ethanporcaro/eric-fulltext-meta huggingface dataset:
Responses from the Field
Author: Curtin, Daniel F.
Date: 2006-09-00
Type: Journal Articles
Subjects: Altruism,Grief,School Closing,Catholic Schools,Catholics,Defense Mechanisms,Leadership Effectiveness,Leadership Role,Community Attitudes,Emotional Response,Institutional Survival,Reader Response

In an effort to encourage dialogue and reflection on matters of common concern and interest, this journal invites responses on selected articles from other educators, who engage the text critically and offer some reflections about its utility and validity. This paper presents responses from Daniel F. Curtin, Gwen Byrd and Dominica Rocchio to the article, &quot;Process of Compassion: Pastoral Care During School Closings,&quot; by McDevitt, Dosen, and Ryan (2006). Curtin says during the past several years, the Catholic educational community has witnessed the closing or consolidation of many Catholic schools in the United States. Decisions about the future of many of these schools are based on demographic changes, enrollment issues, and financial costs. Some faculty and administrators had served in their school communities their entire professional lives and felt much grief about losing their schools. The Process of Compassion Workshop goes a long way to support and assist those in dealing with their own feelings of grief and loss. When faculty and administrators are supported in such a way, they in turn will be in a stronger position to assist students and parents with their own emotional feelings. Byrd shares that the closing of three schools in the Archdiocese of Mobile in June 2004 caused tremendous confusion and trauma for pastors, principals, teachers, parents, and students. It also caused sadness for the larger Catholic community of the archdiocese. All three of these school communities went through stages of denial and anger. One never reached acceptance. In this case, desperate measures came from parents in the face of their denial and anger. This was not easy at the time, although they believed that time would heal. As traumatic as it was for all involved, new life has sprung due to the outstanding leadership of the receiving school communities. Rocchio says school closings have become all too frequent in the last 5 years. It is the role of leadership to help others deal with loss and change. This means that those in leadership need to have an understanding of the grieving process. Rocchio suggests the need for a national conversation that brings together three types of people--authority figures, refounding people and renewal people--to design a future for Catholic schools.
Career Aspirations of Potential Applicants for Principals of Catholic Schools: An Australian Perspective
Author: d'Arbon, Tony
Date: 2006-09-00
Type: Journal Articles
Subjects: Leadership,Foreign Countries,Principals,Catholic Schools,Occupational Aspiration,Job Applicants,Research Projects,Research Reports,Participant Characteristics,Occupational Surveys,Vocational Interests,Administrative Change

Recent surveys of leadership succession planning in Catholic schools in New South Wales, Victoria, South Australia, Tasmania, and the Northern Territory of Australia have confirmed the growing shortage of persons applying for positions of principal in Catholic schools in those states and territory and examined reasons for the decline in numbers. This paper focuses on a particular aspect of that research in which the career aspirations of those being surveyed, in the pool of potential applicants for principal positions, are analyzed and reported. Implications for the future of Catholic schools in Australia as well as for the future leadership of schools in general are examined. (Contains 5 tables.)
What I Overheard in the Sesquicentennial Conversation
Author: Cadegan, Una M.
Date: 2006-09-00
Type: Journal Articles
Subjects: Catholics,Church Related Colleges,Governance,Educational History,Intellectual History,Institutional Characteristics,Institutional Mission,Excellence in Education,Educational Practices,Beliefs,Educational Development,Educational Principles,College Administration,Organizational Culture

Catholic higher education is in many ways still responding to the challenge first articulated by John Tracy Ellis in his 1955 essay. In efforts to promote both a unique Catholic identity and a culture of excellence on par with secular institutions, Catholic universities can learn much from their historical context, founding religious communities, and contemporary experience. This essay suggests some practical applications for campus life and governance that might be culled from a university's religious history.
John Tracy Ellis and the Figure of the Catholic Intellectual
Author: Conniff, Brian
Date: 2006-09-00
Type: Journal Articles
Subjects: Catholics,Intellectual Development,Intellectual History,Educational Quality,Educational Improvement,Educational Philosophy,Educational Practices,Educational Principles,Educational Development,Catholic Schools,Educational Change,Change Agents

Fifty years after John Tracy Ellis challenged the quality and character of Catholic intellectual life, much work remains to be done. This essay explores Ellis's original assertions and places them in an overarching historical context that involves Flannery O'Connor and Thomas Merton.
What Is Religiosity?
Author: Holdcroft, Barbara
Date: 2006-09-00
Type: Journal Articles
Subjects: Prosocial Behavior,Researchers,Religion,Definitions,Measurement,Beliefs,Religious Factors,Interdisciplinary Approach,Moral Values,Knowledge Level

Religiosity is a complex concept and difficult to define for at least two reasons. The first reason is the uncertainty and imprecise nature of the English language. Colloquially, in "Roget's Thesaurus" (Lewis, 1978), religiosity is found to be synonymous with such terms as religiousness, orthodoxy, faith, belief, piousness, devotion, and holiness. These synonyms reflect what studies of religiosity would term as dimensions of religiosity, rather than terms that are equivalent to religiosity. A second reason for this complexity is that current interest in the concept of religiosity crosses several academic disciplines, each approaching religiosity from different vantage points, and few consulting one another (Cardwell, 1980; Demerath & Hammond, 1969). Because the term religiosity is widely used, but difficult to define in a manner that is agreed upon by all researchers, there is a wide variety of measurement tools being developed to examine the individual dimensions of religiosity. Approaching religiosity from different academic disciplines affects both the focus and the content of the measurement tool. The positive effects of religiosity, in both the social and educational realms, are attracting the attention of many researchers. The application of a variety of the dimensions of religiosity to specific situations in everyday life is the subject of much research. Religiosity affects not only specific demographic groups, but individuals as well. Although the general conclusion is that religiosity leads to good consequences in life, few studies find a correlation between the cognitive dimension of religiosity and prosocial behavior, or the connection between knowledge and moral behavior.
The Lack of Consensus among Catholics for Establishing New Elementary Schools
Author: Cieslak, Michael J.
Date: 2006-12-00
Type: Journal Articles
Subjects: Acculturation,Elementary Schools,Catholic Schools,Catholics,Declining Enrollment,Enrollment Trends,Enrollment Influences,Educational Development,School Surveys,Statistical Surveys,Predictor Variables,Congruence (Psychology),Educational Attitudes,School Choice

For a century Catholic schools have formed the basis for a strong system of acculturation into Catholic identity and values. Catholic schools provided a low-cost basic education and served as a common school for all social classes of Catholics. This system has weakened considerably in the last decades. Between 1970 and 2000 there was a net loss of 3,595 Catholic schools in the United States, a 29.9% decline. In addition, the nature of these schools seems to be changing as the percentage of total Catholic school enrollment made up by non-Catholics has increased ten-fold in 30 years. Many Catholic Schools seem to have pursued increased academic excellence at the expense of religious acculturation. This paper examines diocesan data to determine the extent to which Catholics still consider Catholic elementary schools to be important. Findings include survey data on school importance from 55,000 diocesan Catholics. In addition, parishioner survey results are presented from two suburban parishes, each of which is considering establishing a parochial elementary school. If new elementary schools are going to be established, a way must be found for Catholics to arrive at a consensus on this issue. (Contains 8 tables and 6 notes.) [Reprinted with permission from the &quot;Review of Religious Research,&quot; v47 n2 p175-189 Dec 2005.]
Responses from the Field
Author: Beretta, J. Christian
Date: 2006-12-00
Type: Journal Articles
Subjects: Catholic Educators,Catholic Schools,Catholics,Reader Response,Educational Attitudes,Educational Development,Research Reports,Declining Enrollment,Educational Trends,Change Strategies,Educational Change,Educational Practices

In an effort to encourage dialogue and reflection on matters of common concern and interest, responses are invited on selected articles from other educators, who engage the text critically and offer some reflections about its utility and validity.This article offers responses from J. Christian Beretta, a principal, and Richard G. Wosman, assistant professor and director, to the article &quot;The Lack of Consensus among Catholics for Establishing New Elementary Schools,&quot; by M. J. Cieslak (2006). Beretta shares that Cieslak's research produces data from a handful of suburban parishes, the results of which are hardly surprising to those currently engaged in the struggle to keep Catholic schools alive. He argues, however, that the changing world is precisely what the current crisis in Catholic schools is all about. Cieslak's data alone make the point to the experienced eye, but the discussion falls short of providing the additional context and commentary needed to drive home the message to those that would criticize Catholic schools and administrators. For Wosman, Cieslak places the question of opening a parish school in the context of the dramatic changes taking place in Catholic education and the Church. Wosman thinks parents have always sent their children to Catholic schools for safety, education, formation, and discipline. Catholic educators must be wary of those who do so to avoid the developing multicultural nature of the U.S. Church and society.
Student Affairs Professionals at Catholic Colleges and Universities: Honoring Two Philosophies
Author: Schaller, Molly A.
Date: 2006-12-00
Type: Journal Articles
Subjects: Student Personnel Workers,Catholics,Conflict of Interest,Church Related Colleges,Educational Philosophy,Institutional Mission,Counselor Training

