ethanporcaro/eric-fulltext-meta huggingface dataset:
"Deja vu All over Again": Commentary on the Catholic Higher Education Collaborative Conference on Leadership at Loyola University Chicago
Author: Schuttloffel, Merylann J.
Date: 2010-09-00
Type: Journal Articles
Subjects: Catholic Schools,Elementary Secondary Education,Leadership,Partnerships in Education,College School Cooperation,Educational Innovation,Educational Improvement,Improvement Programs,Educational Development,Change Strategies,Educational Change,Educational Planning,Conferences (Gatherings),Criticism

In fall 2007, nine Catholic colleges and universities began a collaborative process to explore ways Catholic institutions of higher education (CIHE) could increase effective support of pre-K-12 Catholic schools. This new organization, Catholic Higher Education Collaborative (CHEC), committed to hosting a series of six conferences focused on forming partnerships to generate innovative responses to the critical nature of the current state in Catholic schooling. The Loyola University Chicago CHEC conference on leadership in October of 2009 was the second in the series. This article presents the author's critique on the CHEC conference on leadership at Loyola University Chicago. The author presents a few bits of deja vu commentary on these five proposed follow-up initiatives or areas for work created at the Loyola conference: (1) creation of standards for "essential catholic schools"; (2) redesign and expansion of higher education leadership programs to meet the needs of the contemporary context; (3) design and implementation of a "resource cloud"; (4) creation of a national agenda for expanding and disseminating research on catholic education; and (5) creation of a national think tank on catholic education. In closing the author expresses her strong belief that the crisis Catholic schools face is larger than the insiders of the Catholic educational constituency. In fact, there is no solution that does not include increasing the perceived value of Catholic schooling at all levels in the hearts and minds of the larger Catholic and civic community. Valuable recommendations were generated at the Loyola leadership conference.
School Sector, School Poverty, and the Catholic School Advantage
Author: Hallinan, Maureen T.
Date: 2010-12-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Poverty,Academic Achievement,Grade 6,Grade 8,Educational Opportunities,Equal Education,Achievement Gap,Disadvantaged Schools,Achievement Gains,Longitudinal Studies,Middle School Students,Public Schools,Reading Achievement,Mathematics Achievement

Equality of educational opportunity is threatened by long-standing gaps in student achievement by race, gender, and student poverty, as well as by school sector and school poverty. The true magnitude of these gaps cannot be understood, however, unless these factors are considered simultaneously. While accounting for the effects of demographic characteristics, this article focuses on the effects of school sector and school poverty on gains in academic achievement. Analyses from a longitudinal study of public and Catholic middle school students in and around the city of Chicago show that neither the public nor Catholic sector has a consistent advantage in increasing student achievement in sixth and eighth grade reading and mathematics. School poverty has a deleterious effect on student achievement, although this effect is considerably mitigated for students in Catholic schools. (Contains 10 tables.)
In Service of Mission: Assessing Catholic School Guidance Counselors
Author: Murray, Robert J.
Date: 2010-12-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Guidance Programs,School Guidance,School Counselors,Religious Education,Educational Objectives,Institutional Mission,Churches,Counselor Role,Counselor Training,Personnel Selection

Catholic schools are set apart from public schools in that Catholic schools aim to create for the school community an atmosphere enlivened by the Gospel spirit of freedom and charity. Those who serve in Catholic schools, therefore, need to understand their role as unique, that is, faith driven. The purpose of this study was to assess this uniqueness as understood and practiced by Catholic school counselors. The findings of this study noted positive trends among Catholic school counselors, particularly in terms of academic preparation and training as well as some incorporation of Catholic identity and mission into their ministry with students. Among these findings, the most significant is that Catholic school counselors need to incorporate the identity and unique mission of the Catholic Church more effectively into their work with students, parents, teachers, and administrators. Beginning with the hiring interview and the orientation process, Catholic school counselors must make a conscious effort to thread the Catholic identity, as it is embodied in the school's unique mission, into their guidance programs, thereby distinguishing what they do as a ministry rather than a job. (Contains 8 tables.)
Design for Success: New Configurations and Governance Models for Catholic Schools
Author: Haney, Regina M.
Date: 2010-12-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Governance,Educational Administration,Trend Analysis,Governing Boards,Models

The 2008 Selected Programs for Improving Catholic Education (SPICE), a national diffusion network, shares school configurations and related governance models that may improve the sustainability of Catholic schools. This article describes how these model schools are successfully addressing their challenges. The structure and authority of their respective boards and the shifts in boards nationwide are an important ingredient of changes that must be considered. (Contains 3 tables.)
Catholicism on Campus: Stability and Change in Catholic Student Faith by College Type
Author: Gray, Mark M.
Date: 2010-12-00
Type: Journal Articles
Subjects: Higher Education,College Freshmen,Catholic Schools,Catholics,Student Attitudes,Pregnancy,Church Related Colleges,Religious Education,Surveys,Homosexuality,Marriage,Religious Factors,Longitudinal Studies

Are Catholic colleges and universities failing in their mission of educating their Catholic students in the faith? Many believe these institutions are in one key way: A 2003 study commissioned by the Cardinal Newman Society concluded that "a survey of students at 38 Catholic colleges...reveals that graduating seniors are predominantly pro-abortion, approve of homosexual "marriage," and only occasionally pray or attend religious services" (Reilly, 2003, p. 38). To understand if Catholic higher education is truly failing one must isolate changes that are occurring to students' attitudes and behaviors "on campus." In this paper, the authors agree with the author summarizing the Cardinal Newman Society study who notes, "Regardless of where students begin their college journey, Catholic colleges should be helping students "move closer" [emphasis added] to Christ, and certainly doing a better job of moving students toward the Catholic faith than secular colleges do" (Reilly, 2003, p. 43). This represents a measurable outcome. The authors, like the Cardinal Newman Society, rely on data from the Higher Education Research Institute (HERI) at the University of California, Los Angeles. The Cardinal Newman Society study was based on a survey of college freshmen in 1997 and a follow-up survey with students in their senior year in 2001. The authors rely on a more recent HERI longitudinal survey, which included a new addendum: the College Student Beliefs and Values (CSBV) survey. Available data from this survey includes 14,527 students at 136 U.S. colleges and universities. This survey was administered to freshman respondents in 2004 and again to these students as juniors in spring 2007. The authors' analyses of these data are inspired by the quote above from the Cardinal Newman study author regarding the ability of Catholic colleges and universities to help Catholic students "move closer" to the Church and their faith. The authors measure whether students, regardless of their incoming attitudes and behavior, move closer, stay the same, or move further away from the Church while in college. The results of this study do not indicate any significant secularizing trend among Catholic students attending Catholic colleges as is often expressed in the criticism of these institutions. (Contains 6 tables, 1 figure and 11 footnotes.)
Spiritual vs. Religious: Perspectives from Today's Undergraduate Catholics
Author: Overstreet, Dawn V.
Date: 2010-12-00
Type: Journal Articles
Subjects: Religion,Spiritual Development,Religious Factors,Undergraduate Students,Student Attitudes,Catholics,Church Related Colleges

Contemporary American college students simultaneously express both increased interest in spirituality and declining interest in traditional religion. Recent research recognizes the trend of young adults separating spirituality from religion, but utilizes varied definitions of each term developed by the researchers. This study asks students directly whether and how they differentiate spirituality from religion. The purpose of this article is to examine how undergraduate Catholics attending a Catholic university conceive of themselves as spiritual or religious and the differences, if any, between the two descriptors. The perspectives of 20 young adults of various programs of study and self-described degrees of spirituality and religiousness are herein explored. (Contains 1 table.)
The Problem of Catholic School Teachers Deferring to the Home on Controversial Religious Issues
Author: McDonough, Graham P.
Date: 2010-03-00
Type: Journal Articles
Subjects: Catholic Schools,Controversial Issues (Course Content),Catholics,Catholic Educators,Family Environment,Contraception,Homosexuality,Religious Education,Socialization,Thinking Skills,Religious Factors

