ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward a Pedagogy Grounded in Christian Spirituality
Author: Shimabukuro, Gini
Date: 2008-06-00
Type: Journal Articles
Subjects: Spiritual Development,Best Practices,Catholic Schools,Catholics,Religious Factors,Christianity,Educational Philosophy,Teaching Methods,Teaching Models,Generational Differences,Instructional Development,Grounded Theory,Scientific Principles

Church documents, theology, leadership theory, and sociology come together in this article to present a pedagogy for Catholic schools that is deeply rooted in a personal faith and a contemporary understanding of the person. In order to construct a conceptual model of a pedagogy grounded in Christian spirituality, the meaning of the term "pedagogy" will be explored, along with the evolution of three pedagogical models as they relate to the millennial generation. The term "spirituality" will be investigated, particularly as it relates to teaching and learning in a Catholic context, incorporating the work of Jacobs (2005) who suggested five spiritual components that equip the teacher to implement a spiritually-based pedagogy. Finally, a New Science model for teaching and learning, along with best practice methodologies that support the spiritual development of students, will be introduced as a pedagogical foundation for Catholic schools. (Contains 1 table and 3 figures.)
Through the Glass Darkly: New Paradigms for Counselors, Courage, and Spirituality in Contemporary Education
Author: Goodell, Judy
Date: 2008-06-00
Type: Journal Articles
Subjects: Models,Change,School Counselors,Counselor Role,Identification,Problems,Holistic Approach,Social Development,Spiritual Development,Mentors,Religious Factors

This article proposes a paradigm shift in the view of the school counselor role. Evolving from the dualistic mind/body split of traditional physics, counseling has largely focused on problem identification and attempting to fix what is wrong. The new sciences of chaos and complexity invite a more holistic view, with the psychospiritual development of all students seen as an appropriate part of a comprehensive education. School counselors are well placed to mentor the psychospiritual development of all students and to facilitate the presence of spirituality on school sites. Two complementary models, Courage to Teach/Lead and the Ignatian model of Spiritual Discernment are presented with discussion of how their principles and practices might be applied by counselors engaged in this role shift.
Complexity, Connections, and Soul-Work
Author: Bloch, Deborah P.
Date: 2008-06-00
Type: Journal Articles
Subjects: Organizational Theories,Group Dynamics,Organizational Change,Social Change,Career Development,Social Systems,Social Networks,Spiritual Development,Educational Practices,Organizational Climate,Organizational Culture,Organizational Development,Ambiguity (Context)

Organizational theory and personal behaviors are both shaped by contemporary thinking and theories regarding spirituality, history, and the order, shape, and direction of modern culture. Complexity theory, discussed in this article, offers some helpful insights into appreciating the relationships and connections often overlooked in today's fast-paced world.
Teaching Justice after MacIntyre: Toward a Catholic Philosophy of Moral Education
Author: Bergman, Roger
Date: 2008-09-00
Type: Journal Articles
Subjects: Social Justice,Ethics,Moral Values,Ethical Instruction,Catholics,Philosophy,Criticism,Social Systems,Political Attitudes,Teaching Methods,Controversial Issues (Course Content)

How is the commitment to social justice sustained over a lifetime? This would seem to be a matter of character, and that calls attention to the Aristotelian tradition in ethics. No one provides as much insight into the challenge of the contemporary appropriation of this tradition as Alasdair MacIntyre. Although a moral philosopher rather than a moral educator, MacIntyre's critique of the failure of the Enlightenment project to construct a rationally based universal ethic, coupled with a critique of the modern nation-state of liberal capitalism as antithetical to the practice of virtue for the common good, provides a challenging if controversial context in which moral educators might think about justice pedagogy today.
The Grammar of Catholic Schooling and Radically "Catholic" Schools
Author: Scanlan, Martin
Date: 2008-09-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Administrative Principles,Educational Principles,Educational Policy,Educational Philosophy,Educational Practices,Institutional Characteristics,Social Values,Educational History,Archives,Interviews,Observation,Case Studies,Institutional Mission,Disadvantaged,Semantics

