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Artykuły w czasopismach na temat "Single sex Catholic schools"
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.
Pełny tekst źródłaMarsh, Herbert W. "Public, Catholic Single-Sex, and Catholic Coeducational High Schools: Their Effects on Achievement, Affect, and Behaviors". American Journal of Education 99, nr 3 (maj 1991): 320–56. http://dx.doi.org/10.1086/443985.
Pełny tekst źródłaMontgomery, Alice, i Leslie J. Francis. "Relationship between Personal Prayer and School-Related Attitudes among 11–16-Year-Old Girls". Psychological Reports 78, nr 3 (czerwiec 1996): 787–93. http://dx.doi.org/10.2466/pr0.1996.78.3.787.
Pełny tekst źródłaGarcía, Mónica G. "Creating a Homeplace: Young Latinas Constructing Feminista Identities in the Context of a Single-Sex Catholic School". High School Journal 101, nr 1 (2017): 27–48. http://dx.doi.org/10.1353/hsj.2017.0014.
Pełny tekst źródłaHukom, Kenia, i Dennis Madrigal. "Assessing the Correlation between Demographics, Academic Stress, and Coping Strategies of Filipino High School Students with Single-Parents". Philippine Social Science Journal 3, nr 3 (30.12.2020): 151–61. http://dx.doi.org/10.52006/main.v3i3.291.
Pełny tekst źródłaTonti-Filippini, Nicholas. "Sex Reassignment and Catholic Schools". National Catholic Bioethics Quarterly 12, nr 1 (2012): 85–97. http://dx.doi.org/10.5840/ncbq201212176.
Pełny tekst źródłaNadhirah, Nadia Aulia, Ipah Saripah i Esty Noorbaiti Intani. "Penyesuaian Sosial Remaja Single Sex Schools". Indonesian Journal of Educational Counseling 4, nr 2 (28.07.2020): 143–52. http://dx.doi.org/10.30653/001.202042.134.
Pełny tekst źródłaHeise, Michael, i Rosemary C. Salomone. "Are Single-Sex Schools Inherently Unequal?" Michigan Law Review 102, nr 6 (maj 2004): 1219. http://dx.doi.org/10.2307/4141943.
Pełny tekst źródłaDustmann, Christian, Hyejin Ku i Do Won Kwak. "Why Are Single-Sex Schools Successful?" Labour Economics 54 (październik 2018): 79–99. http://dx.doi.org/10.1016/j.labeco.2018.06.005.
Pełny tekst źródłaYalcinkaya, M. Talha, i Ayse Ulu. "Differences Between Single-Sex Schools and Co-Education Schools". Procedia - Social and Behavioral Sciences 46 (2012): 13–16. http://dx.doi.org/10.1016/j.sbspro.2012.05.058.
Pełny tekst źródłaRozprawy doktorskie na temat "Single sex Catholic schools"
Lee, John Robert, i res cand@acu edu au. "Teenage Boys’ Perceptions of the Influence of Teachers and School Experiences on their Understanding of Masculinity". Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp36.29082005.
Pełny tekst źródłaCameron, Cynthia L. "Young Women Imaging God: Educating for a Prophetic Imagination in Catholic Girls’ Schools". Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107372.
Pełny tekst źródłaThis dissertation considers adolescent girls and what they need from an all-girls’ Catholic school that will prepare them, not just for college and career, but for life in a world that marginalizes girls and women. More than simply trying to make a case for single-sex schooling for girls, it suggests that the single-sex school is an important site for conversations about what it means for adolescent girls to be adolescent girls. This project names the patriarchal forces that marginalize girls and calls for a pedagogical approach that is rooted in the theological affirmation that adolescent girls are created in the image of God and called to exercise a prophetic imagination. Chapter one introduces the history of all-girls’ Catholic secondary schools, a history rooted in the story of women’s religious orders and the ministries of these women religious as educators at a time when the education of girls was not valued. Today’s all-girls’ Catholic schools are informed by this history and the Catholic Church’s commitment to honoring the dignity of each student, thus grounding a commitment to a caring and liberative educational approach. Chapter two argues that contemporary adolescent girls, including those who attend these all-girls’ Catholic secondary schools, are growing up in a cultural milieu that makes them vulnerable to the effects of the conflicting and impossible expectations to which girls and women are held. Chapter three investigates the imago Dei symbol as a theological foundation for fighting this toxic cultural milieu. Taking a cue from feminist theologians who have explored embodiment and relationality as central expressions of the imago Dei, this chapter proposes that creating communities of God’s hesed (loving-kindness) and resisting injustice are two ways that the imago Dei symbol can be expressed so as to best include adolescent girls. Chapter four suggests that, in order to realize this goal of affirming the imago Dei in adolescent girls by creating communities of God’s hesed and resistance to injustice, a feminist prophetic imagination is needed. Drawing on Walter Brueggemann’s identification of the prophetic imagination as the twinned process of denouncing the oppressive forces of the dominant culture and announcing a new and more just way of being in the world, it proposes a feminist prophetic imagination that engages in a feminist critique of the cultural milieu that girls experience and the construction of communities based in hesed and resistance to injustice. Chapter five takes up the pedagogical challenges of teaching with and for a feminist prophetic imagination. The liberative pedagogy of Paulo Freire and the caring pedagogy of Nel Noddings provide the resources for educating adolescent girls to participate in communities of God’s hesed and in practices of resistance to injustice. Chapter six returns to the concrete situation of all-girls’ Catholic secondary schools and imagines how these schools can speak to a commitment to educating for a feminist prophetic imagination in their mission and reflects on how a feminist prophetic imagination can be expressed and formalized in all Catholic schools
McEachern, Kirstin Pesola. "Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school". Thesis, Boston College, 2014. http://hdl.handle.net/2345/3827.
Pełny tekst źródłaDespite renewed interest in single-sex education, these classrooms remain relatively unstudied, even in Catholic schools, which have a long history of single-sex education. Although there are over 460 single-gendered, Catholic K-12 schools in the United States, which educate roughly 215,000 students (McDonald and Schultz, 2011), these schools are often ignored in educational research. Practitioner research in this area is almost nonexistent, yet it can generate and disseminate insider knowledge that directly improves the educational sites from which it emerges. For the past 11 years, I have taught English at "St. Albert's Preparatory School," an all-boys suburban secondary school serving over 1,100 students in the Northeast. The school regularly speaks of fostering a brotherhood among the students, and I see evidence of this on a daily basis. However, St. Albert's has not always been an easy place to work. My own experience is consistent with research studies that have found all-boys schools to be more sexist environments than all-girls schools (Lee, Marks, and Byrd, 1994) where students generally afford their female teachers less respect than their male teachers (Keddie, 2007; Keddie and Mills, 2007; Robinson, 2000). Based on my experiences as a female teacher at this school, I conducted a teacher research study on how my students and I constructed gender in the context of our English classroom. Drawing on a wealth of qualitative data sources, this study builds three main arguments: the school community built a brotherhood in part by engaging in silence and othering; the all-boys environment acted as a double-edged sword in that it contributed to a comfortable setting for the students to explore gender issues, but it also encouraged the students to shed their unique, multi-faceted masculinities and enact hegemonic gendered behavior that perpetuated an unjust order; and though I was well versed in issues of gender equity, I, too, was affected by the all-boys classroom space and contributed to the hegemonic gender order at the school
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Navarro, Candy. "Exploring Latinidad| Latina Voice and Cultural Awareness in a Catholic Female Single-Sex High School". Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157571.
Pełny tekst źródłaThis study focused on the perceptions of 16 Latina students regarding their cultural school climate as well as the thoughts of two administrators and six teachers at an all-female Catholic high school. Students revealed that, while they felt very supported by the school’s faculty and administration, they revealed that their culture was not fully embraced and/or represented in their educational curriculum and school’s practices. Students also alluded to deliberately choosing and valuing to spend their free time with their family over their classmates. Further, they felt disconnected from their school’s mission, which emphasized sisterhood among students. Furthermore, bicultural students provided a unique perspective often not fitting the Latina and/or dominant culture at the school.
Bickett, Jill Patricia. "A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School". Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/275.
Pełny tekst źródłaTorres, Samuel. "Pastoral Care, Mission, Tradition and Community: Alumnae Perceptions of a Catholic Female Single-sex High School". Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/894.
Pełny tekst źródłaPérez, Aguilar Jennifer Maria. "Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School". Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/216.
Pełny tekst źródłaAguilar, Jennifer M. Perez. "Latinas' Access to Advanced Placement Courses| A Case Study of a Catholic Female Single-Sex High School". Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600064.
Pełny tekst źródłaThe purpose of this qualitative study was to examine Latinas' access to Advanced Placement/Honors courses in a Catholic female single-sex high school and to examine their experiences and perspectives when they are granted or denied access into an AP/Honors course. This study also aimed to explore how the Catholic single-sex high school is aligned with the Catholic, single-sex, and Advanced Placement advantage for Latina students who have been granted or denied access to an Advanced Placement/Honors course. The case study focused on one Catholic all-female high school in the Western United States and participants included Latina current students and alumnae (n=11), the high school principal (n=1), and teachers (n=2) from the school. Data was collected via document review, the gathering of descriptive data, as well as participant interviews. The theoretical framework used to analyze this data was a blend of Critical biculturalism, Chicana feminist theory, as well as the principles of Catholic social teaching. Findings highlight a fairly exclusive AP/Honors placement process with unclear guidelines to be followed in order to appeal a decision. Latinas' experiences range from feeling like outsiders and being made to feel not good enough, to feeling competitive and being resilient. Their perspectives on why they decided to appeal the decision of their placement had to do with their feeling that they had the capacity for advanced work, their driven nature, and their desire to be exposed to more learning. Further, perspectives also emerged concerning the school's sisterhood and its influence on issues of race and class. In regards to alignment with the Catholic, single-sex, and AP advantage the data illustrates that while participants seemingly agree that there are advantages, they are also cognizant of other factors that overshadow these advantages.
Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school". Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.
Pełny tekst źródłaEvers, Julianne M. "A COMPARISON OF FEMALE ATHLETES AND NON-ATHLETES FROM SINGLE-SEX AND COEDUCATIONAL CATHOLIC INSTITUTIONS ON SELF-PERCEPTIONS, BODY IMAGE, AND GENDER-RELATED COGNITIVE SCHEMATA". Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1173463454.
Pełny tekst źródłaKsiążki na temat "Single sex Catholic schools"
Masculinities and other hopeless causes at an all-boys Catholic school. New York: Peter Lang, 2011.
Znajdź pełny tekst źródłaMoran, Michael J. Proudly we speak your name: Forty-four years at Little Rock Catholic High School. Little Rock, Ark: Butler Center Books, 2009.
Znajdź pełny tekst źródłaProudly we speak your name: Forty-four years at Little Rock Catholic High School. Little Rock, Ark: Butler Center Books, 2009.
Znajdź pełny tekst źródłaMedin, Julia A. Single-sex public schools: Who needs them and why. Bloomington, Ind: Phi Delta Kappa International, 2005.
Znajdź pełny tekst źródła1949-, Stevens Kathy, i Daniels Peggy, red. Successful single-sex classrooms: A practical guide to teaching boys and girls separately. San Francisco, CA: Jossey-Bass, 2009.
Znajdź pełny tekst źródłaAuthority, Inner London Education. Equal opportunities expanding curriculum offer at single sex schools: Report. (London): ILEA, 1985.
Znajdź pełny tekst źródłaBoys themselves: A return to single-sex education. New York: H. Holt and Co., 1996.
Znajdź pełny tekst źródłaRuhlman, Michael. Boys themselves: A return to single-sex education. New York: Henry Holt and Co., 1997.
Znajdź pełny tekst źródłaJimenez, Emmanuel. The relative effectiveness of single-sex and coeducational schools in Thailand. [Washington, DC]: International Bank for Reconstruction and Development, 1988.
Znajdź pełny tekst źródłaChadwell, David W. A gendered choice: Designing and implementing single-sex programs and schools. Thousand Oaks, Calif: Corwin Press, 2010.
Znajdź pełny tekst źródłaCzęści książek na temat "Single sex Catholic schools"
Lingard, Bob, Wayne Martino i Martin Mills. "Single-Sex Classes and Schools for Boys". W Boys and Schooling, 86–118. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230582767_4.
Pełny tekst źródłaYounger, Mike. "Single-sex teaching in co-educational schools: A panacea for raising achievement?" W Jungen – Pädagogik, 77–88. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-531-94290-2_6.
Pełny tekst źródła"Single-Sex versus Coeducational Schools". W Catholic Schools and the Common Good, 225–42. Harvard University Press, 2009. http://dx.doi.org/10.2307/j.ctvjz82r6.13.
Pełny tekst źródła"INTRODUCTION Why Single-Sex Schooling?" W Separate Schools, 1–19. Cornell University Press, 2010. http://dx.doi.org/10.1515/9781501757563-003.
Pełny tekst źródła"The amalgamated schools". W Mixed or single-sex School?, 186–201. Routledge, 2017. http://dx.doi.org/10.4324/9781315173641-12.
Pełny tekst źródłaMarsh, Herbert W., Lee Owens, Margaret R. Marsh i Ian D. Smith. "From single-sex to coed schools". W Educating Girls, 144–57. Routledge, 2017. http://dx.doi.org/10.4324/9781315168395-15.
Pełny tekst źródła"Solutions: Single-Sex Schools and Classrooms?" W Gender and Computers, 141–64. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608932-11.
Pełny tekst źródła"Fears, Fantasies and Divisions in Single-Sex Schools". W Education, Gender And Anxiety, 133–46. Taylor & Francis, 2003. http://dx.doi.org/10.4324/9780203451120-14.
Pełny tekst źródłaMcCall, Stephanie D. "The Education of “Successful” Girls in Single-Sex Schools". W Girls, Single-Sex Schools, and Postfeminist Fantasies, 1–26. Routledge, 2019. http://dx.doi.org/10.4324/9781315266251-1.
Pełny tekst źródłaMcCall, Stephanie D. "A Curriculum of Girlhood". W Girls, Single-Sex Schools, and Postfeminist Fantasies, 27–60. Routledge, 2019. http://dx.doi.org/10.4324/9781315266251-2.
Pełny tekst źródłaRaporty organizacyjne na temat "Single sex Catholic schools"
Figlio, David, i Jens Ludwig. Sex, Drugs, and Catholic Schools: Private Schooling and Non-Market Adolescent Behaviors. Cambridge, MA: National Bureau of Economic Research, listopad 2000. http://dx.doi.org/10.3386/w7990.
Pełny tekst źródłaJackson, C. Kirabo. Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. Cambridge, MA: National Bureau of Economic Research, luty 2011. http://dx.doi.org/10.3386/w16817.
Pełny tekst źródłaPritchett, Lant, i Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), kwiecień 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
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