ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation as Pedagogy: Models of Theological and Pastoral Formation
Author: Ligo, Vivian
Date: 2007-09-00
Type: Journal Articles
Subjects: Theological Education,Philosophy,Scoring Rubrics,Student Evaluation,Educational Theories,Taxonomy,Praxis,Models

This essay proposes that there is one process but many points of departure for religious education. Each point of departure requires its own construct to facilitate learning. The constructs presented are Bloom's taxonomy of learning outcomes in the cognitive domain, Groome's "shared Christian praxis," the lectio divina, the Ignatian rules of discernment, and the method in ministry of the Whiteheads. The theory proposed found validation in the task of evaluating written assignments of the candidates to the permanent diaconate of an archdiocese.
Faith Schools and State Education: Church-State Relations and the Development of the 5-14 Religious Education Program in Scotland
Author: Coll, Roisin
Date: 2007-09-00
Type: Journal Articles
Subjects: Foreign Countries,Catholic Schools,Curriculum Development,National Curriculum,Religious Education,Educational Policy,Policy Formation,State Church Separation,Interprofessional Relationship,Educational History,Elementary Secondary Education

Public policy questions such as public funding for Catholic schools, the extent of government involvement in private education, and church-state relations in general are not unique to the United States. This article discusses Catholic education in Scotland, with a view to explaining the ongoing need for cooperation and goodwill in church-state relations concerning schools. This paper aims to examine in some detail one particular episode in the recent history of educational policy formation in Scotland in which the supposedly distinctive needs of faith-based schools assumed central importance. This episode is part of a longer history of Church-state relations in Scottish Catholic education.
An Evaluation of the Effect of DC's Voucher Program on Public School Achievement and Racial Integration after One Year
Author: Greene, Jay P.
Date: 2007-09-00
Type: Journal Articles
Subjects: Public Schools,Private Schools,Urban Schools,Educational Vouchers,School Choice,Academic Achievement,Racial Integration,School Desegregation,Program Effectiveness

This study evaluates the initial effect of Washington, DC's Opportunity Scholarship Program (OSP) on the academic performance of public schools and its effects on the opportunities that District students have to attend integrated schools. The OSP is a federally sponsored school voucher program that provides vouchers worth up to $7,500 for an estimated 1,800 to 2,000 students in the District of Columbia. The authors measure whether a public school's test-score gains are related to its distance to the nearest voucher-accepting private school or the number of voucher schools within a one-mile radius of a public school. The evaluation finds that the OSP has had no academic effect, positive or negative, on the District's public schools after its first year. The study also compares rates of racial integration in DC's public schools and private schools participating in the voucher program. This is part of the first-year evaluation of the OSP. The authors plan to continue evaluating the OSP using a variety of approaches. (Contains 1 figure and 2 tables.)
The Impact of Charter Schools on Catholic Schools: A Comparison of Programs in Arizona and Michigan
Author: Ladner, Matthew
Date: 2007-09-00
Type: Journal Articles
Subjects: Charter Schools,Catholic Educators,Catholic Schools,Catholics,Context Effect,Educational Policy,Comparative Analysis,Competition,School Choice

Many Catholic educators assume that charter schools pose a significant threat to Catholic schools, especially in the urban core. Through an analysis of educational policy variations in Arizona and Michigan, this article demonstrates that while charter schools pose a threat to Catholic school enrollments, they do not always do so. (Contains 1 figure and 1 table.)
Responses from the Field
Author: Draina, Lois K.
Date: 2006-03-00
Type: Journal Articles
Subjects: Consciousness Raising,Catholic Educators,Catholic Schools,Catholics,Elementary Secondary Education,Institutional Mission,Educational Planning,Position Papers,Administrative Principles,Administrative Policy,Educational Development,Educational Change,Educational Practices

This article offers responses from Lois K. Draina, an associate professor, Ronald J. Nuzzi, a program director, and Rachel Sara Moreno, associate professional specialist to a United States Conference of Catholic Bishops' (USCCB) document &quot;Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium&quot; (2005). After several careful readings of the document, Draina was clear about one thing: Its goals are strikingly similar to &quot;In Support of Catholic Elementary and Secondary Schools,&quot; published by the USCCB in 1990. Draina stresses that the challenges outlined in the document are real, but outlining the needs goes only so far. She asks where is the specificity regarding action and accountability. She sees that the document's tone suggests, however, that the bishops are looking for helpers to address the needs of the Catholic school system. Nuzzi, as a program director, knows firsthand of the joy and appreciation Catholic educators feel in response to this document. He adds that for this consciousness raising, publicity, and invitation to collaborate in the future success of schools, all Catholic educators are grateful. Meanwhile, Moreno wonders if some pastors read this document which states, &quot;It is the responsibility of the entire Catholic community...to provide an exceptional education experience for young people.&quot; She cites that many of Catholic school colleagues are forced to leave the ministry because of financial constraints.
Historical Perspectives on Elizabeth Seton and Education: School Is My Chief Business
Author: McNeil, Betty Ann
Date: 2006-03-00
Type: Journal Articles
Subjects: Educational History,Clergy,American Indians,Change Agents,Career Development,Catholic Educators,Educational Philosophy,Educational Objectives,Educational Development,Womens Education,Biographies,Poverty Programs

Born an Episcopalian in New York, Elizabeth Ann Bayley (1774-1821), married (1794) William Magee Seton (1768-1803). Blessed with three daughters (Anna Maria, Rebecca, and Catherine Charlton, called &quot;Kit&quot;) and two sons (William and Richard), the couple briefly enjoyed the comforts of social status and prosperity. They opened their arms to care for extended family members, providing counsel and mentoring for the youngest Seton in-laws. Elizabeth Ann Seton--the first native-born U.S. citizen to be canonized--and her passion for education are the subjects of this historical essay. Implications for contemporary educational leaders are also discussed.
Katharine Drexel: Learning to Love the Poor
Author: Murray, Cecilia
Date: 2006-03-00
Type: Journal Articles
Subjects: Economically Disadvantaged,Poverty Programs,Change Agents,Social Change,Change Strategies,Career Development,Catholics,Catholic Educators,Educational Opportunities,Family Characteristics,Cultural Capital,Social Capital

Although born into privilege, Katharine Drexel was blessed with parents, siblings, friends, and spiritual guides who kept her rooted in a deep, Eucharistic faith. Responding to the needs of the poor was a responsibility of the rich, and Katharine learned this value at the hands of her parents at an early age. With the good counsel of popes and bishops, family and friends, she ultimately used her great family wealth to provide education for the poor.
Sister M. Madeleva Wolff, C.S.C.
Author: Petit, M. Loretta
Date: 2006-03-00
Type: Journal Articles
Subjects: College Curriculum,Women Administrators,Change Agents,Career Development,Clergy,Educational Development,Educational History,Graduate Study,Church Related Colleges,Teacher Education,Theological Education,Catholic Educators

Sister M. Madeleva Wolff, C.S.C., teacher, essayist, poet, and college administrator, through her creative ability and innovative practices made possible major contributions to Catholic education in her lifetime. Without her strong personality and boundless energy, many of her dreams for an ideal college curriculum would not have come to fruition. Her most significant legacy, the Graduate School of Theology, afforded for the first time the opportunity for the laity and religious women to study theology at the graduate level. She served as president of St. Mary's College, Notre Dame, Indiana, from 1934 to 1961.
Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium
Date: 2006-03-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Institutional Mission,Elementary Secondary Education,Administrative Policy,Administrative Principles,Educational Development,Educational History,Barriers,Performance Factors,Change Strategies,Educational Change

The Catholic bishops of the United States and the entire Catholic community continue their journey through the twenty-first century, it remains their duty to model the Person of Jesus Christ, to teach the Gospel, and to evangelize their culture. They are convinced that Catholic elementary and secondary schools play a critical role in this endeavor. The Catholic community is encouraged at every level to support the work of their Catholic elementary and secondary schools, keeping them available and accessible to as many parents as possible. Therefore, the Catholic bishops of the United States strongly encourage their clergy and laity to market and support Catholic elementary and secondary schools as one of their church's primary missions. Their vision is clear: their Catholic schools are a vital part of the teaching mission of the Church. The challenges ahead are many, but their spirit and will to succeed are strong. The Catholic bishops of the United States, in cooperation with the total Catholic community, are committed to overcoming these challenges. Adversity often brings out the best in men and women. They must respond to challenging times with faith, vision, and the will to succeed because the Catholic school's mission is vital to the future of their young people, the nation, and most especially their Church. (Contains 3 endnotes and 9 resources.)
Catherine Spalding: Co-Foundress of the Sisters of Charity of Nazareth
Author: Shaughnessy, Mary Angela
Date: 2006-03-00
Type: Journal Articles
Subjects: Women Administrators,Change Agents,Career Development,Educational Development,Catholic Educators,Catholics,Clergy,Religious Organizations,Womens Education,Community Education,Educational History,Intellectual History

The Sisters of Charity of Nazareth (SCN) maintain a vibrant presence in ministry in the US. This article presents an overview of their co-foundress, Catherine Spalding, and shows Mother Catherine to be the creative, mission-driven, and articulate leader that is still very much in need in today's society.
Mother Stephanie Mohun, O.P.
Author: Caspar, Ruth
Date: 2006-03-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Religious Organizations,Catholic Educators,Educational History,Intellectual History,Educational Development,Change Agents,Professional Development,Educational Finance,Economic Impact,Career Development,Administrator Role,Educational Change

It is often stated that Catholic schools in the US were built on the foundation of the poverty of vowed women religious. Dozens of communities fit this description, none more so than the Dominican Sisters of St. Mary of the Springs. Sister Stephanie Mohun's service as mother general spanned a period of tremendous growth in Catholic education at every level. Seeing to the ongoing education and professional preparation of the sisters, Mother Stephanie founded colleges, staffed schools, established missions, and provided leadership for Catholic education that continues to have an enduring legacy today.
Sister Mary Emil Penet, I.H.M.: Founder of the Sister Formation Conference
Author: Glisky, Joan
Date: 2006-03-00
Type: Journal Articles
Subjects: Females,Women Administrators,Change Strategies,Religious Organizations,Educational Development,Professional Development,Career Development,Educational Improvement,Improvement Programs,Teacher Education,Clergy,Catholics

Mary Emil Penet, I.H.M., (1916-2001) used her talents and charisma to shape the first national organization of American women religious, the Sister Formation Conference (SFC; 1954-1964), facilitating the integrated intellectual, spiritual, psychological, and professional development of vowed women religious. In the decade preceding Vatican II, her leadership generated a renewal among religious communities focusing first on preparing young sister teachers, then sisters of all ages, whatever their ministries. Her educational contributions affected sisters' development and ministries, their contribution to Vatican II aggiornamento, and later touched the lives of female college students, seminarians, and Catholic laity.
Toward the Professionalization of Catholic High School Religion Teachers: An Assessment of Religion Teaching as a Profession
Author: Cook, Timothy J.
Date: 2006-06-00
Type: Journal Articles
Subjects: Religion,Religious Education,Catholic Educators,Professional Development,Professional Identity,Intellectual Disciplines,Teacher Characteristics,Teaching (Occupation),Performance Factors,Benchmarking,Best Practices,Occupational Surveys

This article assesses religion teaching as a profession in terms of selected characteristics that scholars agree are common to all professions. The characteristics that are addressed include essential service, call to serve, special knowledge and skills, specialized and advanced university training, public trust and status, code of ethics and performance standards, and professional organization. The research suggests that religion teaching satisfies two of the seven selected characteristics, namely essential service and call to serve, but does not fully satisfy the other five. The main conclusion drawn is that steps must be taken to professionalize religion teaching. To that end, recommendations include the further development of a professional association for religion teachers, credentialing standards, and a certification/licensing scheme.
Catholic School Principal Job Satisfaction: Keys to Retention and Recruitment
Author: Fraser, Jennifer
Date: 2006-06-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Job Satisfaction,Catholic Schools,Personnel Management,Persistence,Performance Factors,Administrator Role,Quality of Working Life,Occupational Surveys,Interviews,Administrator Attitudes,Administrative Organization,Telephone Surveys,Mail Surveys,Administrator Characteristics,Recruitment

This article presents a study on principal retention in New South Wales, Australia. Factors in job retention included economic security, role enjoyment, and the opportunity to contribute. Disincentives to the principalship included lack of support from the employing authority, inadequate pay, isolation, growing responsibilities, difficult parents, and interfering pastors. Findings suggested that the ideal principal role would include greater remuneration, a more supportive employing authority, clearly defined role expectations, and job recognition.
A Rationale for Special Education in Catholic Schools
Author: Long, Thomas J.
Date: 2006-06-00
Type: Journal Articles
Subjects: Inclusion,Special Education,Philosophy,Special Needs Students,Catholic Educators,Catholic Schools,Catholics,Role of Education,Decision Making,Religious Education,Church Related Colleges,Self Concept,Communities of Practice

Debates about inclusive education for students with special needs challenge Catholic educators to develop a rationale consistent with Catholic theology and Church teaching. Guided by the rationale, arguments are made for the role Catholic schools, seminaries, and Catholic higher education should contribute to realize an inclusive Church. Contemplative practice offers a process for engaging Catholic identity with school practitioner decision making for implementing inclusion. This article posits that the rationale for Catholic special education reflects an authentic understanding of Catholic identity within Catholic learning communities.
The State of Special Education in Catholic Schools
Author: DeFiore, Leonard
Date: 2006-06-00
Type: Journal Articles
Subjects: Disabilities,Special Education,Federal Programs,Special Needs Students,Financial Support,Catholic Educators,Catholic Schools,Catholics,Federal Aid,Educational Finance

Catholic educators in recent years have worked to increase their schools' capacity to provide special education services to more students. The expansion of federal programs to support students with special needs has aided in dealing with this issue, but it has also exacerbated problems. The exacerbation comes from the increased focus on both the needs of children and the inability of the schools to respond positively as often as they would like. The aid comes in the form of some governmental assistance as well as increased financial support from local sources. However, the demand for services continues to exceed the resources available to respond. This paper explores the current dimensions of this situation. (Contains 1 table.)
Responses from the Field
Author: Moreau, Lori
Date: 2006-06-00
Type: Journal Articles
Subjects: Disabilities,Special Education,Special Needs Students,Catholic Educators,Catholic Schools,Accessibility (for Disabled),Educational Assessment,Educational Development,Educational Indicators,Change Strategies,Educational Change,Reader Response,Educational Practices,Inclusion

This article offers responses from Lori Moreau, a principal, Roberta Weaver, associate dean, Shauna M. Adams, associate professor, Mary F. Landers of University of Dayton, and Mary Jane Owen, a founding director, to the article "The State of Special Education in Catholic Schools," by L. DeFiore (2006). Jesus, the master teacher, reached out to the marginalized of society. This is both a clear mission of the Church and an ongoing challenge, as DeFiore (2006) aptly describes. Moreau stresses that a paradigm shift among Catholic educators can have a tremendous impact on a school's ability to serve students with mild special learning needs. Weaver, Adams and Landers believes that high quality special education comes out of a culture of inclusiveness and is not impacted as greatly by resources as DeFiore and others would suggest. The focus on the inequities in funding between public and private schools often provides an opportunity to justify the inability to provide services for children with special needs. Owen considers that DeFiore's article fills a gap in the understanding of a major challenge facing the Church and that DeFiore documents efforts to offer educational experiences in the least restrictive environment while highlighting the chronic lack of funds and resources to adequately serve children with special needs.
Answering the Call to Prepare Special Education Teachers at Institutions of Catholic Higher Education
Author: Brown, Carole W.
Date: 2006-06-00
Type: Journal Articles
Subjects: Disabilities,Higher Education,College Admission,Social Justice,Special Education,Rural Areas,Church Related Colleges,Catholics,Special Education Teachers,Web Sites,Academic Degrees,Teacher Certification,Undergraduate Study,Graduate Study,College Faculty,Student Financial Aid,Accreditation (Institutions),Cultural Differences,English Language Learners,Teacher Education

Concerns for social justice have called Catholics and others to be compassionate and supportive to children with disabilities by establishing schools and other learning opportunities to nurture this population. Special education as a field has developed over the past 40 years. This study examines the incidence, context, and nature of special education personnel preparation programs in institutions of Catholic higher education (ICHE). Through literature searches and web-based searches on the National Catholic College Admission Association website, a survey, and individual college websites, the study has identified 89 ICHE that offer special education degrees out of a total of 260 Catholic colleges and universities. Within the context of the demographics of ICHE, the results of this exploratory study show regional variation in special education degree programs; patterns of other education degree offerings that often occur with special education degrees, including undergraduate and graduate level degrees and dual certification; along with information about faculty, financial aid, accreditation, practicum sites, and relationships to Catholic schools. Recommendations are offered to strengthen special education personnel preparation in areas of need, including rural areas, and special education teachers who work with culturally and linguistically diverse populations. (Contains 7 tables.)
Immigrant Youth Mental Health, Acculturation, and Adaptation
Author: Frabutt, James M.
Date: 2006-06-00
Type: Journal Articles
Subjects: Immigrants,Mental Health,Immigration,Acculturation,Children,Adjustment (to Environment),At Risk Persons,Emotional Problems,Hispanic Americans,Social Adjustment,Emotional Adjustment,Public Health

One in five youth in the United States is a child of an immigrant and children of immigrants are the most rapidly growing segment of the U.S. population under age 18. Consequently, there is a great need to better understand the psychosocial impact of immigration on children's mental health and adjustment. It is striking, however, that research on the mental health consequences of migration has focused on adult adaptation and less on how the migration process impacts children's lives. In summary, the conflicts and adjustments of immigration place children at increased risk for psychosocial problems. This article discusses the challenges facing all immigrant youth, with special attention given to the Hispanic community.
Catholic Education and Social Justice
Author: Heft, James L.
Date: 2006-09-00
Type: Journal Articles
Subjects: Social Justice,Church Related Colleges,Catholics,Educational History,College Role,Teaching Methods,Educational Objectives

Catholic institutions of higher learning compete mightily for students, faculty, and research dollars with other colleges and universities. Yet, the history and tradition of many Catholic institutions offer a unique faith perspective from which to understand and appreciate the role of the Catholic university as serving the common good. Catholic social teaching is an essential part of the Catholic intellectual tradition and is indispensable for fulfilling the Church's mission through higher education.
Process of Compassion: Pastoral Care during School Closings
Author: McDevitt, Patrick J.
Date: 2006-09-00
Type: Journal Articles
Subjects: Catholic Schools,Private Education,Catholics,Economic Climate,School Closing,Elementary Schools,School Administration,Decision Making,Action Research,Teacher Dismissal,Structural Unemployment,Teacher Morale,Grief,Altruism,Transitional Programs,Outplacement Services (Employment),Educational Change,Workshops,Group Experience,Group Dynamics,Program Development,Counseling Services

Catholic education in the United States continues to face mounting economic challenges. Dioceses are being challenged with the painful reality of closing Catholic schools that have long served communities. These school closings leave behind wounded and disillusioned professionals. The Process of Compassion Workshop was developed to provide personal and professional help for healing so that teachers could move forward in their careers. This article provides a theoretical framework with action research to care for the dedicated people school closings leave behind. (Contains 3 tables and 1 figure.)