A "grammar of Catholic schooling" inhibits many elementary and secondary Catholic schools from reflecting on how they practice Catholic Social Teaching (CST). The values of human dignity, the common good, and a preferential option for the marginalized are central to CST. Schools can live these values by serving children who live in poverty, are racial, ethnic, and linguistic minorities, or have disabilities. This article demonstrates how a grammar of Catholic schooling has allowed Catholic schools to fall into recruitment and retention patterns antithetical to CST. Drawing upon a multicase, qualitative study of three urban Catholic elementary schools serving marginalized students, the article illustrates how select Catholic schools are breaking the grammar of Catholic schooling by practicing CST. Implications for research and practice are discussed.
Enacting Social Justice to Teach Social Justice: The Pedagogy of Bridge Builders
Author: Eifler, Karen E.
Date: 2008-09-00
Type: Journal Articles
Subjects: Social Justice,Mentors,Males,Catholics,Service Learning,Community Needs,Program Descriptions,African Americans,School Community Programs,Religious Education,Teaching Methods,College Students

This article describes a particular endeavor, the Bridge Builders Academic Mentoring Program (BAMP), a partnership between a school of education in a Catholic university in the Northwest and a community-based rites of passage program for adolescent African American males. The partnership exemplifies tenets of Catholic social teaching, in that it is community-based, justice-oriented, and in many ways countercultural. The pedagogy aligns with the goals of service learning; that is, the service extended by university students satisfies a genuine community need, and at the same time affords those engaged in service an opportunity to acquire crucial knowledge, skills, and dispositions to which they would not otherwise have access. Implications for translating this program to other contexts are provided.
Neighbors Engaging in Dialogue: A University-Community Partnership
Author: Miller, Pete
Date: 2008-09-00
Type: Journal Articles
Subjects: Neighborhoods,School Community Programs,School Community Relationship,Interviews,Observation,Content Analysis,Position Papers,Partnerships in Education,Community Centers,Program Effectiveness,College Programs,Outreach Programs

The purpose of this case study was to learn more about the emergence and development of the Rogers Community Learning Center over its initial 5 years of operation. The interview, observation, and documental data were viewed through a theoretical lens informed by the work of Paulo Freire, Myles Horton, and Cornel West in order to examine how notions of history, culture, and power affected the collaborative work of the Rogers Center. The findings indicated that the disconnect and distrust that previously described the relationship between St. Benedict University and its adjacent Northeast Neighborhood were mitigated to a degree by the work of the Rogers Center. Although Northeast Neighborhood residents expressed gratitude for the many educational and social opportunities present at the Rogers Center, their value for being engaged as equal partners by St. Benedict's resonated most clearly as the foundational element to their emerging friendship. The article concludes with several suggestions that attempt to assist the continued development of the Rogers Center and also serve as helpful insights for other partnerships that seek similar relationships.
Service, Ethnography, and the "Leap of Faith": A Spiritan Catholic Perspective on Service Learning
Author: Roberts, Kathleen Glenister
Date: 2008-09-00
Type: Journal Articles
Subjects: Ethnography,Church Related Colleges,Catholics,Moral Values,Service Learning,Student Experience,Spiritual Development,Case Studies,Experiential Learning,Models,Student Attitudes

This article considers the state of service and experiential learning initiatives in higher education, especially in Catholic universities. Concluding that the Catholic mission of service, education, moral values, world concerns, and ecumenism can be integrated into student experience, the essay offers a model of service ethnography. Service ethnography is a research method wherein ethnographers undertake service with the intercultural community as a central component of their learning. The model is explored via a case study, demonstrating the experiences of students at a Catholic university and using their reflections to describe a new vision of ethnography as a "leap of faith."
Catholic Schools, Catholic Education, and Catholic Educational Research: A Conversation with Anthony Bryk
Author: Bryk, Anthony
Date: 2008-12-00
Type: Journal Articles
Subjects: School Organization,Educational Change,Educational Research,Catholic Schools,Educational Development,Institutional Mission,Educational Objectives,Educational Principles,Statistical Data,School Surveys,Organizational Climate,Organizational Culture,Publications,Institutional Characteristics,Educational Practices

