ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating Urban African American Children Placed at Risk: A Comparison of Two Types of Catholic Middle Schools
Author: Fenzel, L. Mickey
Date: 2009-09-00
Type: Journal Articles
Subjects: African American Children,Small Schools,Nontraditional Education,Class Size,Catholic Schools,Middle Schools,Standardized Tests,Scores,Classroom Environment,At Risk Students,Comparative Analysis,Urban Schools,Middle School Students,Poverty,Program Effectiveness,Institutional Characteristics,Educational Environment,Small Classes,Teacher Student Ratio,School Schedules,Surveys,Self Esteem,Student Motivation,Student Adjustment,Administrator Role,Social Influences,Parent Participation,Grade Point Average,Observation,Interviews

Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, first developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk. The present study compares the effectiveness of two types of high-poverty Catholic schools for 322 African American middle school students. Results show that Nativity schools are more successful than traditional Catholic schools in effecting student gains in standardized test score performance. Results also suggest that features such as small school and class size, small student-teacher ratios, and an extended academic day contribute to these gains. The quality of the school and classroom environment, as perceived by students, that contributed to the amount of engaged learning time also may have contributed to their stronger academic performance. Implications for urban schooling for African American middle school children placed at risk are discussed. (Contains 4 tables and 1 footnote.)
What Secondary Teachers Need in Professional Development
Author: Lucilio, Lisa
Date: 2009-09-00
Type: Journal Articles
Subjects: Catholic Schools,Catholic Educators,Secondary School Teachers,Faculty Development,School Administration,Achievement Need,Professional Development,Systems Approach,High Schools,Catholics,Educational Improvement

Most dioceses do not have well-articulated, systematic approaches to the professional development of Catholic school teachers and administrators. This article summarizes current research on effective strategies for professional development and reports on a study of one Midwestern diocese regarding the needs, perceptions, and plans of teachers and principals at the high school level. The purpose of this study was to determine differences and similarities between administrators' and teachers' views on professional development for secondary educators in Catholic high schools in the Diocese of Toledo, Ohio. (Contains 1 figure and 5 tables.)
&quot;More than Measurable Human Products&quot;: Catholic Educators' Responses to the Educational Measurement Movement in the First Half of the 20th Century
Author: Ryan, Ann Marie
Date: 2009-09-00
Type: Journal Articles
Subjects: Catholic Schools,Administrative Organization,Educational Testing,Educational Philosophy,Educational History,Educational Change,Catholic Educators,Teacher Response,Immigrants,Catholics,Progressive Education,State Church Separation,Accreditation (Institutions),Enrollment

During the first half of the 20th century, Catholic educators in the United States used theological arguments both to resist and embrace the progressive educational reform effort of educational measurement. The significant expansion of Catholic schooling and the increased number of students attending them, along with increased state oversight, led to a gradual, yet uneven, acceptance of educational measurement by Catholic educators. This partial and more critical acceptance can be attributed to the diversity of Catholic schooling and the incongruity between the assumptions of educational measurement and Catholic educational beliefs. This historical case offers support for continued critique of reform movements and at the same time cautions against wholesale rejection of them. Each reform requires scrutiny with the goal of determining which will assist schools in helping students reach their fullest potential.
Hate Studies: Toward Jesuit Leadership on Curriculum Development
Author: Mohr, James M.
Date: 2009-09-00
Type: Journal Articles
Subjects: Catholics,Males,Religious Cultural Groups,Catholic Schools,Higher Education,Church Related Colleges,Intellectual Disciplines,Psychological Patterns,Negative Attitudes,Academic Education,Curriculum Development,Social Justice,Instructional Leadership,Human Dignity,Civil Rights,Theory Practice Relationship,Social Action

This paper examines how the academic study of hate can be understood through Catholic social justice teachings with an emphasis on the Jesuit commitment to faith and justice to allow for a critical reflection on the relationship between theory and practice. To make the connections between social justice and the study of hate, the paper begins with a description of Hate Studies and a brief overview of the Jesuit conception of social justice as it relates to higher education. Following these descriptions it is explained how Jesuits can influence the development of a curriculum for Hate Studies. This influence is reflected through the five key processes of promoting justice, human dignity, and human rights; integrating faith, scholarship, and activism; involving Catholic colleges and universities with contemporary issues; engaging in reflective practice; and transforming culture.
The Mission of the Catholic School in the Pre-Vatican II Era (1810-1962) and the Post-Vatican II Era (1965-1995): Insights and Observations for the New Millennium
Author: Denig, Stephen J.
Date: 2009-12-00
Type: Journal Articles
Subjects: Catholic Schools,Educational History,Institutional Mission,Governance,Group Unity,Religious Factors,Catholics,Protestants,Conflict,Public Education,Beliefs,Attitudes,Elementary Secondary Education,Educational Change,Role of Education

