Journal of Catholic Education最新文献

Data at the Diocesan Level: Common Data Practices and Challenges Among U.S. Catholic School Superintendents 教区层面的数据:美国天主教学校管理者的共同数据实践和挑战

Journal of Catholic Education Pub Date : 2023-04-01 DOI: 10.15365/joce.2601022023

Julie W. Dallavis

引用次数: 0

Assessing the Costs and Benefits of Principal Time Usage and Ohio's EdChoice Scholarship 评估主要时间使用的成本和收益以及俄亥俄州的教育选择奖学金

Journal of Catholic Education Pub Date : 2023-04-01 DOI: 10.15365/joce.2601032023

Adam Dufault

{"title":"Assessing the Costs and Benefits of Principal Time Usage and Ohio's EdChoice Scholarship","authors":"Adam Dufault","doi":"10.15365/joce.2601032023","DOIUrl":"https://doi.org/10.15365/joce.2601032023","url":null,"abstract":"This study explored the experience of Catholic school principals in Ohio whose schools have participated in the EdChoice Scholarship program. The researcher employed the lens of principal time usage to examine the experiences of Ohio Catholic school principals with EdChoice, with a focus on the direct experiences of principals participating in the program, the principal’s role in the supervisory aspects of operating the program at a school, and on the connections between workload and principal perceptions of the EdChoice program. The research questions were explored through semi-structured interviews with eight Catholic school principals and three administrative designees at those schools. The study concluded that no significant and direct administrative burden was created by the program on the study participants, but that secondary effects are present, such as the potential need for the hiring of a staff member to manage the program and the importance of communication with stakeholders. Additionally, this study illustrated the need for Catholic school principals to remain aware of and engaged in the legislative process in Ohio, as changes made by the government can have a direct effect on the operation of a school.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131216809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Crisis Leadership: Voices from the Field 危机领导:来自现场的声音

Journal of Catholic Education Pub Date : 2023-04-01 DOI: 10.15365/joce.2601012023

Corinne Brion

引用次数: 0

Exclusionary Discipline in Early Childhood 幼儿期排他性纪律

Journal of Catholic Education Pub Date : 2023-04-01 DOI: 10.15365/joce.2601042023

Courtney E. O’Grady, M. Ostrosky

引用次数: 1

On the 8th Day: A Catholic Theology of Sport 第八天:天主教体育神学

Journal of Catholic Education Pub Date : 2023-04-01 DOI: 10.15365/joce.2601072023

R. Nuzzi

引用次数: 0

The Beam in Our Own Eyes: Antiracism and YA Literature Through a Catholic Lens 我们自己眼中的光束:天主教镜头下的反种族主义和青少年文学

Journal of Catholic Education Pub Date : 2023-04-01 DOI: 10.15365/joce.2601062023

Katie Sutton, Abigail D. Grafmeyer, Daniel Reynolds

引用次数: 0

Measuring Students’ Sense of School Catholic Identity 学生对学校天主教认同的测量

Journal of Catholic Education Pub Date : 2023-04-01 DOI: 10.15365/joce.2601052023

Monica J. Kowalski, Julie W. Dallavis, Stephen M. Ponisciak, G. Svarovsky

{"title":"Measuring Students’ Sense of School Catholic Identity","authors":"Monica J. Kowalski, Julie W. Dallavis, Stephen M. Ponisciak, G. Svarovsky","doi":"10.15365/joce.2601052023","DOIUrl":"https://doi.org/10.15365/joce.2601052023","url":null,"abstract":"As a ministry of the Catholic Church, Catholic schools are charged with educating students’ hearts and minds. Multiple standardized academic tests and other student assessments are available for monitoring both student and teacher outcomes in Catholic schools, but fewer measures exist for considering the school’s faith-related mission. Although tests of student religious knowledge and benchmarks related to specific Catholic elements of the school are available, we do not yet have a robust set of instruments that provide teachers and leaders an understanding of their progress in providing a school environment permeated by Catholic culture and faith. To consider how students in Catholic schools perceive the Catholicity of their school and how these perceptions vary among different student groups, we developed, piloted, and validated the Sense of School Catholic Identity Survey (SSCI). This 20-item survey measures Grade 5 through 8 students’ perceptions of their Catholic school as personal and invitational, sacramental, unitive, and eucharistic. Findings from the pilot study suggest that responses differ by student grade level, religious tradition, and gender. Future testing of the scale will examine school-level differences in Catholic identity.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133094465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Phenomenology of the Job-Related Experiences of Early Career Catholic Elementary School Principals 天主教小学早期职任校长工作相关经验之现象学研究

