not have a proper professional qualification. Determined that even after finishing professional institution, a significant part of graduates did not proceed to qualification exam. Contemporaries saw a solution for the situation in an obligatory professional exam for all unskilled singers and giving posts only to singers with certificates. Indicated that the relevant order was firstly issued by the spiritual authority of Stanislav diocese which became a push for qualitative changes in the level of Greek Catholic regency in Halychyna.
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Waters, Nicole P., Trenton Schmale, Allison Goetz, Jason T. Eberl i Jessica H. Wells. "A Call to Promote Healthcare Justice: A Summary of Integrated Outpatient Clinics Exemplifying Principles of Catholic Social Teaching". Linacre Quarterly 84, nr 1 (luty 2017): 57–73. http://dx.doi.org/10.1080/00243639.2016.1272330.
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There is an urgent need to promote healthcare justice for patients as well as members of the healthcare team including physicians. In this article, we explain how principles of Catholic social teaching (i.e., dignity of the individual, common good, destination of goods, solidarity, and subsidiarity) are applied to health care, by featuring various types of outpatient clinics including free, charitable–direct primary care, hybrid, federally qualified health center, and rural health clinic. We describe how attempts have been made to improve the quality and access of health care by creating new medical schools (i.e., Marian University College of Osteopathic Medicine) and training programs as well as allocating government funding to alleviate the cost of training new healthcare providers through the National Health Service Corps. Finally, we suggest a few approaches (i.e., adopting new clinic models to include volunteer healthcare professionals and cross-training members of the healthcare team) to fill in current gaps in health care. Summary There is a need to promote justice in healthcare. In this article, we explain how principles of Catholic social teaching are applied to health care. To illustrate this, we feature various types of outpatient clinics. We also describe how attempts have been made to improve the quality and access of health care. Finally, we suggest further ways to improve healthcare reform based upon Catholic social teaching.
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Carter, Mark, Jennifer Stephenson i Mark Clayton. "Students With Severe Challenging Behaviour in Regular Classrooms: Support and Impacts". Australian Journal of Guidance and Counselling 18, nr 2 (1.12.2008): 141–59. http://dx.doi.org/10.1375/ajgc.18.2.141.
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AbstractThis article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The data reported in this study relates to support services accessed by schools and their perceived efficacy as well as impacts of dealing with challenging behaviour on the school community. A total of 51 students were identified as having severe challenging behaviour using very conservative criteria. In-school supports were most frequently used and rated as most efficacious. External supports services tended to be used less frequently and were rated as less efficacious. Parental support was seen as limited and a range of family factors was viewed to both facilitate and hinder support of students. A range of significant impacts on the school community was documented. The support of students with severe challenging behaviour in regular school settings will clearly present an ongoing issue and several suggestions arising from the present research are offered.
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Henakin, Stefanus Tebajak, i Siprianus See. "Kompetensi Profesional Guru Bahasa Indonesia Kelas IV Sekolah Dasar Katolik". Cetta: Jurnal Ilmu Pendidikan 4, nr 3 (6.09.2021): 381–94. http://dx.doi.org/10.37329/cetta.v4i3.1394.
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The purpose of this research is to describe the professional competence of Grade IV Indonesian teachers at The Central Ende Catholic Primary School in Ende Regency. Professional competence relates to the teacher's ability to master materials and teaching tasks. This research is a type of descriptive qualitative research. Subjects in this study were Indonesian teachers, principals, and grade IV students. The object of this research is the professional competence of teachers of Bahasa Indonesia subjects. Data collection using interview, observation, and documentation methods. Data analysis is conducted descriptively qualitatively. Based on the results of this study, it is known that the professional competence of Indonesian teachers in grade IV in Catholic primary schools in Central Ende subdistrict is relatively good. Professional competencies that have been mastered by teachers include the ability of teachers in mastering materials, structures, concepts, and scientific mindsets, the ability of teachers in mastering the standard of competence and basic competencies of the Indonesian language, the ability of teachers in developing indonesian language learning materials creatively, and the ability of teachers in developing professionally in a sustainable manner. Thus, it can be concluded that the overall professional competence of indonesian language teachers in grade IV as threatening as Ende Tengah needs to be maintained and also organized efforts to continuously improve the professional competence of teachers in accordance with the development of science and technology.