ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeing Relationships: Using Spatial Thinking to Teach Science, Mathematics, and Social Studies
Author: Newcombe, Nora S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Spatial Ability,Visual Arts,Social Studies,Educational Strategies,Visualization,Teaching Methods,Educational Practices,Schematic Studies,Mathematics Instruction,Science Instruction,Gender Differences,Instructional Improvement,Student Improvement,Thinking Skills

The author discusses four specific strategies for enhancing and supporting the spatial aspects of the science, mathematics, and social studies curricula. However, these four strategies are examples of what can be done, not an exhaustive list. The overarching concept is to embrace the spatial visualizations used for discovery and communication in these subject areas, helping students learn to read, discuss, and even create these visualizations. Doing so will aid the transmission of content and the future learning of new content, and the meta-analysis indicates it will probably act as a spatial skills training of its own. Spatial ability can be improved both inside and outside the classroom, as well as by instruction in other subject areas, notably the visual arts. Spatializing the curriculum by including and explicitly teaching the spatial symbol systems that lie at the heart of science, mathematics, and social studies is an achievable and worthwhile goal. (Contains 4 figures and 32 endnotes.)
Equality and Cooperation: Finland's Path to Excellence
Author: Sarjala, Jukka
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Core Curriculum,Educational Cooperation,Best Practices,Educational Improvement,Educational Assessment,Educational Indicators,Equal Education,Partnerships in Education,National Norms,Academic Achievement,Excellence in Education

For the past decade, Finland has been lauded for consistently being a top performer on international assessments of student achievement. Having spent 25 years in the Ministry of Education, and then another 8 as director general of the National Board of Education, the author was heartened by these accomplishment--but he is also concerned about how they are being interpreted by policymakers around the world. Much has been written about what Education officials did from the mid-1960s to the early 2000s; the mechanics of their transformation have been well documented. Much less has been written about their values. So, what are those core values? Equality and cooperation. Equality in opportunities and outcomes is what drives the first nine years of schooling. The national core curriculum for those nine years is challenging, but only about 4 percent of special education students attend separate schools. The rest have the capacity to be on grade level--as long as we provide expert teaching, intensive supports, and frequent remediation, as well as health and welfare services. This brings the author to cooperation. Cooperation is what makes equality possible. If Finland holds any lessons for the United States, the main one would be this: when everyone cooperates to achieve equality, inequality can be dramatically reduced and excellence can be attained. (Contains 7 endnotes.)
Innovation in Educational Markets: An Organizational Analysis of Private Schools in Toronto
Author: Davies, Scott
Date: 2005-03-00
Type: Journal Articles
Subjects: Private Schools,Accountability,Educational Innovation,Organizational Theories,Commercialization,Institutional Characteristics,Organizational Change,Educational Trends,Interviews,School Visitation,Organizational Effectiveness,Organizational Objectives,Foreign Countries,Educational Practices

This study examines whether new private schools are innovative, drawing on theories of markets and institutions. Choice advocates claim that markets spark innovation, while institutional theory suggests that isomorphic forces will limit novel school forms. Using qualitative data from third sector private schools in Toronto, three hypotheses about the impact of markets on educational organizations are examined: (a) they reverse tendencies toward isomorphism as schools develop client niches; (b) they allow schools to weaken their formal structures; and (c) they force schools to more closely monitor their effectiveness. Substantial evidence exists for the first hypothesis, partial evidence for the second hypothesis, but little evidence for the third. Overall, new private schools are characterized by: small classes, unique pedagogical themes, personalized treatment of clients, and some pragmatic responses to limited resources. Their operators sometimes feel restricted by parental demand, but are able to retain a loosely coupled structure by embracing consumerist understandings of accountability. This essay concludes with a discussion of implications for market theory.
Motherhood and Tenure: Can Catholic Universities Support Both?
Author: Ravizza, Bridget Burke
Date: 2005-03-00
Type: Journal Articles
Subjects: Church Related Colleges,Administrative Policy,Family Work Relationship,Family Life,Well Being,Employed Women,Mothers,Family Environment,Educational Change,Catholics,Gender Issues,Gender Bias,Collegiality,Social Support Groups,Time Management,Career Development

This paper presents a plan for the implementation of more family-friendly policies at Catholic colleges and universities, both as a matter of justice for women and on behalf of the well-being of families. It is motivated by the teachings of the Catholic social tradition that emphasize the equality and dignity of women; the importance of the dual vocations of Christian parents, who are called to raise children and to work more publicly on behalf of the common good; and the inherent value of children and their right to be properly nurtured and educated within the Christian family. Our starting point is the condition of families in the U.S. today as they struggle to thrive in spite of tremendous demands placed on parents who also work outside the home. We examine the negative effects on women and families that result from a refusal to accommodate parents with young children in the workplace. We are concerned in particular with the challenges faced by women academics at colleges and universities who are also mothers. We argue that, by and large, these women are not adequately supported in academia, even at Catholic universities, in spite of that tradition's professed commitment to the health and well-being of families. Finally, we offer several concrete suggestions by which universities may better support women academics who are mothers, thereby contributing to the well-being of women and families.
Teaching: Profession or Vocation?
Author: Buijs, Joseph A.
Date: 2005-03-00
Type: Journal Articles
Subjects: Teaching (Occupation),Teacher Attitudes,Values,Teaching Methods,Teaching Styles,Context Effect,Higher Education,Institutional Mission,Institutional Role,School Personnel,Lay People,Role of Religion,Catholics,Church Related Colleges,Hermeneutics,Career Choice,Professional Identity,Standards,Employment,Attitudes

Underneath teaching there lies a conceptual framework through which we view its role and purpose. Different frameworks vary in outlook and imply contrasting attitudes and values. Which one we adopt impacts on what and how we teach. This study explores what it means to think of teaching as a profession versus a vocation. Its focus is restricted to teaching at the university level, but the analysis can be applied to other aspects of an academic career. The issue is of particular interest in relation to the Christian or Catholic identity of denominational colleges and universities. The intent is to show how the conceptual framework of a profession versus a vocation implies a number of contrasting attitudes and values towards teaching. Although these contrasts need not be incompatible, they are in dialectical tension within academic institutions: excess of one highlights absence of the other. Finally, the study suggests that teaching as a vocation more directly promotes a distinctively Christian or Catholic identity in denominational institutions of higher education.
Narrative Theology in the High School Classroom: Teaching Theology through the Literature
Author: Delfra, Louis A.
Date: 2005-03-00
Type: Journal Articles
Subjects: High School Students,Philosophy,Educational Philosophy,Narration,Teaching Methods,Theological Education,Classroom Techniques,Educational Practices,Educational Strategies,Curriculum Development,Instructional Design,Beliefs

If Jesus taught most frequently through symbol and story, and the early Church passed on his teachings primarily through story, especially the four Gospels, why is today's catechesis and theological pedagogy not more informed by "narrative theology"--theology which focuses on the narratives told by Jesus and the Gospels precisely as narratives? This article provides some basic foundations for the discipline of narrative theology, argues for a more narrative approach to theological instruction, and, by way of application, proposes a full-year curriculum for high-school students that enables teachers to teach theology through the narratives of both the Bible and secular literature. (Contains 20 tables.)
Responses from the Field
Author: Engel, Max
Date: 2005-03-00
Type: Journal Articles
Subjects: Religious Education,Philosophy,Secondary Education,High School Students,Teaching Methods,Curriculum Design,Narration,Story Telling,Teacher Qualifications,Student Characteristics,Student Attitudes,Student Motivation,Academic Aptitude,Christianity,Biblical Literature,Student Role,Developmentally Appropriate Practices,Holistic Approach

High school theology instruction receives little attention in scholarly research. This is regrettable because such a unique curricular component has the potential to add much to the Catholicity of the school and to the religious development of faculty and students. To advance the discussion and application of the ideas presented in this focus article, the editors invited three current high school theology teachers to offer reflections, observations, and critiques of the approach and lessons presented. While each contributor responds from his or her own background and situation, the remarks offer insight into the applied setting of the high school classroom and demonstrate how Catholic education is a journey of both inquiry and practice.
Mentorship: Toward Success in Teacher Induction and Retention
Author: Vierstraete, Sonya
Date: 2005-03-00
Type: Information Analyses
Subjects: Teacher Orientation,Mentors,Beginning Teachers,Beginning Teacher Induction,Teacher Persistence,Novices,Program Implementation,Best Practices,Educational History,Intellectual History,Administrator Role,Principals

The mentoring of new teachers has proven to be an effective strategy in helping novice teachers succeed. This essay provides an overview of mentorship and suggests concrete, research-based techniques for implementing a mentorship program.
Children's Cultural Capital and Teachers' Assessments of Effort and Ability: The Influence of School Sector
Author: Dumais, Susan A.
Date: 2005-06-00
Type: Journal Articles
Subjects: Social Capital,Cultural Capital,Power Structure,Competition,Comparative Analysis,Educational Philosophy,Educational Practices,Elementary Schools,Public Schools,Catholic Schools,Data Analysis,Multiple Regression Analysis,Kindergarten,Art Activities,Young Children,School Culture,Educational Environment,Socioeconomic Background,Teacher Expectations of Students,Parent School Relationship