Student affairs professionals are encouraged by their professional organizations to recognize the responsibility they have to their institutions by "supporting its mission, goals and policies" (American College Personnel Association [ACPA], 2006, p. 6) and by avoiding conflicts of interest between the self and the college or university (National Association of Student Personnel Administrators [NASPA], 1990). While some would say that the philosophy that guides student affairs professionals fits quite well with the mission of Catholic institutions (Gallin, 1990), others point out that most student affairs professionals are educated at secular universities and experience little preparation regarding the Catholic intellectual tradition (Estanek, 2001). The purpose of this study was to explore the following questions: Are there student affairs professionals at Catholic colleges and universities who are able to bring together a student affairs philosophy with that of Catholic colleges and universities? If these professionals do exist, what can we learn from their knowledge and approaches that might help other student affairs professionals at Catholic colleges and universities to honor both philosophies? The results suggest that a great deal can be learned from seasoned professionals in Catholic student affairs, which may well assist new professionals in negotiating these two different philosophies.
The Purpose of a Student Affairs Preparation Program within Jesuit Higher  Education
Author: Stringer, Jeremy
Date: 2006-12-00
Type: Journal Articles
Subjects: Higher Education,Educational Principles,Student Development,Educational Philosophy,Student Personnel Workers,Case Studies,Church Related Colleges,Institutional Mission,College Programs,Professional Training,Schematic Studies,Catholics,Educational Practices

This article addresses the congruence of a student affairs professional preparation program within Jesuit higher education. It connects the mission of Jesuit education and Jesuit religious and educational principles to the philosophy of student affairs work in colleges and universities. A program in student development administration at Seattle University is presented as an example of how a student affairs preparation program honors Jesuit principles.
Assessing Catholic Identity: A Study of Mission Statements of Catholic Colleges and Universities
Author: Estanek, Sandra M.
Date: 2006-12-00
Type: Journal Articles
Subjects: Catholics,Church Related Colleges,Outcomes of Education,Institutional Mission,Universities,Religious Education,Educational Philosophy

Since the publication of "Ex Corde Ecclesiae" (John Paul II, 1990), Catholic colleges and universities have become more deliberate and intentional regarding their institutional and Catholic identity. This article continues the conversation about Catholic identity as it relates to student outcomes, and proposes some preliminary strategies for assessment. (Contains 2 tables.)
Envisioning New Forms of Leadership in Catholic Higher Education: Recommendations for Success
Author: Gardner, Megan Moore
Date: 2006-12-00
Type: Journal Articles
Subjects: Higher Education,Leadership,Catholics,Institutional Mission,Change Strategies,Educational Change,Lay People,Leadership Effectiveness,Leadership Styles,Performance Factors,Institutional Characteristics,Church Related Colleges,Case Studies,Clergy,Educational Practices,Educational Administration

The impact of increases in lay leadership in Catholic higher education is an issue of considerable debate. Opponents of the change believe that the traditional identity and mission of Catholic institutions may be significantly altered if lay leaders fail to intentionally nurture Catholic values and practices. Others believe that lay leaders may strengthen and enact the institutional mission just as effectively as could vowed religious leaders. This article provides an overview of a recent study about the perceived impact of lay leadership at one Catholic university. A history of the issues at hand and the methodology of the study are included along with a review of the primary findings. The outcomes of this study can inform the work of institutional leaders in higher education by identifying factors that appear to be important to preserving institutional identity in the midst of significant change. The article concludes with recommendations for vowed religious and lay leaders seeking to preserve and share institutional mission.
The Identity of American Catholic Higher Education: A Historical Overview
Author: Garrett, Matthew
Date: 2006-12-00
Type: Journal Articles
Subjects: Higher Education,Accreditation (Institutions),Catholics,Church Related Colleges,Educational History,Institutional Mission,Educational Change,Social Influences,College Faculty,Trustees,Church Role,Administrative Principles,Administrative Policy

American Catholic higher education has faced and overcome challenges, both from American higher education and Vatican Church officials, in its long and rich history. Georgetown College's founding in 1789 was the first of several Catholic higher education institutions created in the late 18th and early 19th centuries. The 20th century brought the challenges of accrediting agencies and mixed communication with The Vatican, including Pope John Paul II's (1990) Ex Corde Ecclesiae. This document attempts to clarify the nature of a Catholic institution's identity. (Contains 5 tables.)
Springing to Life: How Greater Educational Equality Could Grow from the Common Core Mathematics Standards
Author: Schmidt, William H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,Equal Education,Achievement Gap,State Standards,Educational Opportunities,Standardized Tests,Textbooks,Educational Change,Mathematics Education,Problem Solving,Thinking Skills,Academic Standards,Mathematics Achievement,Teacher Role,Curriculum Design,Parents,Stakeholders,Parent Attitudes

