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This comprehensive compendium of research focuses on key aspects of Catholic education in the United States. The volume includes reviews of research on topics ranging from church documents, spirituality, and the philosophy of Catholic education to parents, students, teachers, administration and governance, and curriculum and instruction. Benefit to many audiences--policy-makers, church leaders, educators, researchers, students, practitioners, patrons, and citizens--who are interested in these schools. The wealth of scholarly information provided here covers all areas of Catholic education, both school- and parish-based. The first volume of its kind ever published on Catholic learning and development, the handbook is an encyclopedia reference tool for the serious scholar as well as the committed Catholic educator.
A survey instrument was developed and administered to full-time elementary teachers working in Catholic elementary schools. Of the questionnaires distributed in the six regions served by the National Catholic Educational Association (NCEA), 1,076 (52 percent) were returned. Over 90% respondents were Catholic and female, with no background as members of a religious order; 63% had received at least 4 years of Catholic schooling themselves. Most expressed high degrees of job satisfaction. Respondents' perceptions and attitudes on financial issues, Church teachings, social concerns, quality of education, and teacher involvement are discussed, and conclusions and recommendations based on these findings are offered. Teachers in Catholic schools earned an average of $6,000 per year less than public school peers; most felt that high costs of Catholic schooling prevented many families from enrolling their children. Younger teachers and teachers who had spent less time in Catholic schools as students were considerably more likely to disagree with Church teachings on birth control, abortion, and homosexuality. Younger teachers were also found to value tolerance and broadmindedness in general more highly than Church membership. Attitudes toward conflict resolution were widely divided. Five appendices include: a copy of the survey instrument; the letter to principals in participating schools; the letter to the teachers; second letter to principals; and the survey and responses. (Contains 42 references.) (PB)
This study inquired into American Catholic schools' organizational structures and their relationship with school climate through use of the national data from Schools and Staffing Survey 2003-04 by the National Center for Education Statistics, U.S. Department of Education. The study focused on the statistical assessment of Catholic school teachers' perceptions of climate within three organizational structures. Another aspect of the research was the principals' perception of climate within each of the organizational structures. Last, the study investigated whether teachers' and principals' perceptions of climate differed. A weighted one-way ANOVA was run to investigate whether the type of Catholic school could be distinguished by teachers' and principals' perception of climate. A two sample t test was conducted on each of the climate characteristics to determine whether the perceptions of the teachers and principals varied within each type of Catholic school. General descriptive information about each of the climate characteristics was also presented in response to the research questions. The results of both of the ANOVA analyses and each of the t test analyses varied between each of the climate characteristics: teacher job satisfaction, teacher absenteeism, teacher influence on curriculum decisions, teacher influence on professional development decisions, teacher influence on discipline decisions, teacher influence on budget decisions. Some of the climate variables revealed statistically significant differences between the three types of Catholic schools or between the teachers and principals, while others did not, warranting further discussion on each variable's effect on climate. This study provides support to previous literature on what affects climate in Catholic schools. It adds to the body of knowledge in the field of Catholic school structures and their relationship to school climate. The findings of this study provide quantitative evidence at a national level for educators, administrators, and policy makers in their efforts to enhance climate and improve Catholic school restructuring efforts.
This book explores in a theoretical and practical sense the challenges and opportunities arising in the initial and ongoing formation processes for teachers in Catholic schools. It showcases a range of international perspectives on how prospective teachers for Catholic schools are prepared both academically and pastorally for their professional role. Divided into two parts, Part 1 of the book focuses on certain countries in the Anglosphere; each country with a dedicated chapter in which the academic and pastoral approaches to teacher formation are examined in the context of its particular cultural, political and religious landscape. Part 2 of the book examines specific areas of interest with particular reference to what it means for the Catholic Church’s mission to offer suitable formation to its corps of teachers. Building on the editors' previous work, this book offers a fresh perspective on this subject by bringing together observations from selected local contexts on what Catholic teacher formation looks like as a set of organised processed and structures. It also shows how the study of educational themes offers challenges to current practices, but also opportunities for fruitful engagement with other educational perspectives.