Bourdieu (1973) theorized that differences in social background correspond to differences in possession of cultural resources (cultural capital), as well as the orientation to those resources (habitus). Additionally, Bourdieu argued that struggles for power occur in different settings (fields). This essay reviews Bourdieu's main ideas and describes how they may apply to the American educational system. In particular, two settings are considered: public elementary schools and Catholic elementary schools. Based on analyses using data from the Early Childhood Longitudinal Study (ECLS), Catholic school kindergarteners are more likely to participate in arts activities, and their parents are more likely to be involved in and comfortable with the school environment. Regression analyses show that arts lessons and attendance at arts events do not affect teachers' perceptions of the effort or ability of students in either public or Catholic schools. Parents' orientation toward school has more of an effect in public than in Catholic schools. In public schools, attending open houses and conferences, volunteering, and feeling unwelcome at school all affect teachers' evaluations of students' effort and ability, while only attendance at school events and conferences affect teachers' perceptions in Catholic schools. These findings suggest that the traditional definition of cultural capital may not be appropriate for young American children, that parents' orientation toward schooling should be included in future studies of educational stratification, and that more research is needed in the examination of public-Catholic school differences in cultural resources. (Contains 3 tables.)
Religious Participation as Cultural Capital Development: Sector Differences in Chicago's Jewish Schools
Author: Gamoran, Adam
Date: 2005-06-00
Type: Journal Articles
Subjects: Judaism,Jews,Elementary Secondary Education,Cultural Capital,Day Schools,School Role,Religious Education,Religious Factors,Beliefs,Surveys,Family Environment,Educational Environment,Outcomes of Education,Secondary School Students,Self Concept

This paper uses the case of Jewish schools in Chicago to explore the role of religious schools in the development of cultural capital among youth. The authors focus on three sectors of Jewish schools (Orthodox day schools, non-Orthodox day schools, and non-Orthodox supplementary schools) as contexts for learning and expressing Jewish practices, affiliations, and beliefs, which are understood to be markers of cultural capital for the Jewish community. Survey results from 834 students in grades 7-12 revealed that family and school environments are independently associated with cultural capital development. Generally, the contributions of families are more prominent than the impact of schools, but both school type and learning opportunities also contribute to cultural outcomes. (Contains 3 tables.)
Alternative Teacher Education and Professional Preparedness: A Study of Parochial and Public School Contexts
Author: Watzke, John L.
Date: 2005-06-00
Type: Journal Articles
Subjects: Catholic Schools,Elementary Secondary Education,School Personnel,Lay People,Higher Education,Role of Religion,Teacher Education,Teacher Effectiveness,Teacher Education Programs,Church Related Colleges,Public Schools,Alternative Teacher Certification,Teaching Models,Public Education,Teaching Methods,Institutional Mission

As staffing in Catholic K-12 schools has transitioned to a predominantly lay teaching corps over the past 50 years, a parallel process of secularization has taken place in teacher education programs at Catholic colleges and universities. The tradition of teaching as vocation in the formation of vowed religious has been replaced by standard programs of educational foundations, course work, and field experiences with a primary emphasis on the issues and needs of public schools. Many factors contribute to this focus in Catholic higher education: financial concerns; teacher candidate preference; state laws; lack of proximity, affiliation, or experience with Catholic schools. Many programs function under a mission to prepare teachers for any school setting, public, private, or parochial, and view an intentional focus on Catholic education as limiting or debilitating to the professional development of teacher candidates. This article asks the question: Can an alternative teacher education program based in service to Catholic education prepare teachers to be effective in both parochial and secular settings? The study investigated the professional preparedness of M.Ed. in-program teacher candidates (n = 163) working in Catholic schools and program graduates (n = 137) and these graduates' principals (n = 112) working in either Catholic or public schools. Results of the administration of a professional preparedness inventory indicated teacher self-reported and principal reported rates at comparable levels to replicated national surveys. Comparison of graduate and principal responses by school context indicated no statistically significant difference for overall measures of preparedness. Specific areas of significant difference were identified in the Catholic school context (higher preparedness rates in curriculum and instruction and questioning and discussion skills) and public school context (higher rates of preparedness in encouraging critical thinking, reflective practice, and use of technology). Discussion focuses on the Catholic school context as a viable alternative for the preparation of teachers for multiple school contexts. (Contains 1 figure and 1 table.)
Responses from the Field
Author: Warren, Judith
Date: 2005-06-00
Type: Journal Articles
Subjects: Teacher Education Programs,Alternative Teacher Certification,Religious Education,Teacher Education,Church Related Colleges,Catholics,Teaching Methods,Elementary Secondary Education,Catholic Schools,Institutional Mission,Teaching Styles,Context Effect

Alternative teacher education programs have come under fire from a variety of sources--researchers, legislators, parents, even other educators. The authors' responses to the focus article provide the insights of practitioners who regularly work with teachers so prepared. Warren states that the problem addressed in this study notes the absence of specific Catholic school teacher education programs in Catholic institutions of higher learning, and an alternative approach adopted by the University of Notre Dame. Warren stresses that an element of the study that this writer would like to have seen quantified is that of teacher preparedness in the area of the teaching of religion. Schoenig believes that the author does an excellent job establishing the parameters of the study, and the piece integrates some of the more compelling research that has recently been conducted on teacher preparation programs in both the public sector and at Catholic universities. McNiff shares that it was encouraging to learn the conclusion for this particular study supports the premise that alternative teacher education programs, sponsored by Catholic institutions of higher learning, can satisfy the academic requirements for becoming a qualified educator and still maintain the goal of providing teachers the skills they require to help students with their own faith journey. He adds that the Catholic school system in this country desperately needs more Catholic alternative teacher education programs.
Teacher Induction in Catholic Schools
Author: Chatlain, Greg
Date: 2005-06-00
Type: Journal Articles
Subjects: Beginning Teacher Induction,Beginning Teachers,Catholic Schools,Catholics,Teacher Surveys,Self Efficacy,Pedagogical Content Knowledge,Religious Education,Teacher Attitudes

The purpose of this study was to examine the induction process for beginning teachers in Catholic schools. Data were collected from 100 teachers using a survey that addressed teachers' level of confidence in the pedagogical, religious, and managerial dimensions of teaching. The results of the study indicated that the induction experiences of beginning teachers in Catholic schools were similar to those of beginning teachers elsewhere. However, there is a need for the development and implementation of a systematic process of teacher induction that consciously meets the needs in the religious dimension for beginning teachers. (Contains 5 tables.)
Spiritual Formation for Catholic Educators: Understanding the Need
Author: Earl, Patricia Helene
Date: 2005-06-00
Type: Journal Articles
Subjects: Catholic Schools,Lay Teachers,School Personnel,Spiritual Development,Catholic Educators,Values Education,Instructional Leadership,Principals,Leadership Role,Leadership Qualities,Leadership Responsibility,Learning Theories,Individual Development,Teacher Education

This article discusses the need for thoughtful programs of spiritual formation for lay educators who staff Catholic schools. The importance of teacher formation in spiritual growth and in knowledge of the Catholic faith and daily living of the Gospel is highlighted. Relevant theory related to the real-world problems of maintaining and developing the Catholic identity of Catholic schools and the growing interest in character education focused on educational leadership, literacy, and teacher formation. These theories serve to establish a foundation to show the need for spiritual formation in teacher preparation. A review of some basic elements of educational leadership establishes the existence of spiritual leadership as a basic component of the role of the Catholic school principal. Recognizing this role of the Catholic school principal as the spiritual leader, who must nurture the spiritual formation of both faculty and students, helps to establish the importance of assisting principals to nurture the spirituality of the teachers within the Catholic school. A review of some major theories of literacy establishes some basic principles of literacy and learning that could serve as a model of how learning takes place. These principles of learning help to establish how spiritual formation and character development can be developed. A review of some issues related to teacher formation considers how literacy and staff development may be intertwined. Finally, reviewing relevant Church documents supports the theory that a teacher's own personal development is an important part of teacher preparation. Thus, theory related to educational leadership, literacy, teacher formation, and Church documents serves as a foundation to establish the need for spiritual development for all adult leaders in school ministry.
Religion, Religiosity and Private Schools
Author: Sander, William
Date: 2005-09-00
Type: Journal Articles
Subjects: Public Opinion,Religion,Private Schools,Educational Demand,Spiritual Development,Attendance,Attendance Patterns,Beliefs,School Choice,Preferences,Predictor Variables,Data Analysis,Social Attitudes,Religious Factors

The effects of religion and religiosity as measured by attendance at weekly religious services on the demand for private schooling is assessed. It is shown that Catholics, fundamentalist/evangelical Protestants, and respondents who attend religious services more often have a higher demand for private schooling. Data from the National Opinion Research Center's &quot;General Social Survey&quot; are used. (Contains 5 tables.)
&quot;A Great and Lasting Beginning&quot;: Bishop John McMullen's Educational Vision and the Founding of St. Ambrose University
Author: McDaniel, George W.
Date: 2005-09-00
Type: Journal Articles
Subjects: Catholics,Clergy,Institutional Mission,Educational Philosophy,Educational Development,Institutional Advancement,Church Related Colleges,Higher Education,Theological Education,Career Development,Biographies,Influences

Catholic education surfaces as a focus and concern in every age of the U.S. Catholic experience. This article examines the struggles in one, small Midwestern diocese surrounding the establishment and advancement of Catholic education. Personal rivalries, relationship with Rome, local politics, finances, responding to broader social challenges, and the leadership of clergy were prominent themes then, as they are now. Numerous historical insights detailed here help to explain the abiding liberal character of Catholicism in the Midwestern United States.