In America, education has long been viewed as the main instrument for achieving equality of opportunity. Despite many reform efforts over the past several decades, the US educational system has patently failed to ensure equal access for all to the essential knowledge, skills, problem-solving abilities, and reasoning abilities that are necessary to succeed. Instead, American schools exhibit pervasive inequality. Pervasive inequality is a bold claim, but that's the inescapable conclusion of more than 20 years of examining mathematics and science standards, student achievement, textbooks, standardized tests, and classroom content coverage. In mathematics, for instance, students are exposed to widely varying content not only across states and school districts but within schools. Such inequities in content coverage deny students equal learning opportunities. By the time they enter middle and high school, those students fortunate enough to have been challenged with rigorous, focused, and coherent content in the early grades are placed into courses that continue to challenge them, while their peers who were not exposed to such content are tracked into lower-level courses. And so the differences in learning opportunities that contribute to the achievement gap only continue to grow. These problems aren't found only in lowest-performing schools; the &quot;typical&quot; US student does not receive the content coverage needed to compete with students in other nations. In this article, the authors move from demonstrating the existence of pervasive inequality to considering what to do about it. In particular, they examine the prospects for the Common Core State Standards for Mathematics (CCSS-M) to reduce inequalities in opportunity to learn. They discuss why the CCSS-M &quot;could&quot; provide greater equality of educational opportunity, and they offer some ideas about how to overcome the principal obstacles to successful implementation. (Contains 11 endnotes.)
Schooling Makes You Smarter: What Teachers Need to Know about IQ
Author: Nisbett, Richard E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Intelligence,Genetics,Prenatal Care,Racial Differences,Intelligence Quotient,Intervention,Academic Achievement,Intelligence Tests,Cognitive Ability,Brain,Teachers,Comparative Analysis,Gender Differences,Family Environment,Socioeconomic Status

In 1994, America took a giant step backward in understanding intelligence and how it can be cultivated. Richard Herrnstein, a psychology professor at Harvard University, and Charles Murray, a political scientist with the American Enterprise Institute, published &quot;The Bell Curve,&quot; a best-selling book that was controversial among researchers, but was given enormous, uncritical attention in the popular press. It would be difficult to overestimate the impact of &quot;The Bell Curve.&quot; Even people who never read the book picked up its conclusions from press accounts and from discussions with people who read it. The impact on policymakers was substantial, and many practicing educators today accept the views about intelligence presented in the book and fostered by the media. The conclusions that many people drew from the book were that IQ tests are an accurate and largely sufficient measure of intelligence, that IQ is primarily genetically controlled, that IQ is little influenced by environmental factors, that racial differences in IQ are likely due at least in part, and perhaps in large part, to genetics, and that educational and other interventions have little impact on IQ and little effect on racial differences in IQ. &quot;The Bell Curve&quot; encouraged skepticism about the ability of public policy initiatives to have much impact on IQ or IQ-related outcomes. But in fact, &quot;all of the conclusions the author has just summarized are mistaken.&quot; Even at the time the book was published, many cognitive scientists believed that some of these conclusions were erroneous. Now one knows that all of them are. In this article, the author will describe the new knowledge that is most relevant to educators. The basic conclusions are that environmental factors are much more important in determining intelligence than previously believed, that racial group differences owe little or nothing to genes, and that interventions, including school, influence intelligence at every level from prenatal care to college and beyond. (Contains 77 endnotes.)
School Ties: A Psychiatrist's Longtime Commitment to Education
Author: Dubin, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Psychiatry,Individual Development,Hermeneutics,Child Development,Aptitude Treatment Interaction,Teacher Student Relationship,Early Experience,Career Development,Developmentally Appropriate Practices,Educational Strategies

Almost 60 years have passed since Dr. James Comer last saw three of his elementary school friends, yet he vividly remembers them. They were African American boys just like him. They, too, came from two-parent homes, and their fathers also worked in the local steel mill. But unlike Comer and his siblings, these three youngsters did not take an interest in academics. They grew up to lead hard lives: one died from alcoholism, a second was in and out of jail, and a third was in and out of mental institutions. As a young man, the question that always haunted Comer was why. To understand how promising lives sometimes falter and fail, Comer decided to learn about people. And so he trained in psychiatry at Yale University in New Haven, Connecticut. His work in the early 1960s at the university's Child Study Center taught him that many adult problems are actually rooted in childhood. In 1968, Comer and his colleagues at the center created the School Development Program. The program focuses on improving relationships among the adults in schools--teachers, administrators, other staff members, and parents--so they can foster academic achievement and support student development. A look at Comer and his life's work provides valuable insights into the ways that educators and schools can connect with children. (Contains 32 endnotes.)