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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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1

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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Feeney, Carmel, i G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school". Australasian Journal of Special Education 21, nr 1 (styczeń 1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.

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Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.

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Thielking, Monica, i Shane R. Jimerson. "Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia". Australian Journal of Guidance and Counselling 16, nr 2 (1.12.2006): 211–23. http://dx.doi.org/10.1375/ajgc.16.2.211.

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AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.

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Thompson, Emma J., Miriam H. Beauchamp, Simone J. Darling, Stephen J. C. Hearps, Amy Brown, George Charalambous, Louise Crossley i in. "Protocol for a prospective, school-based standardisation study of a digital social skills assessment tool for children: The Paediatric Evaluation of Emotions, Relationships, and Socialisation (PEERS) study". BMJ Open 8, nr 2 (luty 2018): e016633. http://dx.doi.org/10.1136/bmjopen-2017-016633.

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BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction, but not its underlying cause, or adult-based experimental tools, which lack age-appropriate norms. The present study describes the development and standardisation of Paediatric Evaluation of Emotions, Relationships, and Socialisation(PEERS®), an iPad-based social skills assessment tool.MethodsThe PEERS project is a cross-sectional study involving two groups: (1) a normative group, recruited from early childhood, primary and secondary schools across metropolitan and regional Victoria, Australia; and (2) a clinical group, ascertained from outpatient services at The Royal Children’s Hospital Melbourne (RCH). The project aims to establish normative data for PEERS®, a novel and comprehensive app-delivered child-direct measure of social skills for children and youth. The project involves recruiting and assessing 1000 children aged 4.0–17.11 years. Assessments consist of an intellectual screen, PEERS® subtests, and PEERS-Q, a self-report questionnaire of social skills. Parents and teachers also complete questionnaires relating to participants’ social skills. Main analyses will comprise regression-based continuous norming, factor analysis and psychometric analysis of PEERS® and PEERS-Q.Ethics and disseminationEthics approval has been obtained through the RCH Human Research Ethics Committee (34046), the Victorian Government Department of Education and Early Childhood Development (002318), and Catholic Education Melbourne (2166). Findings will be disseminated through international conferences and peer-reviewed journals. Following standardisation of PEERS®, the tool will be made commercially available.

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Kouzma, Nadya M., i Gerard A. Kennedy. "Academic stress, self-efficacy, social support, and health behaviours in female Victorian Certificate of Education (VCE) students". Australian Educational and Developmental Psychologist 17, nr 2 (2000): 24–43. http://dx.doi.org/10.1017/s0816512200028133.

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AbstractThis study examined academic stress in female Victorian Certificate of Education (VCE) students in terms of somatic symptoms and mood disturbance before, during, and after the midyear examination period and also examined the role of self-efficacy, number of social supports, social support satisfaction, and health behaviours in mediating the effects of stress on symptoms and mood disturbance. It was hypothesised that (a) student would report increased somatic symptoms and mood disturbance during the examination period and that (b) self-efficacy, social support (number and satisfaction), and health behaviours would account for a significant proportion of variance for somatic symptoms and mood disturbance before, during, and after the exam period. The participants were 51 VCE students from a large Catholic girls’secondary college in Melbourne. Four weeks before the exam period, the Generalized Self-Efficacy Scale, Reported Health Behaviours Checklist, Short Form Social Support Questionnaire, Symptoms Checklist, and Profile of Mood States were administered.The Symptoms Checklist and Profile of Mood States were administered again during the exam week and four weeks after the exam period. Statistical analyses showed that the VCE examination period was associated with significantly increased self-reports of somatic symptoms and mood disturbances that were strongly indicative of high levels of stress. Self-efficacy was found to have a weak role in mediating the stress response during the exam week. Social support did not account for any of the variation in academic stress. Health behaviours accounted for a small but significant proportion of the variance in stress after the exam period. It was concluded that there is a need to study other factors that may attenuate the academic stress response in adolescent secondary school students. The perceptual and cognitive appraisal of academic stressors is suggested as an area that may be worthy of examination.The implications of the findings are discussed in terms of the impact that academic stress may have on adolescents’ health during this critical period of development.

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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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Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain". History of Education Quarterly 48, nr 3 (sierpień 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.

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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.

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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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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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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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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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Pardy, John, i Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992". History of Education Review 44, nr 1 (1.06.2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.

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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.

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Wheeler, Peter, Lee Gordon-Brown, Jim Peterson i Marianne Ward. "Geographical information systems in Victorian secondary schools: current constraints and opportunities". International Research in Geographical and Environmental Education 19, nr 2 (8.06.2010): 155–70. http://dx.doi.org/10.1080/10382046.2010.482229.

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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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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. "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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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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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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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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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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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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Whitehead, Maurice. "‘Briefly, and in Confidence’: Private Views of Her Majesty’s Inspectors on English Catholic Elementary Schools, 1875". Recusant History 20, nr 4 (październik 1991): 554–62. http://dx.doi.org/10.1017/s0034193200005616.

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The advent of State intervention in education in the early Victorian period and the creation in 1839 of the Committee of Council on Education, a Select Committee of the Privy Council, brought with it new duties and responsibilities. One of the first tasks confronting the Committee of Council was to determine the manner in which the new grants of money to schools should be distributed. In June 1839 the Committee issued a Minute announcing that all future building grants to schools would involve the right of inspection:The right of inspection will be required by the Committee in all cases; inspectors, authorised by Her Majesty in Council, will be appointed from time to time to visit schools to be henceforth aided by public money: the inspectors will not interfere with the religious instruction, or discipline, or management of the school, it being their object to collect facts and information, and to report the result of their inspections to the Committee of Council.

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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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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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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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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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Abbott, William M. "The British Catholic debate over vivisection, 1876 – 1914: a common theology but differing applications". British Catholic History 34, nr 03 (12.04.2019): 451–77. http://dx.doi.org/10.1017/bch.2019.5.

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This article analyses the motives behind the conflicting positions taken by Victorian Roman Catholics over the issue of vivisection. Catholics defended or attacked vivisection for widely varying reasons; there were less two schools of thought than a mosaic of arguments from which to choose. While there was substantial agreement over basic theological principles, the application of those principles to the vivisection debate varied depending upon the writer’s social, political, and scientific attitudes, which in turn were affected by professional occupation. The debate included laypeople as well as clerics, with some of the former affirming a more liberal and less theologically rigorous approach to animal rights.

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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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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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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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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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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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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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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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Gannon, Rosalie. "Meeting students' needs through a whole school approach to pastoral care". Queensland Journal of Guidance and Counselling 4 (listopad 1990): 27–31. http://dx.doi.org/10.1017/s1030316200000248.

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Pastoral care is defined as being that element of the teaching process which centres around the individual needs and environmental forces which either facilitate or impede the all-round development of the individual child. Present Victorian State Government policy endorses the establishment of effective pastoral care systems in schools. Three hundred students in Years 7 and 10 in three Victorian secondary schools were surveyed in order to find out how well these schools were meeting the non-academic needs of their students. A two-way ANOVA indicated that the way in which students perceive their needs will be met differs across schools, and between year levels. The functional differences in pastoral care teachers' roles across the three schools are considered and support is given for the inclusion of the “Student Welfare Coordinator” role in the pastoral team. The conclusion reached suggests that an effective pastoral system provides for meeting the needs of individual students, but in doing so, teaches problem solving skills that will be of use outside the classroom.

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Quinn, Mark G., William F. Suitmann i John Elkins. "Exceptional students in Queensland catholic schools: Prevalence, priorities and future directions". Australasian Journal of Special Education 12, nr 1 (maj 1988): 10–20. http://dx.doi.org/10.1017/s103001120002409x.

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A survey of the prevalence and needs of exceptional students was carried out in Queensland Catholic primary(n= 195) and secondary (n = 40) schools. Within the overall population surveyed 3.13% possessed disabilities, 3.83% behavioural difficulties, 4.19% advanced learning characteristics, and 12.80% learning difficulties. The survey indicated that support services fell short of the demand, particularly for students with behavioural difficulties and those considered to be advanced learners. The data obtained was of the same order as that found in other state, national and international studies. The majority of principals and teachers interviewed held positive attitudes towards integration. However, this was qualified by a strong press for additional professional support, inservice training, and resources to enable the necessary enhancement of the educational experiences being offered. The survey identified a continuing need for communication and cooperation with state and private agencies and the desirability of developing a system which marshalls the available resources, both regular and special, into an efficient and feasible service delivery operation.

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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia". British Journal of Music Education 31, nr 1 (2.09.2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.

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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.

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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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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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Village, Andrew, i Leslie J. Francis. "Measuring the Contribution of Roman Catholic Secondary Schools to Students' Religious, Personal and Social Values". Journal of Catholic Education 19, nr 3 (17.05.2016): 86–115. http://dx.doi.org/10.15365/joce.1903062016.

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Wiest, Jean-Paul. "Catholic Elementary and Secondary Schools and China’s Drive toward a Modern Educational System (1850-1950)". Extrême-Orient Extrême-Occident, nr 33 (1.11.2011): 92–114. http://dx.doi.org/10.4000/extremeorient.187.

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Norden, Peter. "Not so straight: engaging same-sex-attracted students in Catholic secondary schools - an Australian study". Australian Journal of Human Rights 22, nr 1 (marzec 2016): 179–201. http://dx.doi.org/10.1080/1323-238x.2016.11882163.

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Wodon, Quentin. "Are New Secondary Schools Built Where They are Needed Most in Uganda? Comparing Catholic with Public and Other Private Schools". Review of Faith & International Affairs 18, nr 2 (2.04.2020): 44–60. http://dx.doi.org/10.1080/15570274.2020.1753994.

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Cain, Thomas, i John Hattie. "Attitudes to school and reading achievement among secondary school students". Australian Journal of Education 64, nr 1 (5.12.2019): 5–24. http://dx.doi.org/10.1177/0004944119890139.

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This study analysed students’ attitudes towards school and the relationship between these attitudes and reading performance. Using a sample of 57,572 Year 7 and 9 students from 306 Victorian government schools, the analysis combined two de-identified data sets – students’ responses to the Student Attitudes to School Survey and their performance in NAPLAN reading assessments – from a single year (2017). The findings of this study demonstrate that a re-organisation of survey items into six new factors may represent student attitudes more usefully than the current 20-factor structure. Each of the six factors was found to relate to a set of demographic moderators. The results yielded statistically significant relationships between each attitude factor and reading achievement and growth. This study proposes a four-cluster model that groups schools with similar profiles across the six attitude factors. This model may improve the ability of the education system to interpret and analyse relative data and use these findings more effectively.

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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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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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Sweeney, James. "Why students in Catholic secondary schools should study Pope John XXIII's encyclical,Pacem in Terris(1963)". International Studies in Catholic Education 7, nr 1 (2.01.2015): 61–73. http://dx.doi.org/10.1080/19422539.2014.998499.

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