Relevant bibliographies by topics / Catholic Church Education Education, Secondary

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Catholic Church Education Education, Secondary'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Catholic Church Education Education, Secondary.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Catholic Church Education Education, Secondary"

1

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, no. 2 (October 1994): 231–50. http://dx.doi.org/10.1017/s0034193200001898.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Bature, Anthony. "Catholic Schools as Means of Promoting Peace and Justice in Nigeria." Tattva - Journal of Philosophy 8, no. 2 (July 1, 2016): 1–17. http://dx.doi.org/10.12726/tjp.16.1.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Тетяна Коляда. "SOCIAL CONDITIONS FOR THE DEVELOPMENT OF SECONDARY EDUCATION IN GREAT BRITAIN." Social work and social education, no. 5 (December 23, 2020): 179–92. http://dx.doi.org/10.31499/2618-0715.5.2020.220814.

Full text
Abstract:
The article considers the social conditions for the development of secondary education in Great Britain (XIX – first half of the XX century). It was founded that an important factor in the formation of the British education system was the influence of the ruling class of aristocrats (landlords) and the petty nobility. It was founded that education of the majority of the population depended on the area, financial status of the family and religion. It was emphasized that religion played a significant role in the field of mass education. It has been shown that in the early nineteenth century, English society was engulfed in a movement of evangelical revival, as a result of which the Anglican Church could not control all its faithful, unlike the Catholic Church in Europe. It is determined that industrialization, urbanization and democratization have created conditions for social, political and economic transformations that required educated personnel. As a result, a number of laws were passed initiating reforms in primary and secondary education.
APA, Harvard, Vancouver, ISO, and other styles
4

Stafford, Joe. "An analysis of the fundamental shift in Catholic secondary religious education during the long sixties, 1955-1973." Encounters in Theory and History of Education 18 (December 2, 2017): 28–52. http://dx.doi.org/10.24908/eoe-ese-rse.v18i0.6841.

Full text
Abstract:
This paper examines the fundamental shift in Catholic secondary religious education in North America during the long sixties, 1955-1973. Special focus is given to the Canadian province of Ontario. This paper argues that this fundamental shift involved a major change in orientation as the strict Neo-Thomism was abandoned after Vatican II along with the traditional teacher-led pedagogy of rote-memorization. It was replaced with a more subjective approach, emphasizing the developmental nature of Church tradition and the inner transformation of the individual. Teaching methods also changed with more student-centred strategies adopted. This paper also examines the causes and consequences of this fundamental shift, concentrating on the impact of the cultural changes of the long sixties and Vatican II. This paper argues that this shift was a needed one, but that it was too extreme leading to a period of considerable confusion in Catholic secondary religious education.
APA, Harvard, Vancouver, ISO, and other styles
5

Wiśniewska, Monika. "Szkolnictwo wyznaniowe i nauczanie religii w świetle osobistych zapisków prymasa Stefana Wyszyńskiego z 1961 roku." Biuletyn Historii Wychowania, no. 40 (June 15, 2019): 129–50. http://dx.doi.org/10.14746/bhw.2019.40.7.

Full text
Abstract:
This article presents educational issues in the Polish People’s Republic as presented in Primate Stefan Wyszyński’s personal notes (called pro memoria) from 1961. The major source of the study is a Stefan Wyszyński manuscript stored in the Archdiocese Archive in Gniezno. In the first part of the study, an outline of research into education in the Polish People’s Republic is presented, together with methodological issues. The second part is devoted to a brief summary of education against the ideological pressure exerted by the Communist authorities by 1961. The third part presents the characteristics of the source representing the basis of the study. The fourth part presents (in the light of Primate Wyszyński’s notes) the act on the development of education and upbringing from 1961, care and education institutions of the Roman Catholic Church, kindergartens managed by nuns and parishes, religious education, church secondary education, religious instruction, lower seminaries, higher seminaries, tertiary education and academic religious leadership.
APA, Harvard, Vancouver, ISO, and other styles
6

Triyana, Heribertus Jaka, and Endah Rantau Itasari. "Community Participation of Yogyakarta as Climate Resilience City (CRC)." Jambe Law Journal 2, no. 1 (November 3, 2019): 19–43. http://dx.doi.org/10.22437/jlj.2.1.19-43.

Full text
Abstract:
Community has played central roles for initiatives of the Local Resilience Action Plan (LRAP) toward Yogyakarta as Resilience Climate City (CRC) since 2012. This paper aims to find out relevance of community participation using the Catholic Church and Islamic Youth organizations participation as the model for dissemination and education on CRC as part of global agenda for achievement of the sustainable development goals. This paper is a empirical legal research conducted through an extensive and in-depth analysis of relevance legal data, i.e. primary and secondary data. At the end, they were completed through in depth analysis of legal logic to sustain their correlation and attribution to the said indicators of availibility, accessibility, adaptability and acceptability based on localities’ contexts and perspectives in Yogyakarta city. This paper reveals two conclusions. First, Catholic Churches and Islamic Youth Organizations in Yogyakarta city have played role to educate and to disseminate CRC through its internal Church guidance of the arch Bishop of Semarang manifestation 2035 and intended speech from Islamic leaders. Secondly, internal driven motivation is one of fundamental Christian values has been effective to continuously manage house hold wastes, increase green Catholic life style, and to map potential climate vulnerabilities.
APA, Harvard, Vancouver, ISO, and other styles
7

Lj. Мinic, Vesna, and Marija M. Jovanovic. "RELIGIOUS EDUCATION DURING THE FIRST CYCLE OF PRIMARY EDUCATION IN SERBIA." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 373–77. http://dx.doi.org/10.35120/kij3002373m.

Full text
Abstract:
Religious education as part of the modern society in Serbia is a subject of numerous interdisciplinary scientific studies. Modern education systems in countries where major socio-economic and political changes take place are undergoing major transformations and reforms. Their goal is to make changes to the education process and integrate it into the developmental trends of society, as well as to succeed in the affirmation of cultural and national values. Therefore, the relationship between religion and education, as a form of human consciousness and the need for a successful and fulfilled life in a given society, is very important. Transition processes in Europe have actualized the issue of religion and religious education as an integral part of the teaching process, and have contributed to a more intensive study of these topics. Christianity is the predominant religion in Serbia, or Orthodoxy, to be more accurate. However, there are other religious communities as well, such as: Islamic, Roman Catholic, Jewish, Protestant, etc. In primary and secondary schools in Serbia, religious education is being taught as an optional subject (students are given a choice between civic education and religious education), which is assessed descriptively and not included in the final grade. During the first cycle of primary education, subjects that teach about a particular religion are the following: Orthodox catechism (religious education), Islamic religious education, Catholic religious education, Evangelical Lutheran religious education of the Slovak Evangelical Church, Religious Education of the Christian Reformed Church, Jewish religious education. In addition to religious education, subjects containing religious topics are also: Serbian language, Nature and Society, Music Education, Visual Arts, Folk Tradition. The correlation and the link among the above-mentioned objects will make religious education more meaningful and more interesting for children. The main goal of teaching religion as an integral part of school subjects during the first cycle of primary education in Serbia is the preservation of religion. Religion is a very old social phenomenon which has not lost its significance and topicality to this day; on the contrary, it is becoming more and more present in people’s lives, and it represents a system of ideas, beliefs and practices, a specific type of behavior towards the world, society, man, nature. As such, it is equally significant as art, science, philosophy, etc. Besides the preservation of religion, another goal of religious education is to familiarize children with a certain religion, to teach them the basic characteristics of that religion, to teach them prayers, the significance of liturgy, and the customs of the religion children are learning about. It is important to emphasize that religious teaching should be in a form of an open and tolerant dialogue, while respecting other people’s religious beliefs, in order for it to be meaningful and worthwhile.
APA, Harvard, Vancouver, ISO, and other styles
8

Frisina, Annalisa. "The Making of Religious Pluralism in Italy: Discussing Religious Education from a New Generational Perspective." Social Compass 58, no. 2 (June 2011): 271–84. http://dx.doi.org/10.1177/0037768611402611.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

Macdonald, Heidi. "Transforming Catholic women's education in the sixties: Sister Catherine Wallace's feminist leadership at Mount Saint Vincent University." Encounters in Theory and History of Education 18 (December 2, 2017): 53–77. http://dx.doi.org/10.24908/eoe-ese-rse.v18i0.6910.

Full text
Abstract:
Sister Catherine Wallace (1917-91) was president of Mount Saint Vincent University (MSVU), Canada’s only degree-granting women’s post-secondary institution, from 1965 to 1974. Wallace’s appointment coincided with a transformative era not only in the North American post-secondary landscape, but also in the Roman Catholic Church and the women’s movement. Wallace was acutely aware that this combination of factors would require a transformation of MSVU itself for the institution to survive the next decade. Wallace ultimately strengthened MSVU’s identity and gave it a more outward-looking vision by embedding many of the goals of second-wave feminism, including the recommendations of the Report of the Royal Commission on the Status of Women in Canada (1970), in the University’s renewal. She also gave the university a more national profile through her work on the executive of the Association of Universities and Colleges of Canada (AUCC), including in 1973 as their first woman president.
APA, Harvard, Vancouver, ISO, and other styles
10

Ballano, Vivencio O. "The Social Sciences, Pastoral Theology, and Pastoral Work: Understanding the Underutilization of Sociology in Catholic Pastoral Ministry." Open Theology 6, no. 1 (September 4, 2020): 531–46. http://dx.doi.org/10.1515/opth-2020-0132.

Full text
Abstract:
AbstractApplying sociological imagination and theological perspectives and using some secondary literature that focus on the American pastoral experience, this article explains why sociology and the social sciences are underutilized in the pastoral ministry of Catholic priests despite the Catholic Church’s openness to human sciences’ contributions to evangelization after the Second Vatican Council. In particular, it examines how the (i) uneasy alliance between Catholic theology and sociology, (ii) overemphasis on the invisible and theological dimension of the Church in current ecclesiologies, (iii) highly philosophical and theological clerical education which sidelines the empirical sciences in clerical pastoral work, and (iv) dominance of the individualist approaches of clinical psychology in pastoral theology have greatly contributed to the neglect of sociological inquiries and perspectives in clerical formation and pastoral ministry. It also argues that a genuine pastoral care must be based on a holistic and empirical assessment of the pastoral needs of parishioners by priests using sociology and the social sciences before it prescribes a plan of action for pastoral care to accurately inculturate the Christian message in today’s technological culture.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Catholic Church Education Education, Secondary"

1

Sullivan, John William. "Catholic education : distinctive and inclusive." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.

Full text
Abstract:
The thesis examines the coherence of the claim that Catholic education is both distinctive and inclusive. It clarifies the implications for church schools of a Catholic worldview and situates Catholic schools in the context of (and subjects them to scrutiny in the light of) alternative liberal philosophical perspectives in our society. Central questions explored are: what is the nature of, foundation for and implications of the claim that Catholic schools offer a distinctive approach to education? To what extent does the claim to distinctiveness entail exclusiveness or allow for inclusiveness? How far can distinctiveness and inclusiveness (in the context of Catholic education) be reconciled? An extended commentary on key Roman documents about Catholic education is provided. This is related to the particular context of Catholic schools in England and Wales, where an ambivalence in the purposes of Catholic schools is indicated and a way for them to avoid the ambivalence by being both distinctive and inclusive is suggested. The study works at the interface between Christian (and more specifically Catholic) theology, philosophical analysis and educational theory and practice with regard to the raison d'etre of Catholic schools. Through a retrieval and application of the notion of 'living tradition' it is shown that within Catholicism there are intellectual resources which enable Catholic schools to combine distinctiveness with inclusiveness, although there will be limits on the degree of inclusiveness possible. In the face of criticisms of their potentially inward-looking role in a pluralist society, it is argued that Catholic schools contribute to the common good. The argument should enhance clarity about purpose for Catholic educators in England and Wales. It also has implications for Catholic schools elsewhere and for other Christians and for people of other religions in the practice of their oit forms of faithbased education.
APA, Harvard, Vancouver, ISO, and other styles
2

Tan, Kang John, and 陳岡. "Church, state and education during decolonization: catholic education in Hong Kong during the pre-1997political transition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29947121.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

DeLuca, Lorraine Susanna. "Adult education and the ambivalence of the Catholic Church towards modern American society, in the Archdiocese of New York: 1860-1911/by Lorraine Susanna DeLuca." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11586825.

Full text
Abstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Typescript; issued also on microfilm. Sponsor: Douglas M. Sloan. Dissertation Committee: William B. Kennedy. Includes bibliographical references (leaves 308-323).
APA, Harvard, Vancouver, ISO, and other styles
4

Quinly, Neil. "Response to Mission: Students' Experience of Catholic Social Teaching in an Inner City Catholic Elementary School." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/562.

Full text
Abstract:
This qualitative case study begins with the reasoning that a central concern and mission of the Catholic Church is social justice. Catholic schools, as institutions of the Church, are intentional in responding to this central concern and mission. This study attempted to explore how schools fulfill this mission, and in so doing, how students experience three identified principles of Catholic social teaching. This qualitative case study suggests that the school's response to mission will be found in the students' experience. This qualitative case study conducted a thorough review of the literature and research pertaining to Catholic social teaching, the history and purpose of inner city Catholic schools, and the Catholic school as a community. The researcher employed the use of observations, focus group interviews, and document review to investigate the research question: How do students in an inner city Catholic elementary school experience three essential principles of Catholic social teaching: Life and dignity of the person; Call to family, community, and participation; and Preferential option for the poor and the vulnerable? The methodology for this study was designed as socially committed research, to provide a way of knowing for both researcher and participants.
APA, Harvard, Vancouver, ISO, and other styles
5

Tan, Kang John. "Church, state and education during decolonization : catholic education in Hong Kong during the pre-1997 political transition /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451400.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cosgrove, Oliver. "The state, the churches and education in Northern Ireland : implications for education for mutual understanding." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366680.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cahill, Cathleen M. "A parish education program in preparation for Sunday celebration in the absence of a priest." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Davis, Paul W. "A historical study of American Catholic education and the oral histories of Archbishop Elder High School teachers." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1083700873.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mallon, Matthew R. "Male Chinese Student Transitions to Life in an American Secondary Catholic Boarding School." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588512.

Full text
Abstract:

The purpose of this qualitative study was to understand the perceived experience of Chinese students during their first year attending a Catholic co-educational boarding and day school in the United States. Data collection included semi-structured interviews of five current students, a faculty and staff questionnaire, and an analysis of the schedule of events for the new boarding student orientation. The data was analyzed using the inductive method for data analysis. The data showed that Chinese students face challenges in four key areas: 1) academic adjustment; 2) social adjustment; 3) emotional support; and 4) developing autonomy. Differences between Chinese culture and American culture provide challenges across the four key areas, leading culture to be best suited as a lens for analyzing the challenges faced by Chinese students transitioning to life at an American boarding school. There should be continuing research to identify the challenges faced by other ethnic and cultural groups in adjusting to life at boarding schools.

APA, Harvard, Vancouver, ISO, and other styles
10

Livraga, Patrizia. "Education in Hong Kong, 1858 - 1894 Bishop Timoleone Raimondi's epoch /." Thesis, [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Catholic Church Education Education, Secondary"

1

DiGiacomo, James. Teaching religion in a Catholic secondary school. Washington, DC: National Catholic Educational Association, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

The Catholic Church and the secondary school curriculum in Ireland, 1922-1962. New York: P. Lang, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Beyssat, Bertrand Dupin de. 1850-1959: Une histoire de l'enseignement secondaire catholique dans le diocèse de Nantes de la loi Falloux à la loi Debré. Nantes: Editions Opéra, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Catholics schools and faith-education: A pastoral empirical exploratory research on the effectiveness of faith-education in the Catholic higher secondary schools in Tamil Nadu. Bangalore: Kristu Jyoti Publications, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

González, Dionisio Cueva. Las escuelas pías de Aragón. [Zaragoza]: Gobierno de Aragón, Departamento de Educación y Cultura, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Donder, Vic de. Kom eens naar mijn kamer: Een halve eeuw collegeleven in Vlaanderen. Leuven: Van Halewyck, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Trafford, Larry. Educating the soul: Writing curriculum for Catholic secondary schools : a resource tool. Toronto, Ont: Institute for Catholic Education, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Catholic Church Education Education, Secondary"

1

Akala, Winston Jumba. "The Challenge of Curriculum in Kenya’s Primary and Secondary Education: The Response of the Catholic Church." In International Handbooks of Religion and Education, 619–35. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fleming, G. P. Joe. "Catholic Church documents on religious education." In International Handbooks of Religion and Education, 607–20. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_43.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Schuttloffel, Merylann “Mimi” J. "Catholic Schooling in a Global Church." In International Explorations of Contemplative Leadership in Catholic Education, 9–19. First edition. | New York: Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780367086886-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lin, Peter Yao-tang, and Beatrice K. F. Leung. "Taiwan Catholic Higher Education: Its Contribution to the Greater China Region." In The Catholic Church in Taiwan, 153–77. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6665-8_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jogan, Maca. "Slovenia: Social Changes and () Politicization of the Catholic Church." In Education in Post-Conflict Transition, 61–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56605-4_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

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

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Catholic Church Education Education, Secondary"

1

Brijaková, Annamária. "Information and digital literacy of teachers in Slovakia an their adaptation on homeschooling." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.69.

Full text
Abstract:
The pandemic situation rapidly changed the way of education throughout the whole world. Teachers had to adapt to the virtual environment and started to use new media which many of them did not know before. In Slovakia, for some of them, it was a new opportunity how to transform education into the 21st century, others saw it as a challenge for learning to use innovative methods and technologies but many teachers perceived this period as very de-manding. Differences have emerged not only between individual schools but primarily bet-ween teachers themselves. The aim of our research during the closure of the schools was to map the situation regarding teacher education in information and digital literacy and their readiness to use technologies during a pandemic situation. The research was carried out using a questionnaire method with a total of 1670 participants. It was filled in by primary and secondary school teachers, inc-luding all types of schools (public, private, church and special).
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Catholic Church Education Education, Secondary' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography