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Artykuły w czasopismach na temat „Catholic secondary schools”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 21 lutego 2023

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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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Dorman, Jeffrey P., Barry J. Fraser i Campbell J. Mcrobbie. "Classroom Environment in Australian Catholic and Government Secondary Schools". Curriculum and Teaching 12, nr 1 (1.01.1997): 3–14. http://dx.doi.org/10.7459/ct/12.1.02.

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Francis, L. J. "Roman Catholic Secondary Schools: falling rolls and pupil attitudes". Educational Studies 12, nr 2 (styczeń 1986): 119–27. http://dx.doi.org/10.1080/0305569860120201.

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O'Donoghue, Tom, i Judith Harford. "Power, Privilege And Sex Education in Irish Schools, 1922-67: An Overview". Encounters in Theory and History of Education 23 (19.12.2022): 127–45. http://dx.doi.org/10.24908/encounters.v23i0.15636.

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An overview of the thinking that led us to write our most recent book, Piety and Privilege. Catholic Secondary Schooling in Ireland and the Theocratic State, 1922-67, constitutes the substance of this paper. Our central argument is that during the period 1922-1967, the Church, unhindered by the State, promoted within secondary schools, practices aimed at “the salvation of souls” and at the reproduction of a loyal middle class and clerics. The State supported that arrangement with the Church also acting on its behalf in aiming to produce a literate and numerate citizenry, in pursuing nation building, and in ensuring the preparation of an adequate number of secondary school graduates to address the needs of the public service and the professions. This situation proved attractive to successive governments, partly because the great majority of the nation’s politicians and public servants were themselves loyal middle-class Catholics. In addition, the teaching religious played a crucial role in the State’s project of harnessing schools as part of its Gaelic nation-building project. This paper considers what we deem to be three distinctive aspects of our work. First, we detail how it is a contribution not just to the history of education in Ireland but also to the broader field of the history of Catholic Church and State relations in education in the English-speaking world for the period examined. Secondly, we deliberate on the research approach we adopted in generating our exposition. Thirdly, we outline our consideration of three aspects of the process of education in Catholic schools that have been neglected in many accounts to date, namely, the manner in which privilege, piety, and sex education were approached. Keywords: Ireland, secondary schooling. piety, privilege, sex education

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Marando, Erasmus Satrunino, Eugene Lyamtane i Catherine Muteti. "Contribution of CSSC Training Program in Enhancing Decision for Catholic Sponsored Secondary School Heads in Musoma Diocese Mara Tanzania". European Journal of Training and Development Studies 9, nr 3 (15.03.2022): 1–15. http://dx.doi.org/10.37745/ejtds.2014/vol9n3115.

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The study examined the contribution of Christian social service commission management training program in enhancing decision-making on financial management process by heads of Catholic sponsored secondary schools in Catholic Diocese of Musoma. The study was anchored on Human Relations Theory of management which was developed by Marry Parker Follet. The study employed a mixed-method approach in which convergent design was be used. Targeted population community members of nine projects and one leader of CSSC in Catholic Diocese of Musoma. The sample for included eighty project school, heads of school’s teachers and non-teaching staff. Data to answer the research questions of this study was collected using two data collection instruments namely; questionnaires, and interview guides. Questionnaires was used to obtain quantitative information from teachers, interview guide was used to collect qualitative data from non-teaching staff, heads of Schools and Chief Coordinator of CSSC. Validity of instruments was assured trustworthiness and dependability by requesting three researchers’ experts from Mwenge Catholic University and the Validity of qualitative data was through peer review and triangulations. The reliability was tested by using the Cronbach’s Alpha formula using Likert scale questions. The descriptive statistics was analyzed using mean scores, frequencies and percentages and presented in Tables. Analysis of qualitative data was through thematic and transcribe the data was presented in narrations form that which was supported by direct quotations. All along with the study, the researcher highly considered research ethics including the consent of the respondents and confidentiality of the information. The research findings revealed that the heeds of schools enhance the use of decision making on financial management skills in their schools as they were trained but they need to improve the use of the skills to involves all staffs. Basing on the findings of the research study, it can be concluded that the training of CSSC to school heads in Catholic Diocese of Musoma who attended the program enhances the use of decision making on financial management skills in their schools as they were trained in but only, they need to improve the use of the skill to involve both staffs means teaching staff and non- teaching staff on decision making on financial management. The study recommends that training shall be provided to both school managers and heads of schools to enable them to achieve school goals of teachers and institutions.

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Astley, Jeff, Leslie J. Francis, Carolyn Wilcox i Linda Burton. "How Different is Religious Education in Catholic Schools?: A study of teacher aims in England". International Journal of Education and Religion 1, nr 1 (24.07.2000): 267–81. http://dx.doi.org/10.1163/1570-0623-90000004.

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A sample of 285 teachers concerned with teaching religious education in state maintained secondary schools completed a questionnaire concerned with five different aims in religious education. The data demonstrate that teachers in Roman Catholic schools give the same emphasis as teachers in non-denominational schools to four of these aims: to understand the influence of religion, to think critically about religion, to reflect on ultimate questions, and to develop a positive attitude toward religion. At the same time teachers in Roman Catholic schools give greater emphasis than teachers in non-denominational schools to the confessional aim of promoting a religious way of life.

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L., J. F. "EDUCATIONAL TIDBITS". Pediatrics 88, nr 5 (1.11.1991): A57. http://dx.doi.org/10.1542/peds.88.5.a57a.

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Of an estimated 46 million students enrolled in elementary and secondary schools in fall 1989, about 12 percent were at private schools. More than half of private school students attend Catholic schools, while about a third are enrolled in other religious schools. Nonsectarian schools account for 14 percent of the private-school population. Most private school students are enrolled in elementary school, while a sixth attend private high school. About a third attend private schools that combine elementary and secondary.

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Admirand, Peter. "Why liberation theology should be taught in Catholic secondary schools". International Studies in Catholic Education 10, nr 2 (3.07.2018): 156–69. http://dx.doi.org/10.1080/19422539.2018.1492254.

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ZAFFRANN, RONALD T. "Developmental Guidance in Catholic Secondary Schools: A Call for Change". Journal of Humanistic Education and Development 23, nr 3 (marzec 1985): 134–44. http://dx.doi.org/10.1002/j.2164-4683.1985.tb00266.x.

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Bature, Anthony. "Catholic Schools as Means of Promoting Peace and Justice in Nigeria". Tattva - Journal of Philosophy 8, nr 2 (1.07.2016): 1–17. http://dx.doi.org/10.12726/tjp.16.1.

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The paper examines the impact of the Nigerian education and the extent to which it contributes towards the promotion of peace and justice with specific reference to Catholic schools. The paper argues that the role of Catholic Church in providing education has immensely contributed to the growth and development of education in Nigeria. Due to the church‟s focused intervention, approximately 649 elementary schools, 384 secondary schools and 16 tertiary institutions have been established in Nigeria. Relying on documentary method of data collection and descriptive analytic approach, this study explains that Catholic schools have a significant role towards achieving a peaceful and equitable society in Nigeria. The article recommends more engaged efforts by other non-state institutions towards the building of developed educational institutions that will help in promoting peace and justice in Nigeria.

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Dorman, Jeffrey. "Psychosocial Environment in Religious Education Classes in Australian Catholic Secondary Schools". British Journal of Religious Education 19, nr 2 (marzec 1997): 104–13. http://dx.doi.org/10.1080/0141620970190207.

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Carter, D. S. G. "Evaluating the Reflective Practice of Preservice Teachers in Catholic Secondary Schools". Asia-Pacific Journal of Teacher Education 25, nr 2 (lipiec 1997): 159–71. http://dx.doi.org/10.1080/1359866970250205.

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Dorman, Jeffrey P., Campbell J. McRobbie i Barry J. Fraser. "Assessing the psychosocial environment of science classes in Catholic secondary schools". Research in Science Education 23, nr 1 (grudzień 1993): 61–67. http://dx.doi.org/10.1007/bf02357045.

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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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Francis, Leslie J., i John E. Greer. "Attitudes towards creationism and evolutionary theory: the debate among secondary pupils attending Catholic and Protestant schools in Northern Ireland". Public Understanding of Science 8, nr 2 (kwiecień 1999): 93–103. http://dx.doi.org/10.1088/0963-6625/8/2/302.

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A sample of 2129 pupils in the third through sixth years of Protestant and Catholic grammar schools in Northern Ireland completed an index concerned with attitudes towards creationism and evolutionary theory. The data demonstrate that among this age group in Northern Ireland, 48 percent accept the view that “God created the world as described in the Bible,” while 33 percent accept the view that “Science disproves the biblical account of creation.” Support for creationism is stronger among girls than boys, among Protestants than Catholics, and among third and fourth year students than fifth and sixth year students. The results have implications for understanding the conflict between science and religion and for both science educators and religious educators.

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Morris, Andrew B. "Post‐16 pupil performance in Catholic secondary schools in England 1996–2001". Educational Review 59, nr 1 (luty 2007): 55–69. http://dx.doi.org/10.1080/00131910600796983.

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James, John T. "Public Relations in Catholic Secondary Schools: Nearly 40 Years of Continuous Improvement". Journal of School Public Relations 25, nr 1 (1.01.2004): 33–46. http://dx.doi.org/10.3138/jspr.25.1.33.

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Mouchantaf, Maha. "Lost in Translation: The Implementation of Community Service in Lebanese High-schools Following Decree No.8924". Journal of Language Teaching and Research 11, nr 2 (1.03.2020): 184. http://dx.doi.org/10.17507/jltr.1102.06.

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In 2012, the Lebanese Ministry of Education and Higher Education (MEHE) issued Decree No. 8924. Entitled “Project Community Service in Public and Private Secondary Schools”, the decree states that all schools should apply a mandatory 60-hour community service program across the three secondary school years. There have been scattered efforts to study how the Decree is being implemented across Lebanon, with no exhaustive and thorough study yet documented. This research sought to fill part of that gap by examining the experience of ten private Catholic schools. The research results were congruent with global educational policy implementation research and suggested future lines of inquiry specific to Lebanon.

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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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Dallabrida, Norberto. "The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s". Espacio, Tiempo y Educación 7, nr 1 (4.01.2020): 133–46. http://dx.doi.org/10.14516/ete.263.

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The aim of this paper is to understand the normative prescription and experimental secondary school implantations in Brazil in the late 1950s, and the developments in the decade that followed. Thus, attempts to shed light on the political and educational conditions that enabled the Ministry of Education and Culture to bring in legislation that allowed the implementation of the so-called experimental secondary-school classes. This paper also focuses on the pedagogical practices in these experimental classes, taking into account that most of them were appropriated from French pedagogical models – the classes nouvelles in public schools and personalized and communitarian pedagogy in Catholic schools. It uses the circulation and appropriation concepts, understood from the perspective of the historian Roger Chartier, who considers that cultural goods circulate and are used in different ways, so that the reception is held with creativity through resistance, resignification and arrangements. This historiographical perspective is adopted in the educational field to acquire the pedagogical circulation and appropriation model operations. This documental corpus of this historical investigation is made up of written documents from French educational institutions – the Centre International d`Études Pédagogiques, located in Sèvres, and the Centre d`Études Pédagogiques de Paris – and the archives of university institutions and Brazilian school collections. This paper analyses the Ministry of Education’s legislation on the experimental classes (1958) and the uses of French pedagogical models in the public system and Catholic schools.

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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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Angelica, Gitonga Wanjira, Dr Jacqueline Kisato i Dr Judith Pete. "Influence of Total Quality Management on Performance of Catholic Private Secondary Schools on Nyahururu Diocese, Kenya". American Journal Of Strategic Studies 3, nr 1 (10.02.2021): 1–20. http://dx.doi.org/10.47941/ajss.520.

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Purpose: This research sought to investigate the influence of TQM style on the performance of four, Catholic Private Secondary Schools (CPSC) within the diocese. The research objectives were; To determine the extent to which benchmarking aspect of TQM is assisting in the development of CPSS in CDN; To ascertain the extent to which Continuous Improvement technique of TQM is assisting in improving academic performance in CPSS in CDN; To establish the challenges faced by managers in the implementation of TQM in CPSS in CDN; To assess ways of enhancing the implementation of TQM in CPSS in CDN.Methodology: Concurrent, qualitative and quantitative, methods of data collection and analysis were employed. A total of four CDN secondary schools participated in the study. The target population was 64 teachers, 4 managers, 4 principals. The sample size of teachers was 54 (84%), 4 (100%) managers and 4(100%) principals. Cross-sectional survey was used to collect both qualitative and quantitative data using an interview guide and a questionnaire. Qualitative data were summarized into main thematic areas while the quantitative data were analyzed using descriptive statistical method such as frequency and percentages with the aid SPSS version 23.0. Tables and pie charts were used for presentation and interpretation of the data. Research ethics were upheld throughout the study.Findings: The research established that Benchmarking is not implemented and the Continuous Improvement aspect is not well implemented in the Schools. The study recommended that schools should implement the TQM elements; Continuous Improvement and Benchmarking to improve performance and enhance the growth of the schools. It was evident that lack of resources was one of the major problems in TQM implementation.Unique contribution to theory, policy, and practice: The study recommended the prioritization of resources to enable the scarce resources to be used for improvement of schools’ growth and enhancement of the performance. These findings will be useful to policy makers, parents, county governments and in as well as adding knowledge to academia in education related studies. It will be of great benefit to the CDN in enhancement of growth and development of its schools.

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Karpiak, Christie P., James P. Buchanan, Megan Hosey i Allison Smith. "University Students from Single-Sex and Coeducational High Schools: Differences In Majors and Attitudes at a Catholic University". Psychology of Women Quarterly 31, nr 3 (wrzesień 2007): 282–89. http://dx.doi.org/10.1111/j.1471-6402.2007.00371.x.

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We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions.

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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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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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Bergen, Theo, Cees Klaassen, Peter Sleegers, Mariëlle Theunissen, Chris Hermans i Klaus Van Veen. "A Sense of Belonging of Teachers of Catholic Schools for Secondary Ed Ucation". Journal of Empirical Theology 12, nr 2 (1999): 35–53. http://dx.doi.org/10.1163/157092599x00102.

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FINCHAM, DAVID. "Citizenship and Personal, Social and Health Education in Catholic Secondary Schools: Stakeholders' Views". Pastoral Care in Education 25, nr 2 (czerwiec 2007): 22–30. http://dx.doi.org/10.1111/j.1468-0122.2007.00404.x.

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Greer, John E., i Leslie J. Francis. "Measuring attitudes towards Christianity among pupils in Catholic secondary schools in Northern Ireland". Educational Research 33, nr 1 (marzec 1991): 70–73. http://dx.doi.org/10.1080/0013188910330108.

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Morris, Andrew B. "Catholic and other secondary schools: an analysis of OFSTED inspection reports, 1993‐95". Educational Research 40, nr 2 (czerwiec 1998): 181–90. http://dx.doi.org/10.1080/0013188980400206.

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Opdenakker, Marie-Christine, i Jan Van Damme. "Differences between secondary schools: A study about school context, group composition, school practice, and school effects with special attention to public and Catholic schools and types of schools". School Effectiveness and School Improvement 17, nr 1 (marzec 2006): 87–117. http://dx.doi.org/10.1080/09243450500264457.

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Frisina, Annalisa. "The Making of Religious Pluralism in Italy: Discussing Religious Education from a New Generational Perspective". Social Compass 58, nr 2 (czerwiec 2011): 271–84. http://dx.doi.org/10.1177/0037768611402611.

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Italian society continues to be seen as homogeneous in religious terms and the teaching of Catholic religion in state schools as a pillar of the historical and cultural heritage of the Italian population, as sanctioned by the 1984 Concordat between the State and the Catholic Church. But profound changes have been under way since that Concordat, with migrant families settling in the country and their Italian-born offspring now attending Italian state schools. How do they feel about religious education at school? How do they view the Italian model of secularism and religious pluralism in Italy? What do they see as Italianness? A qualitative, focus-group-based investigation into secondary schools in a northern Italian town enables us to bring out these students’ demand for change from a generational standpoint and see beyond education into religion to possible ways to educate about and from religions, creating new horizons for religious pluralism (even) in Italy.

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Kryshmarel, Viktoriya. "Religious education in secondary schools in Ukraine: the place and influence of the Catholic component". Ukrainian Religious Studies, nr 66 (26.02.2013): 355–63. http://dx.doi.org/10.32420/2013.66.283.

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Today, in Ukraine, the issue of religious education remains not less but rather even more debatable and relevant than in the period of 2005, when the order No. 437 "On the study of optional courses on ethics of religion and religious studies in schools" and further regulatory documents were issued, aimed at creating conditions for the all-Ukrainian introduction of subjects of spiritual and moral orientation in general educational institutions. According to the Ministry of Education and Science, Youth and Sport of Ukraine, in the 2011/2012 school year, about 40% of schools (approximately 15% of all schoolchildren) are covered by the teaching process of the relevant subjects. However, a few important issues remain, the solution of which is urgent in order to further improve the situation in educational and educational progress of state initiatives.

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Frabutt, James M., Will Clark i Gabrielle Speach. "Supporting Mental Health and Wellness among Private School Students: A Survey of Catholic Elementary and Secondary Schools". Advances in School Mental Health Promotion 4, nr 3 (styczeń 2011): 29–41. http://dx.doi.org/10.1080/1754730x.2011.9715634.

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Gravel, Stéphanie. "Québec’s Non-Confessional Ethics and Religious Culture Curriculum in Catholic Denominational Schools: Reflections by Secondary School Teachers". Religion & Education 46, nr 2 (7.01.2019): 191–209. http://dx.doi.org/10.1080/15507394.2018.1541690.

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Francis, Leslie J., i Chris A. M. Hermans. "Internal Consistency Reliability and Construct Validity of the Dutch Translation of the Francis Scale of Attitude toward Christianity among Adolescents". Psychological Reports 86, nr 1 (luty 2000): 301–7. http://dx.doi.org/10.2466/pr0.2000.86.1.301.

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A sample of 1,021 young people attending Years 7, 8, 9, 10, and 11 at Catholic secondary schools within the state-maintained sector completed the Dutch translation of the Francis Scale of Attitude toward Christianity. The data support its reliability and validity and commend it for further use in studies conducted among young people in The Netherlands.

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Stapleton, David. "Catholic regional secondary schools in the archdiocese of Melbourne in the 1950s and 1960s". Melbourne Studies in Education 39, nr 1 (maj 1998): 1–25. http://dx.doi.org/10.1080/17508489809556307.

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Hanlon, Kevin. "A Survey on Religious Education in Roman Catholic Secondary Schools in England and Wales". British Journal of Religious Education 11, nr 3 (czerwiec 1989): 154–62. http://dx.doi.org/10.1080/0141620890110306.

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Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer i Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools". Journal of Educational Administration 57, nr 5 (9.09.2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.

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PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.

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Glackin, Maureen. "‘A presence in pilgrimage’: contemporary chaplaincy in Catholic secondary schools in England and Wales". International Studies in Catholic Education 3, nr 1 (marzec 2011): 40–56. http://dx.doi.org/10.1080/19422539.2011.540139.

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O'Donoghue, Thomas A. "The Roman Catholic Ethos of Irish Secondary Schools, 1924‐62, and Its Implications for Teaching and School Organization". Journal of Educational Administration and History 22, nr 2 (lipiec 1990): 27–37. http://dx.doi.org/10.1080/0022062900220204.

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