ethanporcaro/eric-fulltext-meta huggingface dataset:
Time-of-Day Effects on Human Performance
Author: Hines, Caroline B.
Date: 2004-03-00
Type: Journal Articles
Subjects: Time Management,Biology,Individual Differences,Individual Characteristics,Personality,School Schedules,Sleep,Adolescents,Time,Testing,Academic Achievement,Correlation,Time Factors (Learning),Adults,Biological Influences,Cognitive Processes,Secondary Education,Cognitive Style,Performance Based Assessment,Context Effect

The course of study of time-of-day effects on human performance has not been an easy one to chart, with many findings that seem to be in opposition. This review examines the difference between group and individual differences with regard to time-of-day effects; time-of-day effects in individuals; morningness-eveningness as an individual characteristic; morningness-eveningness in adolescents; effect of time of day on cognition and academic performance; time-of-day effects on intelligence, testing, and academic achievement; the effect of matching individuals to their preferred time on academic achievement; and motivation as a primary confounding variable in time-of-day preference/academic performance studies. Other possible confounding variables and procedures in testing time-of-day effects are also briefly examined.
The Ideal of a Catholic Education in a Secularized Society
Author: Cuypers, Stefaan E.
Date: 2004-06-00
Type: Journal Articles
Subjects: Foreign Countries,Role of Religion,Educational Philosophy,Catholic Schools,Religious Factors,Catholics,Religion,Attitudes,Anti Intellectualism,Beliefs,Conflict Resolution,Social Attitudes,Social Change,Philosophy,Public Education,Religious Education,Comparative Analysis

This paper argues that the progressive, revisionist reaction within Catholic education and schooling, as well as within Catholicism at large, to the challenge of modernity is a mistake. In view of modernity's malaises, it advocates instead the affirmation or reaffirmation of the ideal of traditional Catholicism as the only authentic response for Catholics to modern progress. In order to justify the distinctiveness of a traditional Catholic identity and educational project, the paper offers an outline of a distinctively Thomistic educational philosophy. Its defense of the (re)affirmation of the ideal of traditional Catholic education and schooling in secularized society is neither ultra-conservative nor romantic.
Reshaping Catholic Secondary School Curriculum through Culminating Portfolios
Author: Ryan, Mark P.
Date: 2004-06-00
Type: Journal Articles
Subjects: Institutional Evaluation,Catholic Schools,Urban Schools,Secondary Schools,Secondary School Curriculum,Educational Change,Portfolios (Background Materials),Student Attitudes,Positive Attitudes,Portfolio Assessment,High School Seniors,Graduation Requirements

This study analyzes qualitative data on student perceptions and curriculum transformation from a schoolwide culminating portfolio program of a small, urban, archdiocesan Catholic high school located on the West Coast. Over 4 years, all graduating students (n = 102) developed culminating portfolios, evidencing their accomplishment of specific learning outcomes and presented those portfolios to panels of educators, parents, and community representatives. Students, teachers, and panelists were surveyed to determine their perceptions about the benefits and challenges of this process. The study found that (1) students' perceptions of the portfolio and panel processes were very positive, including the belief that the portfolios helped students determine for themselves the extent and quality of their learning; (2) panelists and school faculty reported the belief that the portfolio process better prepared students for college and helped students reflect upon and assume personal responsibility for their learning; and (3) significant curricular transformations had taken place in what was being taught at the school, how it was being taught, and how it was being assessed. Teachers, students, and panelists identified the benefits of the process for students as well as suggestions to increase the impact of the process on classroom teaching and learning. Challenges in the process included logistics of portfolio management, the amount of time required to develop and continue the process, and the development of methodologies for continued refinement of the program. (Contains 1 figure and 3 tables.)
Catholic High School Students' Attitudes toward Homosexuality: A Snapshot of Incoming College Freshmen
Author: Maher, Michael J.
Date: 2004-06-00
Type: Journal Articles
Subjects: Student Attitudes,Graduates,Homosexuality,Catholic Schools,Catholics,College Freshmen,High School Students,Positive Attitudes,Surveys,Teaching Methods,Coeducation,Religious Education,Beliefs,Single Sex Schools,Churches,Mental Disorders

This study is a survey of incoming freshmen at a Midwestern Catholic university on their agreement with Church teachings on homosexuality. In general, females had more homo-positive attitudes than males, graduates of catholic high schools had more homo-positive attitudes than graduates from non-Catholic high schools, and graduates from coeducational Catholic high schools had more homo-positive attitudes than graduates from unisex Catholic high schools. Also, if respondents agreed with the Church's teaching against homosexual activity and that homosexuality is a disorder, they were less likely to agree with the Church's teachings that gay and lesbian people have rights that the Church should protect. (Contains 3 tables.)
Cognitive Spirituality and Hope in Catholic High School Students
Author: Frey, Bruce B.
Date: 2004-06-00
Type: Journal Articles
Subjects: Factor Analysis,Validity,Self Efficacy,Well Being,High School Students,Measures (Individuals),Catholics,Religious Factors,Gender Differences,Psychological Patterns,Correlation,Reliability,Cognitive Processes

This study explores the validity of a construct of cognitive spirituality as measured by a recent measure, the "Spirituality Index of Well-Being," in a sample of Catholic high school students. Spirituality on this scale is conceptualized as a composite of life scheme (having meaning in one's life) and generalized self-efficacy. Construct-based validity evidence was produced through factor analysis and examination of correlations between the spirituality scale and subscale scores with scale and subscale scores on the "Children's Hope Scale," a well-being indicator previously used for this population. In addition, differences between male and female students were found, with females producing higher scores on the life scheme subscale, suggesting a greater sense of meaning in their lives. The "Spirituality Index of Well-Being" also demonstrated high internal reliability in this sample. It is argued that the goal of Catholic education is education of the whole person and that this conceptualization of spirituality is consistent with that goal. The Spirituality Index of Well-Being appears to be a valid and reliable measure of cognitive spirituality for this population and a useful indicator of student well-being. (Contains 1 figure and 2 tables.)
Teacher Retention in Catholic Schools
Author: Przygocki, Walter F.
Date: 2004-06-00
Type: Information Analyses
Subjects: Catholic Schools,Principals,Teacher Recruitment,Competition,Public Schools,Teacher Salaries,Teacher Supply and Demand,Faculty Mobility,Economic Impact,Beginning Teacher Induction,Teacher Persistence,Teacher Selection,Lay Teachers,Educational Change,Teacher Effectiveness,Administrator Role,Job Satisfaction,Educational Finance,Tuition,Teacher Characteristics,School Culture,Catholic Educators

Teacher attrition is a concern in all educational sectors but is of special importance to Catholic schools because of the salary disparity between public and Catholic schools. This review examines the research on teacher retention in general with a view to understanding how this knowledge might inform teacher recruitment and retention strategies in Catholic schools and dioceses. The relationship between salient teacher characteristics--such as job satisfaction and salary--and teacher retention is discussed.
Students' Choice of Schools for Their Children: Logistic Regression Analysis on Contributing Factors
Author: Mok, Magdalena Mo Ching
Date: 2004-09-00
Type: Journal Articles
Subjects: Academic Achievement,School Choice,Statistical Analysis,Classroom Environment,Foreign Countries,Catholic Schools,Regression (Statistics),Socioeconomic Background,Educational Quality,Secondary School Students,Student Attitudes,Gender Differences

School choice has been an issue in the education systems where parents are given the autonomy to select schools for their children. Previous research suggests that parental decisions are affected by demographic, financial, and value-related factors. This study investigated variables including: demographic and socio-economic background, motivation, quality of school curriculum, quality of school life, and classroom environment as factors contributing to secondary students' choice of schools for their own children. The sample comprised 8,265 secondary students from 70 Catholic schools in New South Wales, Australia. Analysis of variance and logistic regression were used to identify contributing factors of school choice. Findings suggested that students' expectations of schools, quality of school curriculum, quality of school life, and the classroom environments they experienced all contributed to their intention to send their own children to the same schools, after controlling for their background differences. On the other hand, students' intentions were not affected by their gender, socio-economic backgrounds, or country of birth. (Contains 5 figures and 6 tables.)
"You Love All that Exists... All Things Are Yours, God, Lover of Life..." A Pastoral Letter on the Christian Ecological Imperative
Date: 2004-09-00
Type: Journal Articles
Subjects: Conservation (Environment),Christianity,Clergy,Catholics,Agricultural Occupations,Activism,Environmental Education,Ecology

This article presents a pastoral letter issued by the Social Affairs Commission of the Canadian Conference of Catholic Bishops at the Feast of St. Francis of Assisi in October, 2003. The topic of this pastoral letter is how the beauty and grandeur of nature touches everyone, and how each person can develop the right relations with nature and with other human beings. The authors of this letter state that Christian communities, inspired by St. Francis of Assisi, should provide positive recognition and support to environmentalists, farmers, educators, and solidarity activists who have begun to show the way forward. "What Can Christians Do to Protect the Environment?" is appended. (Contains 28 endnotes.)
School Choice Litigation after &quot;Zelman&quot; and &quot;Locke&quot;
Author: Liekweg, John A.
Date: 2004-09-00
Type: Journal Articles
Subjects: School Choice,Parents,Laws,Educational Vouchers,Court Litigation,Courts,Legislation,Student Financial Aid,Religion,Religious Factors,Religious Education,Parochial Schools,Financial Support,Children,Tuition,Private Schools

In the past 2 years, the United States Supreme Court has decided two important cases that will bear directly on legislation and litigation involving school choice programs that provide financial aid to parents of children attending religious schools. Those cases are &quot;Zelman v. Simmons-Harris&quot; (2002) and &quot;Locke v. Davey&quot; (2004). The reasoning in &quot;Zelman,&quot; along with the litigation in the lower courts leading up to that decision, provide useful insights that should prove helpful in drafting school choice legislation and successfully defending it in court when challenged. The decision in &quot;Locke&quot; may have implications for litigation involving challenges to state laws and constitutional provisions limiting aid to religious institutions and to students attending religious schools. Both cases are discussed below.
The DC Choice Incentive Act of 2003: A Historic Moment for Children
Author: Davis, William F.
Date: 2004-09-00
Type: Journal Articles
Subjects: Educational Vouchers,Legislation,School Choice,Scholarship,Children,Program Implementation,Elementary Secondary Education

Voucher programs have long endured intense legislative challenge and judicial scrutiny. This article details the recent history of a successful voucher implementation plan for the District of Columbia. The importance of a broad base of politically active and astute citizens, parents, religious leaders, and Federal legislators is highlighted. The success of the voucher program detailed here may serve as a model for other programs.
Improving Public Policy Advocacy through the Effective Use of Data
Author: Doyle, Michelle L.
Date: 2004-09-00
Type: Journal Articles
Subjects: Federal Programs,Private Schools,Public Policy,Advocacy,Delivery Systems,Program Improvement,Catholic Schools,Role,Educational Legislation,Educational Change,Data Analysis

The focus for most consumers of federal education program services is the end product. Of concern to these consumers--students, teachers, and principals--are the quality of the service, the timeliness of the service delivery, and the relevance of the services to the particular need. To ensure that federal education programs can be effective for children attending private schools, it is critical to be actively involved in the legislative process. This article explores an attempt to change and improve a federal education program for Catholic and other private school participants, highlighting the key role in the lobbying process played by high quality, timely data. (Contains 1 figure and 3 tables.)
Catholic High Schools: Can Inclusion Work without Significant Publicly-Funded Resources?
Author: Powell, Marie A.
Date: 2004-09-00
Type: Journal Articles
Subjects: Catholic Schools,High Schools,Reputation,Outcomes of Education,College Readiness,Special Needs Students,Barriers,Primary Sources,Private Schools,Cooperation,Parent School Relationship,Parent Student Relationship,Principals,Educational Experience,Educational Finance,Academic Support Services,Politics of Education

Catholic high schools do not generally have a reputation for serving students with special needs. This article, using primary sources related to one high school's history, demonstrates how even an academically elite school can meet the needs of a wide range of students. Specific strategies are suggested that can help Catholic high schools be more inclusive.
Ability Grouping in Catholic and Public Schools
Author: Ellison, Brandy J.
Date: 2004-09-00
Type: Journal Articles
Subjects: Catholic Schools,High School Students,Public Schools,Ability Grouping,Criteria,Track System (Education),Student Placement,Comparative Analysis,Achievement Tests,Standardized Tests,Academic Achievement,Context Effect,Educational History,Educational Trends,College Readiness,Institutional Mission,Equal Education

Researchers have found that students who attend Catholic high schools tend to outperform public high school students on standardized tests of achievement. Although many aspects of this finding have been examined in subsequent research, little attention has been paid to the issue of how ability grouping affects achievement across school sectors. A nearly universal practice in middle and secondary schools, ability grouping works to channel learning opportunities to students. The authors trace the history of ability grouping and review the findings regarding ability group effects, the assignment process, and mobility across groups in each school sector. Their analyses suggest that the way ability grouping is implemented in Catholic schools contributes to the Catholic school advantage in achievement. (Contains 1 table.)
Getting Started with Collaborative Teamwork for Inclusion
Author: Lawrence-Brown, Diana
Date: 2004-12-00
Type: Journal Articles
Subjects: Teamwork,Cooperation,Disabilities,Inclusion,General Education,Scheduling,Special Education Teachers,Elementary Schools,Middle Schools,Grade 8,Team Training,Participative Decision Making,Group Dynamics,Role,Barriers,Time,Reflective Teaching,Communication Skills,Conflict Resolution,Administrator Role,Social Support Groups

This article illustrates the collaborative team process for inclusion as it grew within two schools attempting to improve their efforts to welcome students with disabilities into general education classrooms. Team members learned specialized skills needed for successful collaboration, in the context of bringing about specific changes they deemed critical to the desired outcomes of their own projects. (Contains 2 figures and 1 table.)
What Would Newman Do? John Cardinal Newman and &quot;Ex Corde Ecclesiae&quot;
Author: Denig, Stephen J.
Date: 2004-12-00
Type: Journal Articles
Subjects: Church Related Colleges,Higher Education,Catholic Schools,Religious Education,Private Colleges,Philosophy,Academic Freedom,Catholics,Intellectual Disciplines

John Paul II's 1990 apostolic exhortation &quot;Ex Corde Ecclesiae&quot; and subsequent legislation require those teaching theological disciplines in Catholic universities to have a mandatum. This article explores the thought of John Cardinal Newman with a view to defending a position, consistent with Newman's thought, relative to the seeking and acceptance of a mandatum.
Hiring and Retaining High-Quality Teachers: What Principals Can Do
Author: Williby, Roseanne L.
Date: 2004-12-00
Type: Journal Articles
Subjects: Catholic Schools,Principals,Teacher Recruitment,Competition,Public Schools,Personnel Selection,Teacher Effectiveness,Cost Effectiveness,Central Office Administrators,Teacher Supply and Demand,Mentors,Teacher Persistence,Faculty Mobility,Alternative Teacher Certification,Minority Group Students,Beginning Teacher Induction

Many Catholic school principals have limited assistance from their respective central offices in the recruitment and selection of teachers, especially if their objective is to recruit candidates of color or candidates for a particular subject area. Aware that teacher quality is related to student achievement, Catholic school principals must employ up-to-date, effective recruitment and hiring strategies to compete for qualified candidates in today's market. Mindful that teacher recruitment programs alone will not solve staffing problems, principals must remain vigilant for causes of low retention and strategize to retain their high-quality teachers. Implementing an intensive induction and mentoring program with expert colleagues throughout the year can reduce teacher turnover and expenses. (Contains 2 figures and 2 tables.)
The Retention and Attrition of Catholic School Principals
Author: Durow, W. Patrick
Date: 2004-12-00
Type: Journal Articles
Subjects: Catholic Schools,Elementary Schools,Secondary Schools,Principals,Occupational Mobility,Labor Turnover,Career Development,Employer Employee Relationship,Quality of Working Life,Job Satisfaction,Accountability,Professional Autonomy,Conflict,Governing Boards

This article reports the results of a study of the retention of principals in Catholic elementary and secondary schools in one Midwestern diocese. Findings revealed that personal needs, career advancement, support from employer, and clearly defined role expectations were key factors in principals' retention decisions. A profile of components of successful retention is included. (Contains 1 table.)
Collective Bargaining in Catholic Schools: What Does Governance Have to Do with It?
Author: James, John T.
Date: 2004-12-00
Type: Journal Articles
Subjects: Collective Bargaining,Teaching (Occupation),Unions,Catholic Schools,Administrative Organization,Governance,Labor Legislation,Constitutional Law,School Law,Catholics,Federal Courts,Court Litigation,Government Role,Definitions,Lay Teachers

This article outlines the significant legal decisions regarding collective bargaining in Catholic schools, identifies the governance structures employed in Catholic schools and the methods of translating these governance structures into documents required by civil law, and concludes with the citation of two recent court decisions that demonstrate the method of incorporation and the day-to-day governance practices utilized in Catholic schools that are of great importance to educational leaders.
Leadership Role Expectations and Relationships of Principals and Pastors in Catholic Parochial Elementary Schools: Part 1
Author: Schafer, Duane F.
Date: 2004-12-00
Type: Journal Articles
Subjects: Elementary Schools,Catholic Schools,Governance,Principals,Clergy,Leadership Role,Interpersonal Relationship,Expectation,Administrative Organization,Catholics,School Organization,Leadership

Parish elementary schools in the United States have a governance structure that often precipitates conflict. The principal is the designated leader of the school, the educational administrator, and the supervisor of the faculty and students. By canon law, however, the pastor of the parish remains ultimately responsible for the spiritual and temporal welfare of the entire parish. This review addresses the relationships of pastors and principals in parish schools. After a brief review of general governance in the Catholic Church, the review analyzes the roles of pastor and principal respectively, and concludes with some preliminary advice about role expectations. (Contains 2 tables.) [For &quot;Leadership Role Expectations and Relationships of Principals and Pastors in Catholic Parochial Elementary Schools: Part 2,&quot; see EJ1006242.]
The Negative Effects of Student Mobility: Mobility as a Predictor, Mobility as a Mediator
Author: Scherrer, Jimmy
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Reading Achievement,Outcomes of Education,Child Care,Educational Change,Student Mobility,Educational Objectives,Achievement Gap,Socioeconomic Status,Social Capital,Peer Groups,Prediction,Predictor Variables,Statistical Analysis,School Size

Policy discussions on how to improve educational outcomes have traditionally focused on schools and teachers. While schools and teachers have measurable effects on educational outcomes, reforms aimed at only improving schools and teachers have failed to eliminate persistent achievement gaps. Thus, some scholars have argued for a broader, bolder approach to education. These scholars have investigated the effect of nonschool factors, such as health and early childhood care, on educational outcomes. The present study is intended to add to this growing body of literature. Two analyses that were conducted to examine the effect of student mobility on achievement are discussed. The first uses a multi-level analysis to investigate the relationship between student mobility and reading achievement of students. The second analysis uses aggregate school-level data to investigate if student mobility mediates the relationship between a school's socioeconomic status and its academic achievement levels. The results suggest that student mobility is indeed a predictor of academic struggles--at the individual student level as well as the school level--and should be included in the increasing number of conversations aimed at changing social policies to improve student outcomes. (Contains 4 tables, 5 figures and 5 footnotes.)