Journal of Catholic Education Pub Date : 2022-06-01 DOI: 10.15365/joce.2501042022

Sarah Kerins, Lucinda S. Spaulding

引用次数: 0

Views of Catholic Middle School Students on Handling Peer Aggression 天主教中学生对待同伴攻击的看法

Journal of Catholic Education Pub Date : 2022-06-01 DOI: 10.15365/joce.2501062022

I. Khemka, L. Hickson, Lina Gilic

{"title":"Views of Catholic Middle School Students on Handling Peer Aggression","authors":"I. Khemka, L. Hickson, Lina Gilic","doi":"10.15365/joce.2501062022","DOIUrl":"https://doi.org/10.15365/joce.2501062022","url":null,"abstract":"Aggression toward peers who are perceived as weaker or different is a widespread problem for middle school students including those attending Catholic middle schools. Middle school students’ normative beliefs about the acceptability of various types of aggressive behavior influences their own potential involvement in bullying. Therefore, how middle schoolers decide to respond to situations of peer aggression may affect their standing as either victims, bystanders to bullies, or as bully-victims in school environments over time. This study looks at how middle schoolers (sixth, seventh, and eighth grade girls and boys) in Catholic schools think it best to respond to peer aggression by examining their decision-making preferences for how targeted peers (from a vulnerable group) should respond to physical, verbal, or cyber aggression situations. Although significant effects regarding gender, grade, and type of peer aggression were found for the decision-making of the middle schoolers, findings reveal that overall middle schoolers’ preferences were well developed for resisting peer aggression. The study provides important insights for how to supplement commonly existing curricula on social emotional learning in Catholic Schools with decision-making training inputs for the design of future school-based bullying prevention programs. Preparing middle schoolers in Catholic schools to respond to stop peer aggression in a proactive way supports the mission of Catholic schools to create safe and caring school environments.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126792732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relationship between Course Placement Criteria and Mathematics Achievement in an All-Boys Catholic School 天主教男校课程分班标准与数学成绩的关系

Journal of Catholic Education Pub Date : 2022-06-01 DOI: 10.15365/joce.2501012022

Daniel McCue

{"title":"Relationship between Course Placement Criteria and Mathematics Achievement in an All-Boys Catholic School","authors":"Daniel McCue","doi":"10.15365/joce.2501012022","DOIUrl":"https://doi.org/10.15365/joce.2501012022","url":null,"abstract":"This study explored the mathematics course placement process for incoming students in an all-boys Catholic high school. The sequential nature of mathematics significantly impacts students’ opportunity to learn; moreover, the mathematics course taken by a student during ninth grade can have far-reaching effects. Previous studies have found that ninth-grade students enrolled in Geometry, rather than Algebra 1, have a greater chance of completing advanced mathematics courses and experiencing increased mathematics success. Thus, adequately prepared students should be placed in Geometry whenever possible. To aid this effort, this study investigated whether a relationship exists between course placement criteria and future mathematics achievement. The study sample was comprised of students who graduated from the subject high school between 2015 and 2019 (N = 1067). The placement criteria examined were Acuity Algebra Proficiency Test results, High School Placement Test mathematics scores, and eighth-grade teacher recommendations. ACT mathematics scores were used as measures of success; binary logistic regression was utilized to determine strength of association between placement criteria and future mathematics achievement. Results indicate that Acuity test performance is strongly associated with future mathematics achievement, while combinations of placement criteria are more effective than individual course placement measures. Implications for further research are discussed.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126330020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0