Gotowe bibliografie tematyczne / Catholic secondary schools

Gotowa bibliografia na temat „Catholic secondary schools”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 21 lutego 2023

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Catholic secondary schools”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Catholic secondary schools"

1

Nyambe, Mwangala, i Kenneth Kapalu Muzata. "Secondary school teachers’ perceptions of Catholic school management in selected schools of Lusaka District". Eureka: Journal of Educational Research 1, nr 2 (7.02.2023): 53–66. http://dx.doi.org/10.56773/ejer.v1i2.7.

Pełny tekst źródła
Streszczenie:
This paper presents the findings of a study conducted to assess Catholic and non-Catholic teachers’ perceptions of Catholic schools’ management in five selected Catholic secondary schools in Lusaka District of Zambia. The objectives of the study were to examine the experiences of teachers teaching in Catholic schools; to assess the teachers’ perceptions of their school management in the Catholic schools, to establish aspects that influence negative perception of teaching in a Catholic school, and to investigate how religious restrictions affected the morale of teachers teaching in Catholic schools. The study used a qualitative approach and semi-structured interviews to generate data. Purposive sampling was used to select 25 participants that included five school head teachers; one in each school, ten Catholic teachers and ten non-Catholic teachers; two in each school that participated in the study. Data analysis was thematic. Among the key findings were that Catholic schools were managed via a strict school management model. Further findings revealed that key management positions were seen to be a preserve for Catholic teachers, management in the schools was perceived to be conservative and mass was made compulsory. Based on the findings, the study recommended the need to make the attendance of Mass, devotion, and other religious activities optional especially for non-Catholic teachers in order to respect religious choice and further adoption of flexible styles of management and minimum supervision of teachers. Positions in school management should be available for all teachers and learners and be based on merit first before religious faith.
Style APA, Harvard, Vancouver, ISO itp.
2

Kim, Mikyong Minsun, i Margaret Placier. "Comparison of Academic Development in Catholic versus Non-Catholic Private Secondary Schools". education policy analysis archives 12 (4.02.2004): 5. http://dx.doi.org/10.14507/epaa.v12n5.2004.

Pełny tekst źródła
Streszczenie:
Utilizing hierarchical linear models, this study of 144 private schools (72 Catholic and 72 non-Catholic schools) drawn from the National Education Longitudinal Study of 1988 discovered that Catholic school students scored lower in reading than students at non-Catholic private schools. Analysis of internal school characteristics suggested that lower growth in reading achievement might be related in part to lower student morale in Catholic schools. However, we found no significant differences between Catholic and non-Catholic private secondary schools in the development of students' math, history/social studies, and science abilities from eighth to tenth grades. This study also identified important student- and school-level variables such as Catholicism, gender, risk factor, parental involvement, and enrollment size that help to explain the outcomes.
Style APA, Harvard, Vancouver, ISO itp.
3

Torevell, David. "Teaching theological anthropology through English literature set texts in Catholic secondary schools and colleges". International Journal of Christianity & Education 24, nr 3 (23.07.2020): 296–314. http://dx.doi.org/10.1177/2056997120944942.

Pełny tekst źródła
Streszczenie:
Catholic schools and colleges are finding it increasingly difficult to maintain and sharpen their distinctiveness in a climate of secularism, indifference to religion and the shortage of practising Catholics. This article argues that one method of bolstering Catholic schools’ mission integrity is to highlight one important feature of its identity – theological anthropology – and shows how curriculum delivery outside Religious Education syllabuses might contribute to its teaching. I take examples from two popular set texts in A-level English Literature to highlight how they might be used creatively to stimulate discussion of a defining feature of personhood within the Christian tradition, imago Dei.
Style APA, Harvard, Vancouver, ISO itp.
4

Keefe, Thomas E. "Mission, Faith, and Values—A Study of 94 Voices from Rhode Island Catholic Secondary School Graduates". Journal of Catholic Education 24, nr 2 (2021): 120–42. http://dx.doi.org/10.15365/joce.2402072021.