This paper observes that an ironic tension occurs in the discussion of controversial issues in some Catholic schools. One technique that teachers use in response to student disagreement with the official Church view on a controversial issue like contraception, homosexuality, or female ordination is to present Church teaching but then suggest that students follow up at home with their parents for further information. While this technique is promising to some degree, it sits uneasily against the remarks that some Catholic education commentators make regarding deficiencies in the home regarding student formation and socialization in the faith. The discussion acknowledges some advantages in this technique, but ultimately concludes that it is flawed because it sidesteps the school's responsibility to promote higher-order religious thinking and undermines the home-school-Church partnership by placing the responsibilities of families and parishes into schools. (Contains 7 footnotes.)
Attitudes toward Homosexuality among Catholic-Educated University Graduates
Author: Callegher, Jonathan D.
Date: 2010-03-00
Type: Journal Articles
Subjects: Catholics,Social Attitudes,Homosexuality,Religious Factors,Moral Values,Social Sciences,Young Adults,College Graduates,Catholic Schools,Secondary Education

Depending on the area of academic concentration, formal education beyond the secondary school level may present Catholic-educated individuals with a steady stream of perspectives, theories, and worldviews on a variety of sociocultural issues, including sexuality, that are different from those of the Catholic Church. Increasingly, liberal attitudes of young Catholics toward gay and lesbian issues may reflect a Catholic cohort that views moral questions as increasingly ambiguous and more open to personal interpretation. The purpose of this study is to uncover the themes related to how the completion of a university social science program and corresponding exposure to perspectives that are different from those of the Catholic Church has influenced Catholic-educated individuals' attitudes toward homosexuality. The attitudes of 12 young adults who have graduated from a Catholic secondary school and have subsequently graduated from a social science program at a nonreligious, liberal university are herein explored. (Contains 1 table and 2 footnotes.)
Faculty Prayer in Catholic Schools: A Survey of Practices and Meaning
Author: Mayotte, Gail
Date: 2010-03-00
Type: Journal Articles
Subjects: Secondary School Teachers,Elementary School Teachers,Catholic Schools,Catholics,Internet,Surveys,Religious Factors,Scheduling,Teacher Attitudes,Time

This article presents a research study that utilized a web-based survey to gather data about the communal prayer experiences of faculty members in Catholic elementary and secondary schools in the United States and the meaning that such prayer holds to its participants. Key findings show that faculty prayer experiences take place readily, though frequency and form vary greatly. Faculty prayer is valued and desired by the overwhelming majority of its participants. Challenges are also acknowledged with the most prevalent relating to time and/or scheduling issues. Suggestions for addressing needs and challenges are provided. (Contains 7 tables and 1 figure.)
The Promise of Catholic Schools for Educating the Future of Los Angeles
Author: Litton, Edmundo F.
Date: 2010-03-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Graduation Rate,Low Income,Minority Groups,Elementary School Students,Secondary School Students,Ethnic Groups,Public Schools,Surveys,Parent Attitudes,Administrator Attitudes,Futures (of Society),Role of Education

This study examined the impact of Catholic education on elementary and secondary students in Los Angeles. The study focused on the continuation and graduation rates of ethnic minority students who received special funding from the Catholic Education Foundation (CEF). Using qualitative and quantitative measures, the study revealed that students from ethnic minority and low-income communities enrolled in Catholic schools are graduating from secondary schools at a higher rate than their peers who are enrolled in public schools. Furthermore, survey data was collected from principals and parents of these students enrolled in Catholic schools. The study shows that a Catholic education has a major impact on the lives of these students, their parents, and their communities. (Contains 5 tables.)
A Catholic Higher Education Collaborative: Focusing on New Ways of Supporting Catholic Elementary and Secondary Schools
Author: Montejano, Frank
Date: 2010-03-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Elementary Secondary Education,Immigrants,School Support,College School Cooperation,Conference Papers,Conferences (Gatherings),Educational Development,Church Role,Church Related Colleges,Partnerships in Education,Change Strategies,Educational Change

This article discusses highlights from the Catholic Higher Education Collaborative conference (CHEC) held at Loyola Marymount University (LMU) in January 2009. The conference, a result of a 2007 dialogue on Catholic schooling hosted by the Carnegie Foundation for the Advancement of Teaching, was the first of six to be held at Catholic colleges and universities throughout the country. The purpose of the conference was to seek new and creative ways for Catholic higher education to partner with the nation's K-12 Catholic schools. The theme of the LMU conference was "Catholic Schools and The Immigrant Church: Lessons from the Past and a Bridge to the Future." This article includes information about the development of CHEC, a brief review of the history of immigrants and Catholic schools, an overview of conference keynote talks, and concludes with future initiatives developed from the conference in support of Catholic schools. (Contains 1 footnote.)
The Challenge of Serving a Diverse Church: Being Christ for Others
Author: Boyle, Gregory J.
Date: 2010-03-00
Type: Journal Articles
Subjects: At Risk Persons,Job Training,Work Experience,Clergy,Catholics,Counseling,Mental Health,Juvenile Gangs,Church Related Colleges,Youth,Speeches,Conferences (Gatherings)

Rev. Gregory Boyle, S.J., was ordained a priest in 1984 and shortly afterward became the pastor of Dolores Mission parish, serving from 1986-1992. While at Dolores Mission, he developed numerous programs for at-risk youth in the community. In 2001 his various projects assisting youths in gangs were united under one banner: Homeboy Industries. Through Homeboy, Fr. Greg has provided job training and work experience, mental health counseling, tattoo removal, and education, including Opportunities for Learning Charter High School, all in an environment where once-rival gang members are able to work side by side. In his talk to the Catholic Higher Education Collaborative conference (CHEC) attendees at Loyola Marymount University (LMU), Fr. Greg challenged educators to reach out to youth at the margins. Rather than being in service to, he called on his audience to be in solidarity with those who are most at-risk. His story is an example of what can be accomplished through unconditional love for troubled youth. What follows is the text of Fr. Greg's talk to CHEC at LMU in January 2009.
Catholic Schools and the Immigrant Community: A Look Backward and Forward
Author: Collins, Michael
Date: 2010-03-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Catholic Educators,Immigrants,Racial Bias,Racial Discrimination,Educational Experience,Teaching Experience,Acculturation,Teacher Responsibility,Administrator Responsibility,Administrator Attitudes

Michael Collins, F.S.C., Ed.D. is a member of the Brothers of the Christian Schools, or Christian Brothers. He currently serves as the president of his alma mater, DeLa Salle High School, in Minneapolis, Minnesota. In 2007 Br. Collins received the National Catholic Educational Association Sr. Catherine McNamee Award for outstanding leadership in diversity. What follows is Br. Collins's address to attendees at the first Catholic Higher Education Collaborative conference (CHEC), held at Loyola Marymount University (LMU) in January 2009. In his address, Br. Collins recounts instances of racism and prejudice in his years as a student and later teacher and administrator in Catholic schools. He expands the notion of immigrant to include those brought to this country by force. He maintains that Catholic educators have an obligation to welcome and assimilate those who find themselves in a new place regardless of circumstance.
Integrating a Social Justice Perspective in Economics Education: Creating a Distinctly Catholic Education
Author: Carrithers, David F.
Date: 2010-06-00
Type: Journal Articles
Subjects: Social Justice,Catholics,Intellectual Disciplines,Economics Education,Social Sciences,Humanities,Business Administration Education,Teaching Methods,Teacher Attitudes,Social Theories,Educational Change,Catholic Schools