The Second Vatican Council (1962-1965) was an ecumenical council of Catholic bishops from around the world. The bishops made changes both in the internal life of the Church (e.g., the sacraments and daily practices of Catholics) and in the approach that the Church took toward other religions and toward the secular world. These changes transformed the mission of the Church. It is the purpose of this paper to examine how the mission of Catholic primary and secondary schools was transformed by this council. This paper is divided into three parts. The first is an analysis of the mission of these schools before Vatican II (1810-1962). The second is an analysis of Catholic school mission in the post-Vatican II era (1965-1995). The third part is a tool to aid reflection on the Catholic mission of one's own school.
Reflecting on Pupil Learning to Promote Social Justice: A Catholic University's Approach to Assessment
Author: McQuillan, Patrick J.
Date: 2009-12-00
Type: Journal Articles
Subjects: Inquiry,Praxis,Social Justice,Role of Education,Educational Assessment,Learning,Elementary School Students,Secondary School Students,Catholic Schools,Teacher Education Programs,Methods Courses,Social Theories,Sociocultural Patterns,Teaching Methods,Urban Schools,Educational Environment,School Culture,Reflective Teaching

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically, we focused on dilemmas two teacher candidates encountered that engendered a sense of &quot;disequilibrium,&quot; a feeling something was not quite right with their teaching. In turn, we consider how they responded--typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teachers educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools. (Contains 4 footnotes.)
Catholic Institutions of Higher Education and K-12 Schools Partnering for Social Justice: A Call for Scholarship
Author: Whipp, Joan L.
Date: 2009-12-00
Type: Journal Articles
Subjects: Church Related Colleges,Catholic Schools,Elementary Secondary Education,Student Diversity,Inclusion,Social Justice,Higher Education,Partnerships in Education,Educational Research,Scholarship,Efficiency,Resource Allocation,Theory Practice Relationship,Educational Philosophy

Schooling for social justice involves fostering teaching and learning communities that are inclusive of students across multiple dimensions of diversity. The United States Conference of Catholic Bishops (2005) directs Catholic educators toward social justice schooling by making schools accessible, affordable, and available. In recent decades, however, Catholic elementary and secondary schools serving significant numbers of traditionally marginalized students have struggled to remain viable, despite compelling evidence that they are academically successful when they do. More recently, a growing number of Catholic institutions of higher education (IHEs) have been partnering with Catholic archdioceses and schools to promote the viability and capacity of such schools. This article calls for scholarship on emerging partnerships between Catholic institutions of higher education and Catholic K-12 schools that aim at socially just schooling. Justice, ethical care, learning, and social entrepreneurship are explored as possible conceptual frameworks for this research.
An Evolving University-School Partnership: The University of Notre Dame Magnificat Schools
Author: Dallavis, Christian
Date: 2009-12-00
Type: Journal Articles
Subjects: Catholic Schools,Church Related Colleges,College School Cooperation,Program Effectiveness,Partnerships in Education,Educational Resources,Educational Assessment,Inservice Teacher Education,Catholic Educators,Faculty Development,Urban Schools

For the past 15 years, Catholic colleges and universities have developed programs serving Catholic K-12 schools by preparing teachers and leaders for Catholic school contexts. University-school partnerships provide an opportunity for Catholic institutions of higher education to extend beyond developing human resources to strengthen Catholic K-12 schools to effect comprehensive school reform. This article describes the origins and evolution of one such university-school partnership initiative, the University of Notre Dame's Magnificat School partnerships. This article presents an analysis of program evaluation data from the first 3 years of the Magnificat partnerships and a discussion of how the lessons learned in this program evaluation have informed revisions to the Magnificat model. Additionally, these lessons can inform the efforts of other colleges and universities that may seek to engage Catholic K-12 schools to effect comprehensive school reform. (Contains 2 figures.)
Called to Collaboration: The University Consortium for Catholic Education
Author: Davies, Molly
Date: 2009-12-00
Type: Journal Articles
Subjects: Higher Education,Church Related Colleges,Catholic Schools,Consortia,Elementary Secondary Education,Teacher Education Programs,Program Effectiveness,Cooperation,Catholics,Models

This article describes the University of Consortium for Catholic Education (UCCE) as an example of collaboration between Catholic colleges, universities, schools, and other stakeholders. The UCCE supports a collaborative cadre of primarily Catholic colleges and universities as they design and implement graduate-level teaching service programs for the purpose of supporting K-12 Catholic education in the United States. The article provides a brief introduction to the work of the consortium and analyzes its impact through the lens of Archbishop Michael Miller's (2006) five benchmarks of truly Catholic schools. The authors collected data and testimony from UCCE program directors, current participants, and alumni to describe the consortium's model for Catholic teacher preparation, to demonstrate the centrality of collaboration for the success of a program, and to testify to the impact of programs on participants and Catholic colleges and schools. (Contains 4 tables.)
What Is Assumed about a Catholic Student's Ecclesial Agency, and Why It Matters to Catholic Schooling
Author: McDonough, Graham P.
Date: 2011-03-00
Type: Journal Articles
Subjects: Catholic Schools,Criticism,Catholics,Role of Education,Educational Theories,Politics of Education,Governance,Lay People,Clergy,Role,Power Structure,Conflict

This paper shows that a lack of explicit and clearly stated intentions regarding the development of Catholic students' ecclesial agency through their schooling leads to potential problems as they experience and imagine themselves as lay persons in the Church. While the question of "ecclesial agency" applies throughout all Catholic schooling and the whole Church, in practice the usual flashpoint upon which its relevance emerges is in the discussion of issues that are controversial within Catholicism. This paper, therefore, examines the question of ecclesial agency through an analysis of the pedagogical treatment of three controversial intra-Church topics and documents on the Church's understanding of the laity. Its conclusion reveals several important considerations and questions that concern the foundational aims of Catholic schooling and what outcomes are assumed regarding the student's current and future participation as a lay person in the Church. (Contains 4 footnotes.)
The Stability of Self-Concept between Elementary and Junior High School in Catholic School Children
Author: Scott, Amy
Date: 2011-03-00
Type: Journal Articles
Subjects: Catholic Schools,Self Concept,Age Differences,Elementary School Students,Junior High School Students,Student Attitudes,Self Esteem,Social Influences,Longitudinal Studies,Racial Differences,Ethnicity,Social Networks,Gender Differences,African American Students,White Students,Asian American Students,Hispanic American Students

Researchers have found that self-concept in students fluctuates during times of change, such as the physical transition between elementary school and junior high. Since Catholic school students typically do not have the physical transition or social network changes in junior high, it was hypothesized that their self-concepts would not fluctuate. One hundred ninety-five ethnically diverse Catholic school students rated how they think and feel about their general, self-image, academic, and social self-concepts, as well as how important each item was to their self-concept. Students were initially in fourth, fifth, and sixth grade and subsequently in sixth, seventh, and eighth grade at the time of the longitudinal study. Overall, the results indicated that ratings of self-concept and the importance of the items remained stable between elementary and junior high school and for students of varying ethnicities. The results are compared to the findings from other studies. The lack of a physical transition and social network changes from elementary school to junior high may assist students from developing significantly lower self-concept in junior high, especially in academic and social self-concept. (Contains 6 figures and 8 tables.)
The Charism of 21st-Century Catholic Schools: Building a Culture of Relationships
Author: Cook, Timothy J.
Date: 2011-03-00
Type: Journal Articles
Subjects: Catholic Schools,School Role,Outcomes of Education,Institutional Mission,Religious Factors,Christianity,Gifted,Prosocial Behavior,Catholics,Educational Practices,Interpersonal Relationship,Elementary Secondary Education,Educational Objectives

Catholic schools are called to embody an identity and charism that make a unique and meaningful contribution to our Church and society. In the article, the authors present a coherent and relevant framework for thinking about Catholic identity and charism in contemporary schools using relationships as the organizing principle. The authors assert that 21st-century Catholic schools can provide a much needed and appealing charism for today's world by building a culture of relationships. The authors' framework deals specifically with a student's relationship with self, God, others, the local and world community, and creation, as well as a student's ability to critique culture through the lens of faith. The framework draws on ecclesial documents, scholarship, and current educational practice. (Contains 3 figures.)
Global Partnerships in Jesuit Higher Education
Author: O'Keefe, Joseph M.
Date: 2011-03-00
Type: Journal Articles
Subjects: Foreign Countries,Catholic Schools,Elementary Schools,Secondary Schools,Church Related Colleges,Higher Education,Conferences (Gatherings),Partnerships in Education,Global Approach,Catholics,Barriers,Identification (Psychology),Position Papers,Philosophy,Culture,Economic Status,Ecology,Sustainability,Civil Rights,Role of Education,School Role