Pełny tekst źródła
Streszczenie:
While the mission statements of Catholic schools place emphasis on faith formation, Catholic schools are more often identified with high-quality academics and less with the development of faith. A qualitative descriptive study was designed to understand how Rhode Island Catholic secondary school graduates described the influence of the Catholic educational mission on the formation of faith and personal life values. The results of the study indicate that the graduates of Catholic secondary schools in Rhode Island recognized the strength of the academic programs at the four identified Catholic secondary schools. Participants also profusely described the influence of the Catholic educational mission on the development of personal life values, but the results were less conclusive regarding graduates’ perceptions of the faith formation experience. Graduates who described faith as a process and personal journey had a more positive attitude regarding the influence of the Catholic educational mission on faith formation. In contrast, those who described faith as the practice of religious ritual as well as obedience to the dogma of the Catholic Church, both positively and negatively, were less effusive regarding the Catholic educational mission.
Style APA, Harvard, Vancouver, ISO itp.
5

O'Donoghue, Tom, i Teresa O'Doherty. "Quietly Contesting the Hegemony of the Catholic Clergy in Secondary Schooling in Ireland: The Case of the Catholic Lay Secondary Schools from Independence in 1922 to the early 1970s". Espacio, Tiempo y Educación 8, nr 1 (10.06.2021): 297–308. http://dx.doi.org/10.14516/ete.336.

Pełny tekst źródła
Streszczenie:
From the time of Irish independence in 1922 until the mid-1960s, a cohort of small, lay-run Catholic secondary schools operated in Ireland. They functioned to fill a gap that had existed in the network of Catholic clergy- and religious order-run secondary schools and catered for the minority of the population attending the majority of the secondary schools in the country. The (Catholic) Church authorities, who monopolised secondary school education and resented the intrusion of other parties into what they considered to be their sacred domain in this regard, only tolerated the establishment of lay-run schools in districts where it was not anxious to provide schools itself. This indicated the preference of the Church for educating the better-off in Irish society as the districts in question were mostly very deprived economically. The paper details the origins, growth and development of the lay-owned Catholic secondary schools. The attitude of the Church to their existence is then considered. The third part of the paper focuses on a particular set of lay schools established amongst what had been, for a long time, one of the most neglected areas in Ireland in terms of secondary school provision by the Catholic Church, namely, the Irish-speaking districts in the remote and impoverished areas in the north-west, west, south-west and south of the country, which were officially called the Gaeltacht districts.
Style APA, Harvard, Vancouver, ISO itp.
6

Van Dijk-Groeneboer, Monique. "Het vak levensbeschouwing op middelbare rooms-katholieke scholen". Religie & Samenleving 13, nr 3 (1.09.2018): 271–80. http://dx.doi.org/10.54195/rs.11836.

Pełny tekst źródła
Streszczenie:
In the secularised Netherlands, Roman Catholic schools are populated by a diverse population of which Catholics are only a minority. Therefore, Catholic religious education has to deal with the challenges educating religion to young people who are short of knowledge about religion and who only have superficial ideas about religion. Cognitive training is necessary to overcome this gap, but even more important religious education has to focus on the unique qualities of each pupil in the classroom, trying to enhance his and her roots, make them strong human beings to face the challenges in their full everyday life. A genuine dialogue and well-designed activating exercises is what we hope to develop to fulfil this obligation as teachers at Catholic, and all other, secondary schools.
Style APA, Harvard, Vancouver, ISO itp.
7

Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick i Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements". Educational Administration Quarterly 54, nr 2 (20.02.2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

Pełny tekst źródła
Streszczenie:
Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.
Style APA, Harvard, Vancouver, ISO itp.
8

Paterson, Lindsay. "Catholic schools and the Education (Scotland) Act, 1918". Innes Review 71, nr 1 (maj 2020): 85–97. http://dx.doi.org/10.3366/inr.2020.0246.