Anthony Bryk is president of the Carnegie Foundation for the Advancement of Teaching. Previously, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University as well as the Marshall Field IV Professor of Urban Education and Sociology at the University of Chicago. Dr. Bryk received his undergraduate degree from Boston College and his doctorate from Harvard University. His main areas of expertise are school organization, education reform, Catholic schools, and educational statistics. He founded and directed efforts to support and inform educational improvements in the Chicago public schools. In 1993, Harvard University Press published the groundbreaking book Catholic Schools and the Common Good with Valerie Lee and Peter Holland. Dr. Bryk recently spoke with Joseph M. O'Keefe, S.J., dean of the Lynch School of Education at Boston College and co-editor of the journal, on the future of Catholic schools, Catholic educational research, and the journal. The following is a transcript of that conversation, providing direction for the future of Catholic education. (Contains 8 footnotes.)
The Catholic School According to the Code of Canon Law
Author: Grocholewski, Zenon Cardinal
Date: 2008-12-00
Type: Journal Articles
Subjects: Catholic Schools,Conference Papers,School Law,Parent Rights,Parent Role,Institutional Characteristics,Educational Responsibility,School Responsibility,Academic Freedom,Church Role,Educational Practices

For close to three decades, his Eminence Zenon Cardinal Grocholeski, worked at the Supreme Tribunal of the Apostolic Signatura as notary, chancellor, secretary and prefect. A professor, scholar, and canonist of exceptional ability, he is considered one of the world's most prominent experts on the Code of Canon Law. In light of his competence and experience, The Servant of God Pope John Paul II, appointed his Eminence as Prefect of the Dicastery for Catholic Education in 1999. This rare combination and manifestation of intellect, expertise, and dedication is witnessed in the oration presented for publication, The Catholic School According to the Code of Canon Law delivered by His Eminence, as Prefect of the Congregation of Catholic Education on May 28, 2008 at Fordham University, New York. (Contains 19 footnotes.)
Nurturing Spirituality and Vocation: A Catholic Approach to New Teacher Induction
Author: Shields, Richard
Date: 2008-12-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Philosophy,Foreign Countries,Teacher Orientation,Learning Theories,Catholic Schools,Catholics,Educational Practices,Spiritual Development,Beginning Teachers,Program Development,Adult Learning,Models

The Catholic school system in Ontario, Canada, is fully funded by the government. Recently, Ontario's Ministry of Education mandated an induction year, the New Teacher Induction Program (NTIP), for all new teachers. This legislation provides an opportunity for Catholic school boards to take the lead and shape creative and effective programs for new teacher induction. The mission of the Catholic school and the vocation of a Catholic teacher give meaning and direction to the new teacher's professional educational practice. This article first explores some of the pastoral theological concerns that those charged with developing a Catholic approach to NTIP need to consider and integrate into the programs they develop and lead. It then proposes a model for new teacher induction that builds on the insights from pastoral theology and adult learning theory.
Technology in Catholic Schools: Are Schools Using the Technology They Have?
Author: Gibbs, Michael G.
Date: 2008-12-00
Type: Journal Articles
Subjects: Computer Uses in Education,Educational Technology,Catholic Schools,Technology Uses in Education,Use Studies,Classroom Techniques,Multimedia Instruction,Parent Teacher Cooperation,School Surveys,Administrator Attitudes,Principals,Educational Practices

