Dissertations / Theses: '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/.

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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.

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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.

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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.

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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).

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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11

McKenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." McKenna, Eugene (2005) The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/198/.

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Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded. The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes. The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel. This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.

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Pollard, Susan J. "An investigation of the Catholic Leadership Education Programme in South Australia /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmp772.pdf.

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Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1992.
Analyses the Catholic Leadership Education Programme in the archdiocese of Adelaide in terms of the work of Paulo Freire and Carl Jung. Spine title: The Catholic Leadership Education Programme. Includes bibliographical references (leaves 255-260).

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

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Marlatt, Eva Strohm. "Effects of accelerated instruction on achievement gains of underprepared Catholic high school freshmen." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570376.

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Educational leaders have many choices of organizational, curricular, and instructional interventions for academically underprepared high school freshmen. In the past decade, doubled instructional time in core subjects has become an increasingly popular intervention in large public school districts. Results so far have been mixed and there are no studies investigating the effects of this strategy in the private school sector. The purpose of this retrospective, pretest-posttest quasi-experiment with nonequivalent groups was to examine whether significant differences existed in the academic achievement gains of academically underprepared Catholic high school freshmen who received double-dosed mathematics and/or English instruction during ninth grade compared to equally underprepared peers who did not. The study used a dataset of 493 cases from an urban Catholic diocese in the San Francisco Bay Area. Academic achievement data consisted of archived mathematics and reading scores from two standardized, norm-referenced batteries with a published predictive validity metric of r = .83 (pretest: HSPT, posttest: PLAN). Independent t-test, ANCOVA, and ANOVA analyses were conducted to identify differences between group means and variances. Analyses revealed no statistically significant differences in posttest scores in mathematics or reading between the groups, challenging existing assumptions from previous effectiveness findings in the public school sector. The results indicate that, as a stand-alone intervention, doubled instructional time in the core subjects does not accelerate achievement gains for academically underprepared freshmen at urban Catholic high schools.

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Obi, Josephine Iwebuno Iwebuno Josephine. "Catholic education in Nigeria and the teaching apostolate of the Franciscan Sisters of the Immaculate Conception." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Griffiths, William Robert, and res cand@acu edu au. "Parent Expectations of Catholic Secondary Education: A study over time in one particular school." Australian Catholic University. Department of Educational Leadership, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp206.10082009.

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This thesis explores the expectations that parents had of a particular Catholic secondary school for boys during the first half of the 1990s. By exploring in some detail the expectations of one group of parents whose children attended one particular Catholic secondary school in suburban Adelaide (South Australia), the research illuminates the larger issue of the changing nature of parent expectations of Catholic secondary schooling, and how these expectations were being shaped in the last decade of the twentieth century. The social, educational and ecclesial context within which Catholic secondary education operates has altered in the three decades following the Second Vatican Council (1962-1965). The literature reviewed in this thesis indicates that parent expectations of Catholic secondary education in the 1990s were increasingly shaped by a complex variety of factors beyond traditional religious or denominational loyalty. The post-1973 organisational and administrative structures established for the delivery and development of Catholic schooling in Australia reset the centralisation/decentralisation balance. These changes in administrative centre of gravity have of themselves created a climate in which a greater range of parent expectations is evident. This research used an established questionnaire to gather data from parents about their expectations of the school as their sons entered the first year of secondary schooling. The same parents were then surveyed four years later to gauge the extent to which they believed the school had met their expectations. Exploratory analyses were conducted to investigate if there were significant statistical differences in parent expectations, or in parent perceptions of the school's meeting their expectations, that were due to different parent characteristics. In particular, the research investigated whether parent gender, religion, religious practice, level of education, or length of parent association with the school played a significant role in parent expectations. A further important research aim was to investigate the statistical properties of the research questionnaire, first used to explore parent expectations of Catholic secondary education in the early 1980s, and to suggest appropriate changes to the way in which the items and scales of the questionnaire were constructed. Eight of the nine scales of the research instrument, whether used in the first round of the survey (as the student entered Year 8, and parents were asked what their expectations were in anticipation of their child's Catholic secondary education) or the second round (as the student entered Year 12, and parents were asked to indicate the degree to which the school had met their expectations) were found to be reliable. The results from the research reported in this thesis indicate that the parents believed that the school in large measure met their expectations. The results also demonstrate that, for these parents, there was no significant relationship between their expectations of the school and the sample characteristics of parent religion, gender, or level of education. Only two parent characteristics were found to demonstrate a significant relationship with parent expectations as measured by the questionnaire scales: the frequency of parent religious practice (as measured by reported church attendance) and whether the parents had earlier enrolled their sons in the primary section of the school. A more finely-nuanced examination of the data indicated that parent religion and parent gender may indeed have an influence on parent expectations of the school, but that the influence of these parent characteristics on parent expectations of the school are mediated by the degree to which the parents practice their religion. This research appears to confirm that parent expectations of Catholic secondary schooling are not a simple function of parent religion. The research indicates that parents, whether Catholic or not, whether practising church goers or not, tend to share a reasonably coherent view of what a Catholic secondary education should include, and of what constitutes a

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McCavera, Patrick. "Church/state relationships and Roman Catholic schools in Northern Ireland 1922-1996." Thesis, Queen's University Belfast, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361230.

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Grimaldi, Joseph Raymond. "The role of pastors of souls in Catholic education a comparative study of the 1983 code in light of Vatican II and post-conciliar documents /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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

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

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Stewart, Dalys A. "Principals' post-observation feedback and its influence on teacher professional growth at two Southern California Catholic high schools." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588574.

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The principal plays a key role in establishing a culture of collaboration and ongoing learning, and his/her actions related to effecting change are vital to the success of the school. A principal can contribute to the advancement of teacher expertise by engaging in specific behaviors. One such behavior is focused feedback, which leads teachers to reflect on their instructional routines. Given with intentionality, it is a powerful tool. Therein lies the motivation for this study.

The purpose of this qualitative, phenomenological study was to examine the practices in which principals engage during classroom post-observation feedback, and their effect on teacher professional growth. Seven teachers at 2 Southern California Catholic high schools were interviewed to capture their perceptions of the effect that principal feedback has had on their professional growth. Although much research has revolved around the impact that principals' actions have on the enhancement of teacher practice, very little research has focused on these effects from the perspective of the teacher. Capturing teachers' perceptions about the way their principals' actions impact their instructional practice may add to the existing body of knowledge in the field of education related to the way principals promote the use of effective practices at their schools. It may also shed light on the need for the teacher's voice to be heard and taken into consideration when making decisions on and implementing policies that are directly related to improving teacher practice.

Three main ideas emerged from a review of the existing literature: (a) there is a direct connection between the principal's actions and teachers' professional growth; (b) principal feedback produces lasting changes in instructional practice, especially when given immediately following the teaching; and (c) teachers are reflective practitioners seeking to improve their practice on an ongoing basis. Educational institutions may be able to utilize the findings of this study to inform their practice, and or to re-examine their policy on evaluation processes.

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Beck, Ashley. "Catholic social teaching in the contemporary church : towards a radical and prophetic methodology." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685067.

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Beaumier, Casey Christopher. "For Richer, For Poorer: Jesuit Secondary Education in America and the Challenge of Elitism." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104064.

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Thesis advisor: James O'Toole
In the 1960s American Jesuit secondary school administrators struggled to resolve a profound tension within their institutions. The religious order's traditional educational aim dating back to the 1500s emphasized influence through contact with "important and public persons" in order that the Jesuits might in turn help direct cultures around the world to a more universal good. This historical foundation clashed sharply with what was emerging as the Jesuits' new emphasis on a preferential option for the poor. This dissertation argues that the greater cultural and religious changes of the 1960s posed a fundamental challenge to Catholic elite education in the United States. The competing visions of the Jesuits produced a crisis of identity, causing some Jesuit high schools either to collapse or reinvent themselves in the debate over whether Jesuit schools were for richer or for poorer Americans. The dissertation examines briefly the historical process that led to this crisis of identity, beginning with the contribution of Jesuit education to the Americanization of massive numbers of first and second-generation immigrant Catholics as they adjusted to life in America in the first half of the twentieth century. As Catholics adapted, increasingly sophisticated American Jesuit schools became instrumental in the formation of a Catholic elite, and many of the institutions found themselves among elite American schools. This elite identity was disrupted by two factors: the cultural volatility of the 1960s and the Jesuits' election of a new leader, Pedro Arrupe. While some Jesuit educators embraced Arrupe's preferential option for the poor, others feared it would undercut the traditional approach of outreach to the elite. Through a case study of one Jesuit boarding school, the dissertation seeks to expand our understanding of the impact of 1960s social change into the less-explored realms of religion and education
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: History

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Fenchak, Richard J. "The experience of the Catholic Diocese of Richmond with ESEA Title I, April 1965--December 1976." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/50016.

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Title I of the Elementary and Secondary Education Act of 1965 was envisioned as a way to improve society by helping to equalize educational opportunities for economically and educationally deprived school children. The law provided for students in nonpublic schools to receive services commensurate with those received by their public school counterparts. This dissertation describes and analyzes the implementation of Title I of ESEA and amendments, in the Catholic Diocese of Richmond, Virginia, from April 1965 through December 1976. The implementation of Title I in diocesan schools resulted in a conflict between church and state. An historical study in church-state relations, this study provides documentation of the conflict and a view of the issues, events and results. Positions of some officials of the Richmond diocese, the Virginia Department of Education, the U.S. Office of Education, and the U.S. Catholic Conference are presented. Three chronological phases of Title I implementation between April 1965 and December 1976 are identified. Efforts of diocesan officials to secure Title I services for children in schools of the diocese varied in concert with events and issues and the personalities of the leaders throughout the time frame. The study documents that the amounts of services parochial school children received were determined, to a large extent, by external factors not under the control of the Richmond diocesan staff. The issues involving the implementation of Title I (now Chapter I, ECIA) remain unresolved. The dissertation suggests the need for future study regarding the implementation of Title I for the period following December 1976. A number of general hypotheses about church and state relationships; about administrative processes in state, federal, and church bureaucracies; and about leadership emerged from the study. These generalizations are presented as empirical propositions.
Ed. D.
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Meyer, Robert S. "The director of religious education in parishes in the U.S.A. rights, responsibilities, and relationships /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Holmquist, Ann Louise Conley. "Walking the Labyrinthine Pathway: An Ethnographic Perspective on Forming Persons-In-Community in a Catholic Secondary School." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/549.

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Catholic schools make distinct claims about their mission and the identity of their schools as communities - places where teachers and students are to be formed as "persons-in-community" (Bryk, Lee & Holland, 1993; National Conference of Catholic Bishops [NCCB], 1972). Yet, there is a paucity of qualitative research that has explored the experiences of beginning teachers' induction into Catholic school communities. One way to address this lacuna is to use ethnographic methods to explore the experiences of beginning teachers and write a thick description (Goeertz, 1973) of the newcomers' experiences. I conducted such a qualitative inquiry at Our Lady of Grace Academy (OLGA), an independent, Catholic girls day and resident college-preparatory school. I spent one semester with a group of six newcomers-four classroom teachers, an academic counselor, and a librarian/technology specialist-as a participant observer in their daily work lives. Implementing qualitative ethnographic methods, encompassing life history interviews, participant observation, and journal writing, newcomers described their experiences and dispositions on topics germane to Catholic school mission and community, in particular, what brought newcomers to OLGA in the first place and their experiences of a sense of membership in the community by way of their socially mediated participation in multiple communities of practice. Time constraints and my insider status were limitations. The goals of the study were met, but more conclusive findings would have resulted from a longer study. There were limits to what I could ethically report due to the fact that I conducted fieldwork on my own workplace. Ethnographic inquiry is a viable way for a practitioner to conduct research because the workplace is where the practitioner will need to exercise his or her best observation and listening skills. Using creative analytic processes (CAP) ethnographies (Richardson & St. Pierre, 2005), the findings of the study take shape around the participants' walk along a metaphorical labyrinthine pathway. Vignette's of newcomer's experiences unfold to dialogic interplay with theory. The dissertation culminates with insights and multiple truths that surfaces along the way, additional questions that resulted, and recommendations for implementing ethnographic methods as a way into induction practices in Catholic secondary schools.

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Lydon, John. "The contemporary Catholic teacher : a reappraisal of the concept of teaching as a vocation in the Catholic Christian context." Thesis, St Mary's University, Twickenham, 2011. http://research.stmarys.ac.uk/505/.

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In unpacking the concept of teaching as a vocation in Chrisrian tradition, the research aims to articulate the essential interconnectedness between four elements: * Christ as the foundation of Christian vocation - biblical perspectives, focusing particularly on the concepts of discipleship, emulation and charism * The way in which that vocation has developed within Christian tradition - historical perspectives focusing on two Religious Orders, the Salesians of Don Bosco and the Sisters of Mercy. * Current conversations in the academy concerning teaching as a vocation - contemporary perspectives including the notion of spiritual capital, the sacramental perspective, a renewed focus on interiority, vocation as a convergence between self and service and current challenges to the concept of teaching as a vocation. * Vocation demonstrated in the perceptions and motivations of practitioners - quantitative and qualitative research. The former involved in-depth interviews with twelve practitioners encompassing a wide range of ages and stages of career progression. The interviews were patterned in three stages: personal religious commitment. Quantitative research was introduced in an attempt to corroborate the findings emergent from both the critical retireval of literature and the in-depth interviews. The research findings were then analysed in the light of the literature review and this was followed by a chapter in which conclusions were reached, structured around the principal elements of both the literature review and the empirical research. Based on these conclusions, a series of recommendations are put forward, focusing primarily on the maintenance of formation programmes both at Diocesan and Relitious Order level, the challenge to address the complementary aspects of Chrsitain vocation such as family commitments in the context of teaching, then explore futher what might be meant by 'integrity of life'. The thesis concludes strongly that the notion of commitment permeates the empirical evidence to the extent that it echoes that of the first disciples of Jesus and the pioneers within Religious Orders who constituted "an example of the unreserved and gratuitous "gift" of self to the service of others in the spirit of their religious consecration." (Congregation for Catholic Education: 1997).

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Wayt, William K. "A Project to Discover to What Extent the Catholic Church Includes People WithDevelopmental Disabilities in The Life of the Church." Ashland Theological Seminary / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=atssem1604502149401935.

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Aguilar, 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.

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The 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.

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Holland, Mary Griset. "The British Catholic press and the educational controversy, 1847-1865." New York : Garland, 1987. http://catalog.hathitrust.org/api/volumes/oclc/16900946.html.

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De, Souza Marian, and res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum." Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.

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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.

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Galipeau, Gerald H. "Toward a more effective implementation of the rite of Christian initiation of adults." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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Mahamba, Barbara. "The Roman Catholic Church and girls' and women's education in South-Western Zimbabwe, 1887-1965." Thesis, Oxford Centre for Mission Studies, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732956.

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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.

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The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.

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Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.

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This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.

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Boyle, Patricia. "Exploring Potential Connections between Philadelphia-Area Catholic High School Experiences and Graduates' Later Life Pathways| Are These Schools Helping to Shape Service-Oriented Citizens?" Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600942.

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As the continuous search for educational alternatives in Philadelphia intensifies, one only has to look at the current landscape, our surrounding communities, and fiscal pressures to appreciate the need for better alternatives to our public system. This study examines one such “alternative,” though long-standing education model, Philadelphia’s Catholic schools. Within these schools, perhaps we have leaders and a system that may be positioned to play an even greater role in providing a set of experiences that may impact the later life pathways of graduates, potentially predisposing them to community or civic service interests in their adult lives. I have completed an analysis of recollections of Catholic high school graduates across multiple graduation eras and collected insights from their narratives, to help illuminate those potential connection points. Further, unlike many previous longitudinal and correlational studies, in both Catholic and secular schools, I have conducted qualitative research to map earlier student experiences to current-day life practices and dispositions. Through surveys, one-on-one interviews and a focus group with graduates of Philadelphia’s area high schools, I am surfacing findings to determine if graduates are embracing certain values from their experiences and whether and how this may have helped shaped their civic and community interests years later.