Pełny tekst źródła
Streszczenie:
The Education (Scotland) Act, 1918, has been widely interpreted as reflecting the diverse and inclusive nature of Scotland, integrating Catholic children into the national system. Although not entirely wrong, this view is inaccurate. As the founding moment of Scotland's twentieth-century education, its over-riding purpose was secular: it was not really about Catholics or any other specific group in society, but about fostering individual liberal opportunity through expanding secondary education. The Act was also the first clear articulation in policy of the idea that educational opportunity ought not to be constrained by pupils’ economic circumstances. The Act established a principle which, by the late-1930s, had become secondary education for all. After the 1960s, it became comprehensive education for all, and from the 1980s it was deepened into a common course for all.
Style APA, Harvard, Vancouver, ISO itp.
9

Dorman, Jeffrey P. "School Environment Questionnaire: An Instrument Developed for Australian Catholic Secondary Schools". Journal of Christian Education os-39, nr 1 (kwiecień 1996): 31–44. http://dx.doi.org/10.1177/002196579603900105.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

McDonough, Graham, Lauren Bialystok, Trevor Norris i Laura Pinto. "“I do have to represent the faith:” An Account of an Ecclesiological Problem When Teaching Philosophy in Ontario’s Catholic High Schools". Encounters in Theory and History of Education 23 (19.12.2022): 147–66. http://dx.doi.org/10.24908/encounters.v23i0.15688.

Pełny tekst źródła
Streszczenie:
The Canadian province of Ontario introduced philosophy as a secondary school subject in 1995 (Pinto, McDonough, & Boyd, 2009). Since publicly-funded Catholic schools teach approximately 32% of all students in Ontario (Ontario Ministry of Education, 2022), the question arises regarding how teachers in those schools coordinate philosophy and Catholic teachings. This study employs a secondary analysis of interviews with six teachers from Ontario’s Catholic schools, and employs two of Avery Dulles’ (2002) conceptions of church (institution and mystical communion) to determine how they consider the choices available within their own tradition that could answer this question. Rather than looking only at the shortcomings of treating magisterial teaching as philosophy, this paper argues that there are also conceptual problems that these courses must address in order to improve their ecclesiological adequacy, and illustrates how an apparent null curriculum privileges the institutional ecclesiology. Keywords: Catholic education, Catholic school, philosophy, ecclesiology, null curriculum, high school philosophy
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Catholic secondary schools"

1

Laffan, Carmel Therese, i res cand@acu edu au. "An Ethnographic Study of a Victorian Catholic Secondary School". Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005.

Pełny tekst źródła
Streszczenie:
This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of the nature and purpose of Catholic schools in situ, the focus of the research being an in-depth analytical description of the participant school. Consequently, the findings are of potential relevance to those interested in the issue of the nature and purpose of the Catholic school in situ from a general and holistic perspective. Specifically, given the concern of the research with the nature and purpose of a Catholic school in situ, two anticipated areas of focus for the study were identified. These were the defining features of the school, in relation to the concern of the study with the nature of the school, and the ends of the school, in relation to the concern of the study with the purpose of the school. The study was thus governed by 2 two-part general research questions. 1. What are the defining features of the school, and how are they maintained? 2. To what ends is the school oriented, and how is this orientation sustained? In the form of an ethnographic study, the research describes and interprets the participant school from the perspective of those who constitute the day-to-day community. The findings of the study are located within a contextual understanding involving historical and prescriptive perspectives for, and literature pertaining to, the contemporary Catholic school. Given the concern of the ethnography with the development, as opposed to the verification, of theory, data gathered from five major sources over the period of a school Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. year were focused and analysed, through the method of grounded theory, to arrive at the findings of the study. These five sources were participant-observation, in-depth interviews conducted with a number of the school personnel, observation of various school meetings, school documents, and a survey of the student body. The findings of the study, in their descriptive and analytical dimensions, are presented in four chapters. Specifically, these are presented in Chapters Five through to Eight, in relation to four main organising principles pertaining (a) to the description of the school, (b) to predominant perspectives on the school from within its day-to-day community, (c) to the prevailing characteristics upon which the perspectives of the day-today community turn, and (d) to the theoretical construct consequent upon the description, the predominant perspectives, and the prevailing characteristics. As with the descriptive aspect, to which the first two organising principles predominantly pertain, the interpretive dimension of the findings is largely undertaken in two chapters. The first of these chapters (i.e., Chapter Seven), pertaining to the delineation of the prevailing features evident within the perspectives of the day-to-day community, provides an interpretation of the descriptive findings in terms of an autocratic hegemony, a managerial administrative focus, and a bureaucratic organisational culture. Thus, this chapter signifies the primary analysis of the findings of the two previous chapters through completion of the descriptive dimension. The second of these chapters (i.e., Chapter Eight) places this preliminary analysis of the descriptive findings within a theoretical construct pertaining to concepts of disparity and congruity, opposition and compliance. The concepts of disparity and congruity relate to the school's adherence to ideological and primitive imperatives respectively. Those of opposition and compliance relate to the degrees of consonance, within the day-to-day community, in terms of assent to the prevailing order within the school. Consequently, it is to be observed that the elements of description and interpretation, essential to the in-depth analytical description demanded of the ethnographic methodological approach, decrease and increase, respectively, across these four chapters. Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. The study concluded that the nature and purpose of the school were consequent upon its prevailing autocratic hegemony, its pre-eminently managerial administrative focus, and its profoundly bureaucratic organisational culture. These interconnected elements of the school's practices, disparate from the ideological imperatives advocated for the Catholic school, were found to effect a latent opposition within the school community, principally in relation to the teaching personnel, masked by the overall compliance of the day-to-day community with the prevailing order.
Style APA, Harvard, Vancouver, ISO itp.
2

Balliett, Timothy R. Stevens Robert J. "Motivated by grace? exploring achievement motivation in catholic secondary schools /". [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2559/index.html.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Leung, Hin-ki Stella. "The teaching of English in Hong Kong secondary schools : a sociolinguistic approach /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20353844.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

McEvoy, Francis Joseph, i res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.

Pełny tekst źródła
Streszczenie:
This thesis explores the religious dimension of the role of the principal in the Catholic Secondary Schools of South Australia. The study is set in the context of a complex and changing environment. Society is becoming increasingly secular, and religious values are on the wane. The role of the principal has become progressively more encumbered by government regulation and policy and an increased level of accountability for a wide range of school outcomes, many of these outside the core purposes of the school (Fullan, 2003). In Catholic schools, the numbers of the professed religious men and women, traditionally the backbone of those schools, has declined dramatically in the last two decades and lay persons have taken over from members of religious congregations as principals in most Catholic Secondary Schools in South Australia This represents a paradigm shift in leadership in the Catholic schools. It has resulted in an increased focus from within both the Church and the Catholic Education System on the essential Catholic nature of those schools, and the role of the Principal in nurturing and managing this. The study found that principals had a deep sense of the importance of this dimension of their role, but that they felt a real need for more support and formation, especially in the scriptural and theological aspects of leadership. Most felt pressured by the ‘normal’ routine of principalship, and were looking for ways to ‘make time’ for reflection in order to better ground their actions and decisions in the core values of the schools, the System and the Church. As a result of this research, a series of recommendations are offered to Church and System authorities, to principals and to those aspiring to be principals in the Catholic Secondary Schools in South Australia. These relate to professional practice in such areas as defining the nature of the Catholic schools, and recognizing their particular charisms; developing leadership succession strategies and preparation courses for aspiring leaders; exploring alternative approaches to the principal selection process, and developing a mentoring program and professional support networks.
Style APA, Harvard, Vancouver, ISO itp.
5

Morris, Andrew Bernard. "School ethos and academic productivity : the Catholic effect". Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36338/.