This article examines important questions related to the use of computer technology in Catholic schools. Under consideration are issues related to how teachers use the Internet in classrooms, communicate with parents, and design lessons with technological support. Differences in computer use between high-poverty and low-poverty schools are also examined. (Contains 6 tables.)
An Introduction to Value-Added Analysis
Author: Costello, Ron
Date: 2008-12-00
Type: Journal Articles
Subjects: Educational Attitudes,Student Improvement,Achievement Gains,Achievement Rating,Outcome Measures,Academic Achievement,Achievement Tests,Educational Assessment,Educational Indicators,Evaluation Utilization,Catholic Schools,Best Practices

For the last 3 years, more than 80% of the respondents to the "Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools" have stated that they would rather see a school's performance measure based upon "improvement shown by students" than the "percentage passing the test" (Rose & Gallup, 2007, p. 35). If this were to become the norm, the next question would be what "improvement" is significant? Educators need to understand "value-added" if they are going to use "improvement" to show that schools are improving student achievement. (Contains 4 figures.)
Urban Catholic High Schools and Disadvantaged Females
Author: Merritt, Corinne R.
Date: 2008-12-00
Type: Journal Articles
Subjects: Disadvantaged,Catholic Schools,Semi Structured Interviews,Females,High School Graduates,Student Needs,Student Experience,Individual Characteristics,Participant Satisfaction,Graduate Surveys,Urban Schools,School Culture

The purpose of this study was to discover the life experiences of disadvantaged female graduates of urban Catholic high schools and what they say about the capacity of Catholic education to meet their academic, emotional, social, and spiritual needs. Based on narrative inquiry, this study was conducted using a series of in-depth, semistructured interviews to elicit the life experiences of 5 participants. Twelve common personal characteristics emerged directly from the narratives of the participants and provided the backdrop for two patterns:(a) the importance of education, and (b) the importance of relationships. This study found the high school experiences met the academic needs of all participants, but the different school sites varied in their ability to meet the emotional, social, and spiritual needs. This study also found four characteristics interacted in creating the Catholic school culture: (a) building relationships, (b) promoting a sense of community, (c) supporting a caring and nurturing environment, and (d) emphasizing respect for all members of the school community. (Contains 1 table.)
An Assessment of the Institutional Vision of Catholic Colleges and Universities
Author: Abelman, Robert
Date: 2008-12-00
Type: Journal Articles
Subjects: Content Analysis,Catholic Schools,Catholics,Institutional Characteristics,Institutional Mission,Position Papers,Church Related Colleges,Educational Philosophy,Componential Analysis,Educational Objectives,Comparative Analysis,Higher Education

Institutional vision is a philosophical template--a concept of what, at its best, a college or university is like and the kinds of human beings that institution is attempting to cultivate. A content analysis of the institutional vision of a nation wide sample of Catholic schools was performed and key linguistic components found to constitute a well conceived, viable, and easily diffused mission and vision were isolated. The prevalence of these components in comparison to other types of religious schools and secular four-year institutions is discussed. Findings suggest that Catholic schools are vision-driven institutions that communicate their priorities and defining characteristics by employing clear, highly optimistic, and inspirational language. They do little to articulate effectively a unification among the community of students, faculty, and staff, or coordinate their vision of the institution with that of the administration. They are less likely than other types of religious and secular schools to address the pragmatic benefits of their education. (Contains 7 tables and 1 footnote.)
The Effects of Catholic and Protestant Schools: A Meta-Analysis
Author: Jeynes, William H.
Date: 2008-12-00
Type: Journal Articles
Subjects: School Desegregation,Standardized Tests,Catholic Schools,Catholics,Protestants,Meta Analysis,Academic Achievement,Public Schools,Educational Research

A meta-analysis was undertaken, including 41 studies to determine the influence of Catholic and Protestant schools. The analysis examined studies undertaken at both the elementary and secondary school level. The results indicate that both Catholic and Protestant school students do better than their counterparts in public schools. In addition, Protestant school students excelled more than their Catholic counterparts on most standardized tests, but Catholic school students did better than their Protestant school counterparts on non-standardized measures. The significance of these results is discussed. (Contains 4 tables.)
The Accessibility of American Catholic Secondary Schools to the Various Socioeconomic Classes of Catholic Families
Author: Huber, John B.
Date: 2007-03-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,High Schools,Socioeconomic Status,Tuition,Parent Attitudes,Elementary Schools,School Choice,Student Financial Aid,Churches,Guidelines,Access to Education,Social Class,Equal Education

The purpose of this study was to discern which socioeconomic classes are represented in Catholic high school populations across the United States. In addition, the study sought to discover the motivations of those families whose children were currently enrolled in American Catholic high schools. Also explored were the reasons why Catholic families who have sent their child or children to Catholic elementary schools were electing not to continue Catholic education at the secondary level. Because financial aid availability has risen along with tuition (Tracy, 2001), this investigation included the extent to which such financial aid was considered by Catholic families, as well as the perceptions of Catholic families as to its availability at the secondary level. As tuition rates rise at a level higher than the cost of living and average wage increases, this study additionally examined the extent to which the assertion (Baker & Riordan, 1998, 1999; Riordan, 2000) that American Catholic high schools were becoming more elitist is true. The Catholic Church's statements as to the accessibility of Catholic education to all social classes provided a framework throughout the investigation. (Contains 11 tables.)
Responses from the Field
Author: Frazier, Donna
Date: 2007-03-00
Type: Journal Articles
Subjects: Secondary Schools,Catholic Schools,Access to Education,Tuition,Socioeconomic Status,Parent Attitudes,School Choice,Financial Support,Student Financial Aid,Student Costs,Institutional Mission

This paper presents responses from Donna Frazier, Robert J. Kroll, O.F.M., and Jeffery M. Boetticher to John Huber's research article entitled "The Accessibility of American Catholic Secondary Schools to the Various Socioeconomic Classes of Catholic Families." Frazier stresses that the accessibility of Catholic education at the secondary level is an important issue to consider. Parents have identified the cost of secondary Catholic education as the primary factor in choosing public over Catholic schools. The problem will require the resources and commitment of the local churches and the dioceses to fund Catholic education for all children. While aggressively searching for ways to make Catholic education accessible to all socioeconomic classes, Catholic schools can capitalize on the opportunity to make a difference in the world through shaping individuals whose actions and decisions may ultimately lead to a more ethical and just society. Kroll says Huber's research affirms what seems to be the attitude and trend in Catholic secondary schools as well as elementary and middle schools. He adds that he is a product of Catholic school education--kindergarten through graduate school--and was influenced by the educational mission and core values of the School Sisters of Notre Dame (Mequon Wisconsin Province) and the Franciscan Friars (Assumption BVM Province) which established a culture of learning. He attributes three of his Catholic education core values, which he discusses in this paper, to these cultures. Boetticher suggests that Huber's (2007) findings are a restatement of the major financial challenge facing all Catholic school administrators. He discusses two main issues in Huber's article that are particularly relevant to the challenges facing Catholic schools. By combining development strategies that have both a long- and short-term outlook, he believes that Catholic schools can effectively increase their available financial assistance both now and in the future, and open the doors of Catholic education to families of all economic backgrounds.
Ten Dimensions of Inclusion: Non-Catholic Students in Catholic Schools
Author: Donlevy, J. Kent
Date: 2007-03-00
Type: Journal Articles
Subjects: Catholic Schools,Inclusion,High School Students,Grade 10,Grade 11,Grade 12,High Schools,Urban Schools,Grounded Theory,Focus Groups,Foreign Countries

This article addresses the inclusion of non-Catholic students in Catholic schools. It provides a brief review of the literature on inclusion and the results of a study of inclusion from the perspectives of Catholic students and Catholic teachers in four Western Canadian urban Catholic high schools. The study employed grounded theory as its methodology and focus groups as well as documentary analysis as its methods. The results of the qualitative study indicate, among other things, that there are at least 10 dimensions to inclusion: pedagogical, social, psychological, racial, cultural, spiritual, political, financial, legal, and philosophical. Moreover, the dimensions form an interactive matrix which is of great importance to Catholic schools.