Gotowe bibliografie tematyczne / Catholic school principals

Gotowa bibliografia na temat „Catholic school principals”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 10 lutego 2022

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Artykuły w czasopismach na temat "Catholic school principals"

Robey, Philip V., i Robert J. Helfenbein. "Perspectives of Urban School Principals From Nontraditional Contexts: A Study of Urban Public Charter and Private School Leaders". Education and Urban Society 50, nr 4 (22.06.2017): 303–27. http://dx.doi.org/10.1177/0013124517713248.

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Principals from 76 urban public charter and private (Catholic) schools located in three midsized cities participated in a sequential explanatory investigation measuring perceptions of key elements related to school administration. Topics include students, selves, and elements related to the job of principal. Findings indicate that most principals view few administrative tasks as very challenging yet regard experience and skills as very important. Principals also perceive high level of authority over areas related to instruction. Comparisons by school type indicate close alignment of perspectives.

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Lee, Valerie E., Julia B. Smith i Madalyn Cioci. "Teachers and Principals: Gender-Related Perceptions of Leadership and Power in Secondary Schools". Educational Evaluation and Policy Analysis 15, nr 2 (czerwiec 1993): 153–80. http://dx.doi.org/10.3102/01623737015002153.

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This study explores teachers’ perceptions of their own power at the personal, interpersonal, and organizational levels of their schools. It investigates how the interaction between principal and teacher gender affects high school teachers’ evaluations of the principal’s leadership, as well as how it influences subsequent evaluations of their own power. The study employs a sample of almost 9,000 teachers in over 300 public, Catholic, and private secondary schools from the Administrator and Teachers Survey of the High School and Beyond study. A strong pattern of results shows that while female teachers feel empowered when working in schools headed by female principals, male teachers consider themselves less powerful in those circumstances. The interaction between teachers’ and principals’ gender contributes to understanding the persistent underrepresentation of women in the high school principalship.

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Widyawati, Fransiska, i Yohanes S. Lon. "Politik Pendidikan Agama di Indonesia dan Pelaksanaannya di Salah Satu Kampus Katolik di Flores". Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 6, nr 1 (7.03.2020): 13. http://dx.doi.org/10.33394/jk.v6i1.2227.

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Religious education has been one of most controversial problems debated in the drafting of laws relation to education and religion in the history of Indonesia. Since the establishment of the nation, the position of religious education in school has been questioned. This debate arose in particular because many private schools organized by religious communities, institutions and foundations, especially the Christians/Catholics, only gave Christian/Catholic religious education to all the students, including to the Muslims. This research explores the social and political context of this issue and specifically looks at its practices in the contemporary era on one of the Catholic campuses in Flores. This study used a qualitative approach by combining text and context analysis. Specifically for field data obtained by in-depth interviews and FGDs on a number of Catholic school organizers, school principals, teachers and non-Catholic students who take part in Catholic religious studies. This study found that when the issue of religious instruction in schools was discussed, the debate should not only be directed at what religious lessons were given to students but rather on what religious lessons students should receive from any religion that could help students to be able to overcome the problems of society, nation and state specifically in the context of pluralism.

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Boyle, Michael J., Alicia Haller i Erika Hunt. "The Leadership Challenge: Preparing and Developing Catholic School Principals". Journal of Catholic Education 19, nr 3 (17.05.2016): 293–316. http://dx.doi.org/10.15365/joce.1903152016.

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Robertson, Deborah. "The servant: leadership role of Catholic high school principals". Journal of Educational Administration and History 46, nr 1 (2.01.2014): 110–11. http://dx.doi.org/10.1080/00220620.2013.857446.

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Griffin, Maggie, i David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, nr 3 (wrzesień 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.

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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin

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Zalot, Jozef. "Transgender Policies and Catholic Schools". Ethics & Medics 44, nr 9 (2019): 3–4. http://dx.doi.org/10.5840/em201944913.

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Over the past few years The National Catholic Bioethics Center (NCBC) has received numerous inquiries from Catholic school principals and superintendents asking for guidance on how they can (1) respond to gender ideology in their schools and (2) address the particular challenges that arise when a student (or parent) announces that he or she is transgender. In the absence of specific, practical guidance on these issues from the US bishops or the Church universal, these administrators are confused and often at a loss for what they should—and should not—do. The NCBC reviewed various Catholic school policies concerning transgenderism to identify best practices. The following list is neither complete nor exhaustive. Instead it is presented as a guide or framework for other schools to use in drafting their own policies in response to this powerful, but erroneous, social trend.

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Spesia, David. "Forming Catholic School Principals as Leaders of the New Evangelization". Journal of Catholic Education 20, nr 1 (26.10.2017): 244–65. http://dx.doi.org/10.15365/joce.2001112016.

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Frabutt, James M., i Gabrielle Speach. "Principals’ Perspectives on School Mental Health and Wellness in U.S. Catholic Elementary Schools". School Mental Health 4, nr 3 (17.06.2012): 155–69. http://dx.doi.org/10.1007/s12310-012-9081-1.

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Magallanes, Vivian M., i Dexter Paul D. Dioso. "Leadership Style Practices of Principals and Organizational Commitment Profile of Employees of Dioceasan Catholic Schools". Philippine Social Science Journal 3, nr 2 (12.11.2020): 39–40. http://dx.doi.org/10.52006/main.v3i2.156.

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The principals play a vital role in the success of the schools. The leadership style practices of the principals can have a wedge on the commitment of employees. Keeping committed teachers is a challenge faced by educational leaders. Hence, the paper describes the extent of leadership style practices and employees' organizational commitment profile in Antique Diocesan Catholic Schools (ADCS) during the school year 2019-2020. Likewise, it explores the significant difference in principals' leadership style practices as perceived by the employees when grouped according to demographics. Also, it determines the relationship that exists in the extent of leadership style practices and organizational commitment profile of employees.

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Rozprawy doktorskie na temat "Catholic school principals"

Slattery, Michael Joseph, i res cand@acu edu au. "The Role of the Catholic School Principal in the Face of Modern Day Challenges and Demands: Key behaviours, issues, perceptions, challenges and dilemmas facing Catholic school principals in the late 1990s". Australian Catholic University. School of Educational Leadership, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp216.04092009.

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In light of the challenges faced by post-modern principals, and the changes in the Catholic Church and in Catholic education, this study aimed to analyse and identify the work of the principal in a Catholic school in the late 1990s. This meant examining the perceptions of the principal's work as identified by principals themselves, and those key players who work with them in Catholic schools. The study identified the key behaviours of principals in Catholic schools, and the factors that tend to enhance or inhibit their work. In the initial phase of the research, the instrument used in the study was a self administered questionnaire that consisted of 123 key behaviours which respondents were asked to rate according to degree of importance. The second instrument used was a semi-structured interview with a sample of principals. This methodology was designed as a further check on reliability and validity of the questionnaire. It was apparent from this research that in the late 1990s, it was essential that the principal in a Catholic school be committed to creating an authentic Catholic school where a climate of care prevailed, and where respect and privacy for families was upheld. The principal must be committed to whole school philosophy, orientated toward servant leadership, and able to articulate and bring into practice the ethos of a Catholic school. As well, the study showed that it was crucial for the Catholic school principal to ensure appropriate staffing, and that an atmosphere of co-operation and communication existed within the school community. In developing policies that incorporated the ideals of the Vision Statement, the study suggests that the Catholic school principal ensured that excellence in all areas of human growth is treasured. Bearing in mind that each participating group indicated different priorities, support for the principal and the development of skills, is essential for their work to be effective in Catholic schools of the new millennium.

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Mellor, Graeme J., i res cand@acu edu au. "Reimagining the Catholic School: an exploration of principals’ responses to changing contexts of the contemporary catholic school". Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp114.25102006.

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The focus of this research project was the changing perception amongst practising Catholic school principals of the nature and purpose of the contemporary Catholic school. This examination was set within the changing social, ecclesial and educational contexts within which the Catholic school has operated in the decades following the Second Vatican Council (1962–1965). The research which was conducted amongst principals in the Archdiocese of Brisbane, Australia, was focused by two research questions. These were:How do principals currently perceive the purpose of Catholic schools? How do they perceive Catholic schools changing? The review of the literature examined elements of the changing environment of the contemporary Catholic school. It also surveyed the ways in which that literature described the effects of changing social, ecclesial and educational contexts upon the sense of purpose amongst principals of Catholic schools. The demise of “inherited meanings” and the reconstruction or reimagining of a new meaning structure provided the conceptual template for the study. Since the study explores the perceptions of leaders concerning their schools in times of extensive and foundational contextual change, it involved an interpretive research design. An epistemological stance of constructionism was adopted because it acknowledges the impact which engagement with the research exerts upon participants’ construction of meaning. An interpretivist theoretical perspective served to structure the research in a manner that was congruent with the philosophical foundations of the research questions. The employment of the research orientation of symbolic interactionism was appropriate because it holds that meaning and interpretation of phenomena are to be understood by listening to the voices and perspectives of the participants within a given context. A case study approach was utilised in the execution of the research design which allowed for flexible, systematic and continuing data collection, analysis and participant feedback. Data were collected through the use of personal, open-ended questionnaire, semistructured interviews, critical review interviews, focus groups and independent review and were analysed using constant comparative method. The research led to the conclusion that in the contemporary Catholic school, a high priority is given to the offering of a holistic educational experience to students. This, in turn, is predicated upon an anthropology which adopts a more unitive rather than dualistic view of the human person. This represents a significant conceptual movement within the period under study. A greater emphasis is also placed upon the evangelising role the Catholic school, which, in turn, acknowledges the increasingly secular environment within which it operates. At the same time, there is a strong, expressed belief amongst its leaders that the contemporary Catholic school offers an experience of a redemptive community in which its members can find acceptance, inclusion and a sense of the spiritual dimension of life which transcends the status of affiliation with the institutional Church.

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

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

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McCann, Paul, i res cand@acu edu au. "Principals’ Understandings of Aspects of the Law Impacting on the Administration of Catholic Schools: some implications for leadership". Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp129.17052007.

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This study explored the interface between the leadership of Catholic schools and the legal framework of the social/cultural context of Australian Society. Specifically, the study investigated the legal issues impacting on Catholic schools, principals’ understandings of these legal issues and the sources used in gaining these understandings. The congruency between these understandings and the current interpretations of areas of the law were also examined, along with the influence legal issues have on principals; in particular, their perceptions of how these legal issues relate to carrying out their leadership roles aligned with the characteristics and ethos of the Catholic school. In this overall context, the influence of a number of variables such as school complexity, location, and primary and secondary school environments was also examined. The study commenced with an examination of the development of Catholic schools within the Australian social/cultural context, an exploration of leadership as it relates to Catholic schools and a survey of the literature indicating the scope and nature of the legal matters impacting on schools within the Australian legal framework. To gather data relevant to the purposes of the study, a Survey Questionnaire was constructed and distributed to principals of all systemic Catholic schools administered by the Brisbane Catholic Education Centre. The quantitative and qualitative data provided via this instrument was supplemented and corroborated by information gathered through discussions, observations, and reference to documentation and records. The findings of the study confirmed that Catholic schools were involved with a wide range of legal issues, involvement being more pronounced in some areas than others, and like all legal issues within the Australian social/cultural context, those impacting on schools were subject to regular renewal and development. In relation to the latter, participants identified emerging areas of the law which were starting to have an impact on their schools. Principals’ overall understandings of current interpretations of legal issues were not of a high standard. However, some understandings, particularly relating to statue law were more accurate than understandings of common law issues. Principals used a wide range of sources to gain legal understandings, and interactions with fellow principals and personnel within the Brisbane Catholic Education System who supported and supervised principals, featured prominently. However, access for principals to designated legal practitioners for advice on legal matters was a need revealed. Involvement of principals in formal and less formal professional learning experiences relating to legal matters was limited, and participation did not have a significant influence on developing more accurate understandings of legal issues. Nevertheless, the need for continued personal and professional learning with regard to legal issues was highlighted by this study, especially considering the continued renewal and development of the law, and the stress created by the lack of legal understandings. The findings indicated legal matters were having a large impact on Catholic schools; 90% of participants experienced stress associated with legal matters, and 70% saw this as an increasing phenomena. While a number of variables inter-relate to form a cumulative effect contributing to stress, participants ranked the most prominent source of stress as lack of legal knowledge. The impact of legal matters was not confined to addressing legal matters per se, but a constant threat of legalism overshadowing principals in their leadership roles. Overall, there was a high compatibility between the ethos of the Catholic school and the resolutions reached, and the process used in coming to a resolution of legal matters. However, participants were more confident in their perceptions of a high compatibility with the resolutions reached than with the processes used.No one variable examined, had an overall significant influence on the understandings, involvement and impact of legal issues on the leadership of Catholic schools. However, a number of significant relationships were identified with particular aspects of the study. Surprisingly, the study did not reveal a significant relationship between the length of time spent as a principal in a Catholic school and the accuracy of understandings of legal issues impacting on schools. It was suggested that the development of principals’ understandings of legal issues could be closely related to the continued personal and professional learning and growth of leaders within Catholic schools, particularly within School Leadership Teams. Suggestions to support this growth and learning were offered as part of the overall development of leadership within Catholic schools.

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Barisano, Erin C. O. "Forming and Supporting Lay Catholic Elementary School Principals as Spiritual Leaders". Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10271110.

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The role of a Catholic school principal is complex and includes promoting Catholic faith and spirituality throughout the school community. The additional job requirements of spiritual leadership are intentional formation for prospective and novice principals and efforts to sustain spirituality for experienced principals. This qualitative study explored the perceptions held by experienced lay elementary principals of their role as spiritual leader as well as how prepared they felt to serve in this role. Additionally, the study explored suggestions for sustaining principals in their role as spiritual leader. Participants were six lay Catholic elementary principals working in the Archdiocese of Los Angeles. Data were collected in the form of written reflections, interviews, and a focus group. There were three rounds of written reflections and interviews. A focus group was conducted after the three rounds of data collection. Initial analysis was conducted by identifying emerging themes for each research question. The Four Pillars of Jesuit Leadership Framework was used to discuss the findings. Findings indicated the need for formation and training programs for lay Catholic elementary school principals specifically focused on their role as spiritual leader. Additionally, principals need more supports and opportunities to renew themselves to continue serving as spiritual leaders. These findings support the need for the archdiocese to take responsibility for training and forming lay principals as this responsibility is beyond the scope of the Department of Catholic Schools.

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Arthur, Jamie Faser. "What is the Lived Experience of Laywomen Who Serve as Catholic Elementary School Principals in their Roles as Faith Leaders?" Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/86.

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Catholic schools in the United States have experienced daunting challenges since Vatican II (1962-1965) with a 45% decrease in number attributed to decisions made by Church leaders. Traditionally led by religious, the National Catholic Education Association (2010) reported 97% of Catholic schools are now staffed by lay people. This research details the importance of Catholic schools to the evangelizing mission of the Church, defines the role of laity, and acknowledges a lack of programs that support lay Catholic principals. Past studies provide a snapshot of trends, list expected competencies, and compare their positions to public school counterparts. The literature review indicates little attention has focused on lived experiences of lay Catholic principals. This study presents the stories of six female Catholic principals in an effort to provide a greater understanding of the responsibilities associated with their roles. Using narrative case study design, this research reveals aspects of their lives, careers, and families as it pertains to their experiences as Catholic principals. Six major themes emerged from the analysis of data: (1) the unwavering link between the Catholic Church and school; (2) the call for leadership that deepens the faith of their constituencies; (3) the importance of building community as a dimension of the principal’s role as faith leader; (4) the requisite for principals to model faith in action; (5) the need for spiritual and professional development to support principals as faith leaders; and, (6) the negotiation of tensions in their personal and professional lives. Results provide a richer understanding of the complexity associated with lay leadership and informs the reader of areas in need of further research to assure the future of Catholic education in the United States. Specifically, findings suggest Church leadership structure programs that adequately prepare lay Catholic principals for their roles, perform studies focused on the multifaceted roles associated with Catholic school leadership, and create opportunities for spiritual and professional development for those who currently serve in these positions. The study confirms priests as the link between the Catholic Church and school, and suggests their preparation, as well as desire to oversee a Catholic school, as critical.

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Politz, Arthur Jay. "Leadership styles of principals and student achievement in selected Catholic schools of Indiana". Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776641.

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The purposes of the study were to identify leadership styles of principals as perceived by teachers in selected Catholic schools of Indiana, and to determine if leadership styles of principals were correlated with achievement of seventh-grade students. Participants were selected from a population of 140 elementary schools of the Diocese of Ft. Wayne-South Bend, the Diocese of Gary, and the Archdiocese of Indianapolis. The instruments used to collect data were the Leader Effectiveness and Adaptability Description (LEAD-Other), and the Iowa Test of Basic Skills (ITBS). The LEAD-Other was used to measure teacher judgments of principal leadership style, and the ITBS was used to measure academic growth of seventh-grade students.The sources of data for the study were 22 principals, 135 teachers and 2,134 students of the 22 schools. The distribution of leadership styles of the 22 principals was: 2 principals as Style 1 (Telling); 13 principals as Style 2 (Selling); 6 principals as Style 3 (Participating), and 1 principal as Style 4 (Delegating). The 2,134 students, with their respective grade equivalent means, were distributed among the four styles of principal leadership as: Style 1, 193 students with a mean of 9.04; Style 2, 1,261 students with a mean of 8.98; Style 3, 602 students with a mean of 8.86; and style 4, 78 students with a mean of 9.42. An ex post facto research design was used for the study. A single classification analysis of variance (ANOVA) and a multiple comparison procedure were used to analyze data. Seventh-grade students differing on independent variables of leadership styles of the principal, gender of student, and enrollment size of school were compared on the dependent variable of student achievement scores. Analysis of variance findings indicated significant differences existed between comprehensive score gains for seventh-grade students and leadership style of principals, based on an F value of 5.69 that was significant at the .05 alpha level. Data from the Newman-Keuls procedure indicated the Style 4 mean of 9.42 was significantly higher at the .05 level than the means for Style 1, Style 2, and Style 3 respectively. Analysis of variance findings indicated significant differences did not exist between comprehensive score gains for seventh-grade students and size of enrollment, based on an F value of .41 that was not significant at the .05 alpha level. Analysis of variance findings indicated significant differences did not exist between comprehensive score gains for seventh-grade students and gender of students, based on an F value of .07 that was not significant at the .05 alpha level.These data indicated seventh-grade students in schools where the principal was perceived by teachers as being Style 4 (Delegating) have significantly higher mean test scores than dostudents in schools where the principal was perceived by teachers as being Style 1, Style 2, or Style 3. Neither size of enrollment nor gender of student revealed a significant relationship upon the achievement of students.
Department of Educational Leadership

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Roche, Kevin W. "Principals' responses to moral and ethical dilemmas in Catholic school settings". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0014/NQ27770.pdf.

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Ho, Kwok-cheung Joseph. "The expectations of teachers and principals concerning teachers' participation in school administration in a sample of Salesian schools in Hong Kong". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862719X.

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Belmonte, Angelo. "Voices of lay principals : promoting a Catholic character and culture in schools in an era of change /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19679.pdf.

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Książki na temat "Catholic school principals"

Association, Ontario Catholic School Trustees'. Presentation to the Ministry of Education & Training Consultation Group on: Principals and vice-principals. Ontario: The Association, 1998.

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J, Campbell William. Selecting a Catholic elementary school principal. Washington, D.C: National Catholic Educational Association, 2000.

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Schuttloffel, Merylann J. Character and the contemplative principal. Washington, DC: National Catholic Educational Association, 1999.

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Harkins, William. Introducing the catholic elementary school principal: What principals say about themselves, their values, their schools. Washington, DC: National Catholic Educational Association, 1993.

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From the principal's desk. New York: P. Lang, 1991.

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Nuzzi, Ronald James. Striving for balance, steadfast in faith: The Notre Dame study of U.S. Catholic elementary school principals. Charlotte, NC: Information Age Pub. Inc., 2013.

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Bolger, Sharon A. An exploration of the manner in which their faith is reflected in the work of married female elementary school principals in Roman Catholic schools. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1995.

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Schuttloffel, Merylann J. Report on the future of Catholic school leadership: A study commissioned by the National Center for Research in Catholic Education of the chief administrators of Catholic education of the National Catholic Educational Association. Washington, DC: National Catholic Educational Association, 2004.

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Association, National Catholic Educational, red. The Catholic elementary school principal: Continuing the tradition of excellence into the twenty-first century. Washington, DC: National Catholic Educational Association, 2007.

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Sister Genevieve: A courageous woman's triumph in Northern Ireland. New York: Warner Books, 2003.

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Części książek na temat "Catholic school principals"

Nsiah, Joseph, i Keith Walker. "Our Approach to Studying Servant Leadership with Catholic High School Principals". W The Servant, 29–34. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-058-3_3.

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Nsiah, Joseph, i Keith Walker. "Sources and Substance of Catholic High School Principals’ Notions of Servant-leadership". W The Servant, 37–50. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-058-3_4.

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Engel, Max T. "Enhancing Curriculum Syllabi and Frameworks: Catechetical, Cognitive, and Affective Principles". W Global Perspectives on Catholic Religious Education in Schools, 311–22. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_25.

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"We Are Called The Principal as Faith Leader in the Catholic School". W Catholic School Leadership, 206–18. Routledge, 2005. http://dx.doi.org/10.4324/9780203980156-21.

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Lamberti, Marjorie. "The School System before 1870". W State, Society, and the Elementary School in Imperial Germany. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195056112.003.0006.

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Through most of the nineteenth century the public elementary school in Prussia was de jure an institution of the state but de facto an institution of the church through the clergy’s virtual monopoly of school inspection offices and the precedence given to confessional religious instruction in the curriculum. So extensive was church influence in the public school system that Catholic Bishop Wilhelm von Ketteler of Mainz was moved to praise the Protestant monarchy in the north. In 1867 he wrote that a peaceful solution of the school question, which had kindled a bitter conflict between the state and the Catholic church in Baden, was already present in Prussia, in the practices of the school administration and in the constitution of 1850. The bishop’s depiction of the Prussian school administration as a model for the other German states to emulate is a poignant reminder of a point that has not always been fully appreciated in modern historical scholarship. The Volksschule in Prussia was not an affair of the state alone. The traditional partnership of the church and the state in the supervision of the schools was put on a secure and enduring foundation when the constitution recognized the church, the local community, and the state as social entities with legitimate interests and formal rights in the public schools. The General Civil Code of 1794 defined the Volksschule as an institution of the state but did not consistently carry out this principle. While the civil code proclaimed that the schools were under the supervision of the state authorities, it also recognized the church’s historical ties to the schools and entrusted school supervision to the superintendents of the church dioceses and the parish clergy. The local pastors or priests inspected the schools, watched the work and personal conduct of the schoolmasters, and reported any deficiency or disorder to the civil and church authorities. Adding to the ambiguity of the school’s institutional nature was the continuation of the Kilsterschule in which the teacher served also as the church organist and sexton. In many villages the school remained an extension of the parish church.

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Keller, Morton, i Phyllis Keller. "A Plurality of Minorities". W Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0018.

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The triumph of meritocracy at Harvard had social as well as academic and intellectual consequences. It changed the ethnocultural and class structures of both the faculty and the student body. Jews in particular became a substantial, accepted part of the Harvard scene. And in more complex and ambivalent ways, Catholics, women, and African Americans gained in numbers, impact, and visibility. After World War II, meritocratic principles substantially overrode anti- Semitism in the admission of students and the appointment and promotion of faculty. An inquiry into the religious identification of Harvard College students in the mid-1950s revealed that 52 percent identified themselves as Protestants (about 15 percent of these Episcopalian), 12 percent as Catholics, 15 percent as Jews; 20 percent claimed no religious affiliation. Residual discrimination against Jewish applicants arguably lurked within an admissions policy that sought a Harvard class as diverse as possible in geographical origin, social background, and nonacademic talents. But the 1956 admission rate to Harvard from strongly Jewish feeder schools was (with the glaring exceptions of New York City’s Stuyvesant and Erasmus high schools) not too far below the overall Harvard acceptance rate of 43.3 percent of applicants. (Though it may be assumed that the academic record of these candidates was well above the norm.) After World War II, anti-Catholicism like anti-Semitism retreated to the margins of respectability. The religiously inclined Pusey had an ecumenical sympathy for Catholics, substantially reciprocated. And Catholics themselves became more ready to send their sons to Harvard. JFK’s election to the presidency in particular gave the University a cachet among them that all but obliterated the suspicion-ridden past. Catholic undergraduates, substantially greater in numbers than in the prewar years, felt more at home by the 1950s. In 1960 a Catholic Student Center opened adjacent to the campus, with Cardinal Cushing’s encouragement and assistance. The Current, a Catholic student magazine, concluded in the spring of 1963: “we are convinced that Catholics belong at Harvard.”

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Murnane, Richard J. "Comparisons of Private and Public Schools: What Can We Learn?" W Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0014.