The Roman Catholic Church sponsors the largest worldwide family of educational institutions--135,000 elementary and secondary schools and 1,800 colleges and universities. Catholic identity provides a matchless opportunity for networking in an increasingly globalized world; it is sad &quot;Ex corde Ecclesiae's&quot; exhortation to collaborate is often unheeded. Last April at the Universidad Iberoamericana in Mexico City, the Society of Jesus initiated new steps to counter that sad trend. The conference brought together some 300 educational leaders from over 200 institutions around the globe for 3 days of presentations and discussions on such topics as regional challenges facing Jesuit higher education; Catholic identity and mission; theology, science, and culture; markets, inequality, and poverty; ecology and sustainability; and human rights and the university.
Human Rights in a Pluralist, Unequal Globe: Contributions of Jesuit Universities
Author: Hollenbach, David
Date: 2011-03-00
Type: Journal Articles
Subjects: Catholics,Males,Religious Cultural Groups,Civil Rights,Global Approach,Cultural Pluralism,Time Perspective,Power Structure,Institutional Mission,Prosocial Behavior,Catholic Schools,Church Related Colleges,Development

Globalization has made human rights both increasingly important as the normative standards that seek to shape the diverse religious, cultural, political, and economic interactions of the world, and also increasingly controversial in the face of the realities of cultural diversity and economic inequality. Over the past half century, hopes that human rights could become truly effective standards of international behavior have risen and fallen like tides. It is true, of course, that the Church's engagement in the struggle for human rights has not been uniform and consistent in all countries. It is also true that Church leaders and members have helped create a major global force for the promotion of human rights. A key question for Jesuit universities is how they can help both the Church and the larger secular community improve and advance on the achievements they have made. The Jesuit universities can contribute to advancing the cause of human rights in the globalizing world, both within the Catholic community itself and in the larger, religiously diverse world.
Pursuing Jesuit, Catholic Identity and Mission at U.S. Jesuit Colleges and Universities
Author: Currie, Charles L.
Date: 2011-03-00
Type: Journal Articles
Subjects: Church Related Colleges,Catholic Schools,Catholics,Identification,Institutional Mission,Educational Change

In the mid-1990s, several hundred Catholic educators gathered at the University of St. Thomas, attempting to move the discussion of Catholic mission and identity away from a debate about juridical relationships and toward mission-inspired work for social and civil responsibility, with a commitment to research and teaching in Catholic studies. Concurrently with the origins and then the development of the issue of Catholic identity, Catholic colleges and universities in the United States were undergoing massive and sweeping changes in response to a whole range of a number of other stimuli. Responding to all of these challenges and opportunities, Catholic, and specifically Jesuit colleges and universities, have made dramatic strides in the past 40 years in academic and institutional quality, professionalism, and lay leadership that have led to new respect among their peer institutions. The most severe critics would claim that, in the process of making this very obvious progress, US colleges and universities have lost or are losing their identity as Jesuit and Catholic. Others see many opportunities for a vigorous, engaged Catholic identity and mission to transform not only the American Church but American higher education. In this paper, the author discusses the history of Catholic identity among Catholic institutions of higher education, and more specifically the development of Jesuit, Catholic identity within Jesuit colleges and universities. He presents recommendations for what Jesuit institutions can do as they face the decreasing presence of Jesuits on campus.
A Foundation for Reflection and Questioning: Philosophy Course Requirements in Teacher Education Programs at Selected Catholic Colleges and Universities
Author: Mucci, Angela M.
Date: 2011-06-00
Type: Journal Articles
Subjects: Church Related Colleges,Catholic Schools,Philosophy,Core Curriculum,Preservice Teacher Education,Preservice Teachers,Required Courses,Course Descriptions,Content Analysis,Data Collection,Web Sites,Selection,Teacher Education Programs,Rhetoric,Outcomes of Education,Persuasive Discourse,Reflection

Course work in philosophy is typically required as part of a core curriculum for preservice teachers who enter undergraduate teacher education programs in Catholic colleges and universities. The purpose of this study was to explore requirements in philosophy in undergraduate teacher education programs at selected Catholic colleges and universities as identified by "The Newman Guide to Choosing a Catholic College: What to Look for and Where to Find It" (Esposito, 2007c). This is accomplished primarily through an examination and analysis of the philosophy requirements and course descriptions at these selected institutions. Specific content from the course descriptions examined is discussed in relation to teacher education with recommendations for practice at Catholic colleges and universities provided. (Contains 2 tables.)