This paper suggests a way of creating a distinctly Catholic economics education by integrating a social justice perspective into the curriculum through writings from Catholic Social Thought (CST). In so doing, we argue that students of economics will gain a more thorough understanding of the economics discipline. Moreover, a grounding in CST will help business and economics students better negotiate the conflicting view of markets they encounter in the "disconnect" between business courses and humanities/social science core courses. The thesis of the paper is that CST can be a useful mechanism by which to instill a social justice perspective in economics education and to motivate educators to be clear and complete in discussing assumptions that underlie economic theory. We explore reasons economics educators have been reluctant to use tools such as CST to inform their discussion of economic theory. We use the subdiscipline of welfare theory and in particular assumptions regarding the common good, preference satisfaction, and individual and social utility to distinguish between perspectives from CST and what is taught as modern economic theory. Finally we offer some simple curricular changes that can be accomplished with little cost, which can lead to three bold accomplishments: creating a distinctly Catholic economics education, improving students' understanding of their discipline, and diminishing the frustration and confusion students feel when they encounter disconnected messages about the effects of markets and the promotion of social justice. (Contains 5 footnotes.)
Correlational Analysis of Servant Leadership and School Climate
Author: Black, Glenda Lee
Date: 2010-06-00
Type: Journal Articles
Subjects: Catholic Schools,Student Attitudes,Focus Groups,Interviews,Correlation,Foreign Countries,Data Analysis,Boards of Education,Leadership,Questionnaires,Educational Environment,Teacher Attitudes,Administrator Attitudes,Principals

The purpose of this mixed-method research study was to determine the extent that servant leadership was correlated with perceptions of school climate to identify whether there was a relationship between principals' and teachers' perceived practice of servant leadership and of school climate. The study employed a mixed-method approach by first administering two validated quantitative instruments: Laub's (1998) Organizational Leadership Assessment (OLA) measured the perceived servant leadership in the schools and Hoy, Tarter, &amp; Kottkamp's (1991) Organizational Climate Description Questionnaire-Revised (OCDQ-RE) measured the school's climate. These instruments were administered to a randomly selected sample of 231 full-time teachers and 15 principals working in a Catholic school board in Ontario. Upon completion of the quantitative data analysis, focus group interviews were conducted with 10% of the sample. The data revealed a significant positive correlation between servant leadership and school climate. (Contains 9 tables.)
Structuring Catholic Schools: Creative Imagination Meets Canon Law
Author: Brown, Phillip J.
Date: 2010-06-00
Type: Journal Articles
Subjects: Catholic Schools,School Organization,Administrative Organization,Laws,School Law,Decision Making,Power Structure,Governance,Catholics,Educational Quality

This paper will explore the underlying requirements of canon law for establishing and administering Catholic schools, with a view toward helping to arrive at creative solutions to the question of how best to structure these schools civilly and canonically in order to ensure their temporal, spiritual, and religious well-being, and to assure that they can continue to make the kind of significant contributions to fulfilling the Catholic Church's educational mission in the United States that they have throughout U.S. history. This paper will first consider what a Catholic school is, canonically speaking. After taking a look at what canon law says a Catholic school is, it will consider the canonical role of the diocesan bishop in Catholic schools; both the minimal role that canon law anticipates for a bishop with respect to the Catholic schools in his diocese, and also the more enhanced role that he may wish to play and the schools may wish him to play. It will then move on to consider the kind of structures that are available in civil law for giving legal identity to a Catholic school, and how best to correlate the civil option chosen with the requirements of canon law and the desired ecclesial structure and juridic status. In doing so, it will highlight that in both canon and civil law school governance and the ownership of school property are central issues. It is hoped that both a fuller and a more particular understanding of what canon law actually says about Catholic schools will help to dispel the sense that canon law is an obstacle to creative school reorganization, and demonstrate instead that it can be a useful tool for structuring Catholic schools creatively and establishing norms of governance and administration that will enhance the security and smooth functioning of the school and assure that it is capable of delivering quality education and faith formation in an atmosphere imbued with a truly Catholic spirit. (Contains 45 notes.)