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Khama, Dira. "Church and state partnership in education : perceptions of education administrators and community members in secondary schools in Lesotho." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367334.

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Fleming, Gerard Patrick, and res cand@acu edu au. "An Analysis of Religious Education Coordinators’ Perceptions of their Role in Catholic Secondary Schools in the Archdiocese of Melbourne." Australian Catholic University. School of Religious Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp17.16082005.

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This thesis analysed Religious Education Coordinators’ perceptions of their role in Catholic secondary schools of the Archdiocese of Melbourne from 1970 – 2000. The theoretical framework for the study, which was reported on in this thesis, was drawn from Catholic Church documents on religious education at both international and national levels, and from the work of researchers within the field of religious education. In particular the study investigated the diversity of language used to describe religious education and religious education theory and analysed the significance that this has had in the development of an understanding of the role of the Religious Education Coordinator. It was argued that there were significant factors in the development of the role of the Religious Education Coordinator that included changes in the understanding of the nature and purpose of religious education during the second half of the twentieth century. In addition there were historical factors peculiar to the Archdiocese of Melbourne that played an important part in the understanding of the RECs role. Quantitative data in the form of annual survey material (1988-1999) from the Catholic Education Office Melbourne provided a framework for the empirical component of the research. The empirical component involved the interviewing of Religious Education Coordinators from a deliberately selected sample that covered the range of skills and experiences deemed necessary in the research. The purpose was to ascertain from the perspective of the Religious Education Coordinators themselves how they analysed their role. Grounded theory methodology was used as the basis for the inductive analysis of the data that emerged from the in-depth interviews. Theory that was generated on the role of the Religious Education Coordinator includes: the importance of an understanding of the theoretical dimensions of religious education and the role of the Religious Education Coordinator; an elaboration of the role of the Religious Education Coordinator in the school context and the necessary skills and attributes that are required to meet the challenges in the role; and the complexity of the challenges that are faced by the Religious Education Coordinator.

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Campbell, Jeffery R. "High school teachers' knowledge of legal parameters regarding church/state issues." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280132.

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This study considered the nature of a disconnect that appears to exist between high school teachers' understanding of church/state legal parameters and actual church/state legal parameters in the public school context. A survey was given to the 175 high school teachers in a Southwestern high school district. 115 teachers (approximately 66%) from each of the two high schools in the district responded. The survey described thirty-three church/state scenarios in the public school context and teachers were asked to indicate whether they thought scenarios characterized situations that were constitutionally appropriate, constitutionally inappropriate, or whether they didn't know. It was concluded that respondents in this sample had considerable misperceptions about church/state legal parameters. Rather than disclosing what specific topics were least and most understood, it was found that teachers classified scenarios sometimes correctly and sometimes incorrectly within the same topic area. Consideration of these findings in light of communications theory, particularly as it pertains to theories of Supreme Court influence, suggests that teachers' knowledge of church/state legal parameters could be more accurately described as a set of cognitive heuristics (rules of thumb), as opposed to a deep understanding of case law. Narrative responses and analysis of specific church/state topic areas also lent credence to this conclusion. Potential kinds of heuristics emerging in the data were also considered. Implications for teacher training teachers were discussed. Areas for future research were suggested.

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Knowles, Catherine. "Moral education in Catholic secondary schools : a statistical study of student responses in England and France." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433123.

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Maroney, Michael, and res cand@acu edu au. "An Exploration of a Contemporary Youth Spirituality Among Senior Students in Three Catholic Schools." Australian Catholic University. Religious Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp177.11112008.

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The theory and practice of Catholic schooling, particularly with respect to religious education, have the purpose of promoting the spiritual and moral development of young people. This includes a special emphasis on acquainting them with the religious traditions and spirituality of the Catholic Church. Because Catholic schooling has always endeavoured to meet the religious and personal needs of students, there has been an ongoing interest in monitoring the spirituality of youth to inform the development and planning of a relevant and effective religious education. Hence, there has long been an interest within the Catholic education sector in research on youth spirituality. A significant volume of research has been conducted on the spirituality of contemporary youth within the last decade. This has included a number of major studies in Australia (Crawford and Rossiter, 2006; Flynn and Mok, 2002; Hughes, 2007; Mason et. al. 2005, 2007) and in North America, Smith & Denton (2004). This project reports on an empirical investigation of the views of senior school students in three metropolitan Catholic schools in Australia. The first part of the study, a literature review, provided an opportunity to review research on the spirituality of young people to give a broad perspective on developments and issues, particularly for young people in westernised cultures. The first section of the review considered the way in which structural development theories have been used to interpret young people’s spirituality. The second section explored research related to the components and development of youth spirituality. The third section examined a number of cultural influences on young people’s spiritual and moral development. The second part of the project canvassed the views of all 207 Year 12 students in three metropolitan Catholic high schools about their understanding of spirituality and about the links between their spirituality and the experience of Catholic schooling. Each school has its own gender, charism, and multicultural dynamic. A systematic questionnaire provided quantitative data, a summary of which was then discussed in focus groups of students in each of the three schools. In this way, students were invited to interpret the empirical data and to attempt to explain why young people thought and felt as they did – yielding qualitative data. The focus groups also responded to an innovative use of cartoon caricatures of God which prompted participants to talk about the ways in which they and other teenagers imagined God and God’s role in the world and in their own lives. The study contributed to the current body of research information on youth spirituality, especially in a sample group of senior school students in Catholic schools. The key findings were: Evidence that youth spirituality is both eclectic and diverse; Evidence of some non-religious elements to spirituality; it is not linked exclusively with religion; Young people are conscious of their roles in ‘choosing’ and ‘constructing’ a spirituality, rather than just accepting a ‘traditional’ pattern of spirituality; Acknowledged a strong parental influence; also the importance of friends; While a number of students identified their spirituality as ‘religious’, the trend was a spirituality that was not as strongly rooted in religious traditions as was the case for previous generations; The most prominent image of God for this sample of young people was a God of unconditional love and forgiveness. There was less emphasis on a ‘checking’ and ‘punishing’ God that seemed more prominent for earlier generations of Catholics. In discussing the meaning and significance of the empirical data, a comparison was made between the results of this study and those of five recent major studies of youth spirituality examined in the literature review. In conclusion, the project explored a number of issues and implications for educators interested in the spiritual and moral education of young people, especially in the Catholic education sector. These included: In the light of a significant and continuing increase in both ‘individualism’ and ‘moral selfreliance’ in children and adolescents, there is a need for refinement in the ways developmental theories (such as those of Kohlberg and Fowler in particular) are used for interpreting the spiritual and moral development of young people; There is a need for further understanding of how cultural factors like ‘postmodernity’, ‘individualism’ and ‘relativism’ affect young people’s spirituality, particularly as regards linkage with religious traditions; Young people’s images of God and their ideas about how God might ‘work’ within the world are key transcendent elements to youth spirituality; Planning for a ‘relevant’ religious education – which helps young people negotiate contemporary spiritual/moral issues, as well as provide access to spiritual heritage – needs to take into account the findings of research on youth spirituality.

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Swarbrick, M. A. "The Roman Catholic interest in State aided elementary and secondary education in England and Wales from the Education Act of 1902 to the Education Act of 1936." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355844.

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Rosseau, Pauline Anne. "The staff's vision of a catholic school: a case study of an independent catholic school in South Africa." Thesis, St Augustine College of South Africa, 2006. http://hdl.handle.net/20.500.11838/2142.

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Thesis (MPhil (Education))--St Augustine College of South Africa, 2006.
One of the fundamental aspects of my work as Religious Education Coordinator of an Independent Catholic School in South Africa is to ensure that the vision and distinctive character of the school in which I work is aligned to the vision for Catholic Schools as described by Church documents'and other leading authors on the subject. Every member of the teaching staff employed by the Independent Catholic School (The School), has to sign a contract in which is included the sentence: "The Teacher has an obligation to respect, promote and support the Catholic Ethos and the special character of the School". This obligation is based on the assumption that the daily practice of teachers is a critical element contributing to the ethos of The School. The Sacred Congregation for Catholic Education, in its document The Catholic School (1977), states that: "By their witness and their behaviour teachers are of the first importance to impart a distinctive character to Catholic Schools" (#78). More recently, Me Laughlin states: "Every teacher, it has been argued, can and should make some sort of contribution to this distinctiveness [of the school] and this contribution should feature in their formal appraisal" (Mc Laughlin 1999: 73).

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De, Vera Jose Carlo. "Online Professional Development| Implications on Self-Efficacy Levels and Classroom Instruction for Teachers in a Catholic High School." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3726488.

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Online professional development (online PD), the acquisition of new skills and knowledge related to the teaching profession via the Internet, is an emerging field for teachers. This mixed- methods research explored the impact of an online PD program on high school teachers’ self-efficacy levels, classroom instruction, and the role that school culture played on teachers accepting or rejecting the online PD. Within a social cognitive theory lens, this study helped frame teacher attitudes and adult learning in the context of school culture.

Phase 1 of this study used quantitative data from two surveys called PRE and POST, which were taken before and after the online PD program, respectively. Qualitative data were collected in Phase 2, using the International Society for Technology in Education Classroom Observation Tool (ICOT), participants’ journal reflections, and interviews. Findings indicated statistically significant changes in self-efficacy levels for eight of the 21 survey items and minimal changes in technology use during instruction. Furthermore, various aspects of school culture independently affected teachers’ inclination to accept or reject the online PD. Findings supported the concept of designing personalized professional development programs tailored to the individual’s specific learning styles, attitudes, and experiences of school culture.

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McKinney, Stephen John. "Catholic schools in Scotland mapping the contemporary debate and their continued existence in the 21st century /." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/193/.

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Thesis (Ph.D.) - University of Glasgow, 2008.
Ph.D. thesis submitted to the Faculty of Education, Department of Religious Education and the Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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McNamara, J. David. "Re-imaging catechesis, an approach to intergenerational cooperative learning in sacrament preparation." Chicago, Ill : McCormick Theological Seminary, 1999. http://www.tren.com.

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Mucci, Angela Marie. "Guided by the Spirit: Understanding Student Behavior and Theological Philosophy Through the Lens of Secondary Catholic School Teachers." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3257.

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The purpose of this study was to examine how secondary Catholic school teachers perceived problem behavior exhibited by students with or without disabilities based on their theological philosophy. Using the methods identified in grounded theory, seven secondary Catholic school teachers were interviewed to gain an understanding of the extent to which a theological philosophy was reflected in their perceptions, responses, and policies towards behavior challenges/problems. In order to conceptualize and contextualize the notion of a "theological philosophy," this study utilized three tenets of Catholic Social Teaching (dignity of the human person, common good, and preferential option for the poor and vulnerable) and the notion of hospitality to the stranger. The majority of teachers perceived behaviors showing a lack of respect towards themselves or peers as what they considered to be a behavior problem with few teachers discussing incidences of behavior that were exhibited by students with disabilities. Many teachers responded to behavior verbally as well as believed they had a role in providing interventions or support for behavior problems, and while this was the case, not all teachers differentiated behavior consequences for students with disabilities. School policies were found to inform more how secondary Catholic school teachers responded to behavior challenges/problems with teachers citing factors that affected how they implemented the school policies. The notion of a theological philosophy was found to be reflected in these teachers' perceptions and responses in relation to the dignity of the human person and common good tenets of Catholic Social Teaching with teachers believing the notion of a theological philosophy was not reflected to a great extent within school policies. Findings from this study point to the individuality of the teacher. While these seven teachers taught within the context of a secondary Catholic school, each brought to their practice their own beliefs, expectations, and faith. Consequently, this affected not only how they perceived and responded to behavior challenges/problems, but the extent to which a theological philosophy was reflected in their perceptions and responses towards behavior challenges/problems.

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Mention, Brittany LeVonne. "21st Century Segregation: An analysis of racial disparity in Midwest Ohio Parochial schools." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1533165949620468.

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Mckenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070326.142406.

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Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded. The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes. The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel. This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.

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Collins, Caron L. "A study of the instrumental music programs in the secondary Catholic Schools of the United States." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180115929.

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Francis, Rick. "Secondary school principals' perception, attitude, and knowledge of religious activities in Missouri public schools /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974628.

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

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