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The previous chapter argues that comparisons of the performance of public and private schools can be misleading. This chapter examines in detail recent research providing such comparisons with the goal of clarifying what lessons can be drawn. The chapter also explains why the recent comparisons have puzzled, and in some cases infuriated, many public school educators. I begin by providing background on the best known of the recent studies. On April 7, 1981, at a conference attended by more than four hundred educators and the press, James Coleman announced the findings of research that he had conducted with Thomas Hoffer and Sally Kilgore on public and private high schools in the United States. Their principal finding was that Catholic schools and non-Catholic private schools are more effective in helping students to acquire cognitive skills than public schools are. Coming at a time of widespread criticism of public education and presidential support for tuition tax credits for families that use private schools, this finding was widely reported in the press and evoked a range of spirited reactions. Critics and supporters responded to Coleman, Hoffer, and Kilgore’s (henceforth CHK) work with articles and editorials with lively titles such as: “Coleman Goes Private (in Public),” “Lessons for the Public Schools,” “Coleman’s Bad Report,” and “Private Schools Win a Public Vote.” Over the succeeding months CHK’s work remained visible as critiques of their research and reanalyses of the data they used appeared in a variety of journals, in some cases accompanied by lengthy responses by CHK. Another wave of interest was sparked by the publication and subsequent reviews of CHK’s High School Achievement: Public, Catholic, and Private Schools Compared, in which they presented their final research findings. As a result of the wide range of responses to CHK’s work and the numerous symposia in which CHK have debated their critics in print, there is now ample material available to any reader interested in forming a judgment about the quality of the research that produced their main conclusion.

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Lamberti, Marjorie. "Confessional Particularism in Prussian Society and the Making of the School Law". W State, Society, and the Elementary School in Imperial Germany. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195056112.003.0010.

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More than half a century passed before the promise of a school law contained in the Prussian constitution of 1850 was fulfilled. The dissatisfaction of the Catholic bishops with Adalbert von Ladenberg’s draft of a school law in 1850 and the unhappy fate of Heinrich von Mühler’s school bills of 1868 and 1869 revealed the deep division of opinion within Prussian society on the school question and the conflicting interpretations that state officials, church leaders, and the liberal parties gave to those articles in the constitution that provided the fundamental principles for a school law. The experience of the Kulturkampf engendered in the Catholics an enduring distrust of the school administration, and in the following years a school law was always one of the prime concessions that the Center party sought as a quid pro quo for their support of government bills in the Reichstag. Catholic politicians looked to a school law to provide a secure foundation for a confessional public school system and solid protection for the rights of the church and confessional minorities in school districts. The possibilities of winning such a concession were enhanced after 1890 when the massive electoral vote of the Social Democrats increased the strategic value of the Center party’s seats in the Reichstag, which now held the balance between the Left and the Right. Assuming that this pivotal position gave the Center party more political power than it actually had, historians have generally seen the School Law of July 28, 1906 as a reactionary, Clerical measure, which was introduced by the government as a concession to the Center party and passed by a coalition of parties strongly motivated by antisocialism.1 An examination of the making of the school law from 1890 to 1906 produces a more detailed and complete picture of what happened and a more profound view of the society of imperial Germany. No progress was made in putting the school system on a modern legal foundation during the 1880s because of Bismarck’s political objections to the reform of school maintenance.

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Hellmuth, Thomas. "Zwischen Freiheit und Herrschaft. Bildung und Schule in der bürgerlichen Gesellschaft". W Niederösterreich im 19. Jahrhundert, Band 1: Herrschaft und Wirtschaft. Eine Regionalgeschichte sozialer Macht, 779–807. NÖ Institut für Landeskunde, 2021. http://dx.doi.org/10.52035/noil.2021.19jh01.32.

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Between Freedom and Domination. Education and Schooling in Civil Society. Using Lower Austria as an example, this article describes how the educational policy of the long 19th century adopted the educational ideal of the Enlightenment and contributed to the constitution of bourgeois-liberal society, especially through the school system. Two phases are distinguished: the first phase comprises the educational policy of enlightened absolutism, restoration, and neo-absolutism, in which educational ideals of the Enlightenment were functionalized for utilitarian purposes or repeatedly fought against. The second phase describes the period of liberalism and “Catholaicism”, a synthesis of enlightened or liberal and catholic conservative ideas. The enlightened educational ideal in its basic principles was no longer questioned. At the same time, however, its contradictions became clear, which can be observed above all in the lack of balance between individual freedom and concessions to societal demands, which often degenerated into subordination.

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"Principal Influences on National Policy Implementation in Selected Australian and New Zealand Catholic Schools: Patricia Walsh and David Carter". W Case Studies In Educational Change, 123–42. Routledge, 2012. http://dx.doi.org/10.4324/9780203046401-14.

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