Pełny tekst źródła
Streszczenie:
This thesis is a study of the comparative academic effectiveness of Catholic schools in England. It uses a combination of quantitative and qualitative approaches to investigate the hypothesis that, pupils who attend Catholic comprehensive schools will, all things being equal, achieve higher levels of academic attainment in GCSE examinations at the age of sixteen than similar pupils attending other maintained comprehensive schools. The study reviews the published findings of research in this field in England and the United States of America and reports previously unpublished analysis of the results of school inspections made under Section 9 of the Education Act 1992 by OFSTED. There has been very little empirical research into the academic effectiveness of Catholic schools in England. Findings that have been reported have arisen from studies which were focused on other issues and this facet of the results has not been investigated further. In contrast, in the USA there has been a significant quantity of large scale research indicating the academic superiority of schools in the Catholic sector. The research uses a simple form of multi-level modelling as the main analytical tool to compare the performance of pupils (n = 2335) attending eighteen comprehensive schools in a medium sized shire county. In addition, a case study approach is used to compare two different models of Catholic school in the sample to highlight factors which may contribute to their differing levels of academic productivity. The findings partly confirm previous research that has indicated the superiority of Catholic schools in England and extends understanding of the possible causes of that superiority. The study suggests areas for further research and possible applications of the findings for Church authorities and other providers of maintained schools.
Style APA, Harvard, Vancouver, ISO itp.
6

Blowes, Michael. "Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools". Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/38921e211e094a22dca2dde9a1b7bf440a3032c9fb070351ddcef135e1eb41ca/4360775/Thesis_for_Examination_2018_Michael_Blowes___FINAL.pdf.

Pełny tekst źródła
Streszczenie:
The purpose of the research was to explore how leaders and teachers of low socio-economic status (SES) Catholic secondary schools engaged with a system led reform to build capacity for leadership to improve learning in their school communities. The research was informed by the school and system improvement literature which noted the limited success of large-scale reforms in secondary schools and identified the need to understand how leaders can better build capacity for improvement. The case study focussed on the leadership of four low SES Catholic secondary schools from New South Wales (NSW), Australia who were part of the National Partnerships programme under the direction of a Diocesan school system. The research explored the experiences of system leaders, principals, curriculum coordinators, leaders of pedagogy, heads of department and teachers as they engaged with the system driven reform. The research demonstrated that leadership of learning in secondary schools should be shared with heads of department who are professionally valued, developed and positioned to work closely with classroom teachers. The study confirmed that leaders of learning who share whole school approaches to promote literacy, student centred pedagogy, use of data and the moral purpose of the reform initiative improve student outcomes. In this study a broadly distributed model of leadership characterised by relational trust and teamwork built both a learning culture and the capacity to improve student outcomes. It also found that system reform was more likely to succeed when it was adapted by school leaders to meet their local context. This research is significant in this field because it provides a practical understanding of how leadership should be distributed to build capacity and improve student outcomes, as well as contributing towards better understanding of the importance of middle leadership of heads of departments and instructional coaches in reforming and improving learning outcomes in secondary schools.
Style APA, Harvard, Vancouver, ISO itp.
7

Fincham, David William. "Personal, social, health and citizenship education in Catholic secondary schools : stakeholders' views". Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/2242/.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Voss, Kenneth E. "Perceptions of the Correlates of Academic Achievement in Selected Union and Non-union Catholic Secondary Schools in Pennsylvania". Youngstown State University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1181565305.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Davison, Liam G. "Lay principals under contract: 'Going Down for the Good Turf': An exploration of the perceptions of selected secondary lay principals in relation to the religious and spiritual dimensions of their role". Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/2dfacd8f2ac0a198ec44f954171140fc6961e0f2463fe0cf77d07783ab44732f/730352/64839_downloaded_stream_64.pdf.

Pełny tekst źródła
Streszczenie:
The purpose of this research study was to consider the understanding and experience of a selected number of lay principals of diocesan secondary Catholic schools in Victoria as to the religious and spiritual dimensions of their leadership role and to identify what supported them in the discharge of their responsibilities in these domains of their leadership.
Style APA, Harvard, Vancouver, ISO itp.
10

Carroll, Michael John, i res cand@acu edu au. "An Investigation Into Students’ Perceptions of Multicultural Classroom Environments in Queensland Catholic Secondary Schools". Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp119.25102006.

Pełny tekst źródła
Streszczenie:
Australia continues to become culturally diverse. This diversity is being witnessed in Catholic schools. This thesis reports research which employed quantitative data collection methods in investigating students’ perceptions of their multicultural classroom environment. By drawing on Catholic school literature, multicultural literature, previous learning environment research and the perceptions of stakeholders, an instrument, known as the Multicultural Classroom Environment Instrument (MCEI), was developed to assess psychosocial dimensions of classroom environments in Queensland Catholic secondary schools. These dimensions were: Collaboration, Competition, Teacher Authority, Teacher Support, Congruence, Deference, Teacher Directedness and Gender Equity. The use of the instrument with a sample of 1,460 students in 24 Catholic secondary schools in Queensland revealed some statistically significant differences in students’ perceptions of their classroom environment. Differences were revealed according to the country of birth of the student and those of the parents. Investigations examining school type, subject, year level and gender were also undertaken. Single-sex schools were shown to be more concerned with Teacher Authority and Competition compared to coeducational schools. Religion and Study of Religion classes were perceived as very similar, irrespective of school type. There were differences in students’ perception of the classroom environment across different year levels, with year 8 students’ perceptions significantly different to that of years 10 and 12 students. Girls generally perceived their classroom environment more positively than boys, with greater Collaboration, Teacher Support and Gender Equity and less Competition and Teacher Authority. The results of this thesis suggest that differences in students’ perceptions of multicultural classroom environments in Queensland Catholic secondary schools do exist. It also suggests that in order to continue to provide quality education, Catholic schools must acknowledge these differences. They must also ensure that curriculum initiatives, staff professional development and training, and other educational and pastoral initiatives are designed to incorporate the differences identified in this thesis. Further investigation into a variety of multicultural classroom environments is recommended.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Catholic secondary schools"

1

Kelly, A. M. Catholic Students' Association: A handbook for secondary schools. Akure: Reprographic Multimedia Workshop-School, 1991.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Noonan, Eileen F. Books for religious education in Catholic secondary schools. Haverford, Pa. (461 W. Lancaster Ave., Haverford 19041): Catholic Library Association, 1986.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Catholic Church. National Conference of Catholic Bishops. In support of Catholic elementary and secondary schools: Statement. Washington, D.C: United States Catholic Conference, 1990.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Varghese, Pius. School education in Meghalaya: Catholic contribution. New Delhi, India: Akansha Pub. House, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Varghese, Pius. School education in Meghalaya: Catholic contribution. New Delhi: Akansha Pub. House, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Commission, Catholic Church Archdiocese of Toronto Catholic High School. Curriculum guidelines for religious education : secondary schools. Toronto: The Commission, 1991.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Damme, John C. Van. Curriculum orientation within religious education programs for Catholic secondary schools. Edmonton, Alberta: [s.n.], 1985.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Neal, Derek A. The effect of Catholic secondary schooling on educational attainment. Cambridge, Mass: National Bureau of Economic Research, 1995.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Project, Exemplary Schools. Technical report: St. Benedict Catholic Secondary School : a case study. Toronto: Canadian Education Association, 1995.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Catholic high schools and minority students. New Brunswick, N.J: Transaction Publishers, 2002.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Catholic secondary schools"

1

Mihovilović, Mary. "Sustaining the System: Non-Catholic Teachers in Catholic Secondary Schools". W Irish and British Reflections on Catholic Education, 93–106. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_8.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

O’Donoghue, Tom, i Judith Harford. "Secondary School Education in Other Catholic Boys’ Secondary Schools in Ireland, 1922–1962". W Secondary School Education in Ireland, 87–119. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56080-3_5.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Carmody, Brendan. "Religious Education in Irish Secondary Schools: A Future?" W Irish and British Reflections on Catholic Education, 211–20. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_17.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

O’Donoghue, Tom, i Judith Harford. "Secondary School Education in Girls’ Catholic Secondary Schools Run by Other Orders of Nuns in Ireland, 1922–1962". W Secondary School Education in Ireland, 141–57. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56080-3_7.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

O’Donoghue, Tom, i Judith Harford. "Secondary School Education in Girls’ Catholic Secondary Schools Run by the Sisters of Mercy and the Presentation Sisters in Ireland, 1922–1962". W Secondary School Education in Ireland, 120–40. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56080-3_6.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Greely, Andrew M. "Catholic Secondary Schools and Upward Mobility". W Catholic High Schools and Minority Students, 67–80. Routledge, 2017. http://dx.doi.org/10.4324/9781315081694-7.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

"Saint Benno Catholic Secondary School, Dresden". W Architecture of Schools: The New Learning Environments, 194–99. Routledge, 2012. http://dx.doi.org/10.4324/9780080499291-22.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

O’Donoghue, Tom, i Judith Harford. "A Marginalized Laity". W Piety and Privilege, 142–61. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843166.003.0008.

Pełny tekst źródła
Streszczenie:
For the period 1922–1967 the Catholic Church opposed any notion of joint responsibility between laity and clergy for primary and secondary schooling. It did so in order to be able to pursue unhindered its major interest in schooling, which was ‘the salvation of souls’ and the production of priests, brothers, nuns, and a loyal middle class. Further, the State cooperated with the Church because in doing so it was able to pursue its own aim of producing a literate and numerate citizenry, pursuing nation building, and preparing an adequate number of secondary school graduates to address the requirements of the public service and the professions without having to provide schools. The Church legitimated the involvement of the teaching religious in associated practices with parents, school inspectors, and lay teachers. Relatedly, it worked to try to ensure that the voices of educationists who were not religious received little hearing in relation to education policy-making. A small number of secondary schools run largely by lay Catholics were able to operate. The individuals in question, in establishing these schools, quietly contested the hegemony of the Catholic clergy and religious in the provision of education, and indicated what might be possible in the future.
Style APA, Harvard, Vancouver, ISO itp.
9

Grace, Gerald. "Catholic social teaching should permeate the Catholic secondary school curriculum: An agenda for reform 1". W Faith-based Identity and Curriculum in Catholic Schools, 86–97. Routledge, 2019. http://dx.doi.org/10.4324/9780429202087-4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

O’Donoghue, Tom, i Judith Harford. "Segregation, Innocence, and Gender Construction". W Piety and Privilege, 86–106. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843166.003.0005.

Pełny tekst źródła
Streszczenie:
The Catholic Church ensured its teachers operated the secondary schools in such a manner that the sexes were segregated. That it did partly because of its view that if there were not appropriate safeguards, young people would readily engage in sexual relations before marriage, a practice considered gravely sinful. Thus, it promoted single-sex education to minimize threats in this regard. Equally, it promoted it to perpetuate the domestication of women and to encourage students, both male and female, to join the religious life, a matter dealt with in detail in the next chapter. For the same reasons, the Catholic bishops and the schools’ authorities also frowned on the provision of sex education. The Church also operated the secondary schools to construct as it desired those Irish Catholic males and females it recognized were not going to enter religious life.
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Catholic secondary schools"

1

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

Pełny tekst źródła
Streszczenie:
The Communicating Student Learning Progress review produced by ACER in 2019 set out recommendations for schools and systems to improve the way schools report on student learning, in particular learning progress. Two case study schools from Victoria – a Catholic primary school and government secondary school – discuss changes they’ve made to their student reporting processes, in response to the review’s recommendations. Further research is recommended into how schools are rethinking reporting to engage students and parents in monitoring learning growth.
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Catholic secondary schools” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii