Journal of Catholic Education最新文献_第2页

Effects of Instructor Accent on Undergraduate Evaluations and Learning at a Catholic College 天主教学院教师口音对本科生评价和学习的影响

Journal of Catholic Education Pub Date : 2022-06-01 DOI: 10.15365/joce.2501022022

Aubrey Scheopner Torres, K. Doran, Chih-Chien Huang, E. Rickenbach

{"title":"Effects of Instructor Accent on Undergraduate Evaluations and Learning at a Catholic College","authors":"Aubrey Scheopner Torres, K. Doran, Chih-Chien Huang, E. Rickenbach","doi":"10.15365/joce.2501022022","DOIUrl":"https://doi.org/10.15365/joce.2501022022","url":null,"abstract":"Catholic institutions of higher education are called to form citizens who fight against injustice, including persistent racial oppression. To do this, Catholic, public, and other private institutions must provide students opportunities to learn about and confront racism (Johnston, 2014). It is important that these institutions confront these issues because they employ faculty and staff who may experience systemic racism and can provide cultural knowledge to aid deconstructing racist ideologies. Undergraduate student evaluations of instructors or faculty, however, indicate discrimination against those perceived as non-white and with non-native English accents. This study focuses on one form of racism at a Catholic liberal arts college: bias against instructors who speak with a non-native English accent. This between-groups experimental study was guided by critical sociolinguistic theory and sociocultural theory to examine patterns in undergraduate engagement with material that varied only by instructor accent. Participants (n=98) completed a pre-assessment, a microlecture (randomized by accent), a post-assessment, and a microlecture evaluation. The study’s theoretical frameworks suggest that students would demonstrate bias against non-white presenters, despite the Catholic context and having no visual cues about the race or ethnicity of the presenter. Pre-and post-assessment results indicated that the microlecture had some limited effects on student learning regardless of instructor accent; however, instructors that were perceived as white had significantly higher ratings in terms of the student belief that they “showed enthusiasm about the subject matter” and that “watching this microlecture improved [their] score on the quiz.” These findings suggest continued work is needed to understand and confront issues of systemic racism in higher education.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"149 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":"116573691","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

The School to Family Pipeline: What Do Religious, Private, and Public Schooling Have to Do with Family Formation? 从学校到家庭:宗教、私立和公立学校与家庭形成有什么关系?

Journal of Catholic Education Pub Date : 2022-06-01 DOI: 10.15365/joce.2501092022

Patrick J. Wolf, Albert Cheng, Wendy Wang, W. Wilcox

{"title":"The School to Family Pipeline: What Do Religious, Private, and Public Schooling Have to Do with Family Formation?","authors":"Patrick J. Wolf, Albert Cheng, Wendy Wang, W. Wilcox","doi":"10.15365/joce.2501092022","DOIUrl":"https://doi.org/10.15365/joce.2501092022","url":null,"abstract":"Private religious schools are widely seen as value-laden communities that mold the character of their students. Thus, we expect adults who attended religious schools as children to demonstrate more favorable family outcomes related to stable marriages and childbearing. We further expect Protestant schooling to have a more powerful effect on marital outcomes than Catholic schooling, given the heavier focus of Protestantism on marriage. Finally, we expect stronger positive associations between religious schooling and marital outcomes for adults who grew up in difficult circumstances compared to adults who grew up in advantaged circumstances. We test these hypotheses using survey data from the Understanding America Study. Our three outcome variables are ever marrying and never divorcing, ever divorcing, and conceiving a child out-of-wedlock. Most of the results confirm our hypotheses. Protestant schooling is associated with more positive marital outcomes across all three measures. Catholic schooling is significantly correlated with a lower likelihood of having a child outside of marriage. The associations between religious schooling and desirable marriage outcomes are strongest for adults who grew up poor and for those raised in intact families.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"46 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":"128039146","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

On the Catholic Identity of Students and Schools: Value Propositions for Catholic Education 论学生与学校的天主教认同:天主教教育的价值主张

Journal of Catholic Education Pub Date : 2022-06-01 DOI: 10.15365/joce.2501072022

D. Lapsley, K. Kelley

引用次数: 3

The Potential of Catholic Schools: Public Virtues through Private Voucher 天主教学校的潜力:通过私人代金券的公共美德

Journal of Catholic Education Pub Date : 2022-06-01 DOI: 10.15365/joce.2501052022

J. Prud'homme

引用次数: 0

Understanding Leadership for Adaptive Change in Catholic Schools: A Complexity Perspective 理解天主教学校适应性变革的领导力:一个复杂性的视角

Journal of Catholic Education Pub Date : 2022-06-01 DOI: 10.15365/joce.2501032022

Andrew F. Miller, Anna G. Noble, P. McQuillan

{"title":"Understanding Leadership for Adaptive Change in Catholic Schools: A Complexity Perspective","authors":"Andrew F. Miller, Anna G. Noble, P. McQuillan","doi":"10.15365/joce.2501032022","DOIUrl":"https://doi.org/10.15365/joce.2501032022","url":null,"abstract":"In an era of decline and crisis, Catholic school leaders have been encouraged to find innovative ways to enhance a school’s operational vitality. Yet to this point, most research on educational change in Catholic schools has focused on the technical tasks school principals can take to “save” individual schools. In this article, we apply a complexity perspective to educational change leadership in Catholic education: leadership for adaptive change. Based on a new empirical analysis of the professional experiences of two Catholic school principals working at four different parish schools, we demonstrate in this article how leadership for adaptive change can operate in Catholic elementary parish schools and assess whether and how the attributes of complex adaptive schools were present in these four elementary schools. We also highlight the organizational and social conditions these two principals confronted that both undermined and promoted their ability to lead for adaptive change at these four schools. Ultimately, we suggest in this article the utility of using a “complex adaptive” approach to understanding change leadership in Catholic elementary schools as opposed to “technically rational” approaches commonly found in contemporary Catholic school leadership research.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"67 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":"132250660","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

Heterogeneity in Parental Priorities for What Children Should Learn in Schools and Potential Implications for the Future of Catholic Schools 家长对孩子在学校应该学习什么的优先次序的异质性及其对天主教学校未来的潜在影响

Journal of Catholic Education Pub Date : 2022-06-01 DOI: 10.15365/joce.2501082022

Q. Wodon

引用次数: 3

Achievement Growth in K-8 Catholic Schools Using NWEA Data 使用NWEA数据的K-8天主教学校成绩增长

Journal of Catholic Education Pub Date : 2021-12-01 DOI: 10.15365/joce.2402012021

Julie W. Dallavis, Stephen M. Ponisciak, Megan Kuhfeld, Beth Tarasawa

引用次数: 7

The Creation of the Regis Jesuit High School Girls Division: Same Sex Education for Young Women in American Catholic Jesuit Secondary Education 里吉斯耶稣会高中女校分部的创立:美国天主教耶稣会中学教育中年轻女性的同性教育

Journal of Catholic Education Pub Date : 2021-07-01 DOI: 10.15365/JOCE.2401032021

Kabadi, U. Sajit

引用次数: 0

How Education can Save the World 教育如何拯救世界

Journal of Catholic Education Pub Date : 2021-07-01 DOI: 10.15365/JOCE.2401162021

Augusta Muthigani

{"title":"How Education can Save the World","authors":"Augusta Muthigani","doi":"10.15365/JOCE.2401162021","DOIUrl":"https://doi.org/10.15365/JOCE.2401162021","url":null,"abstract":"While issues faced by Catholic schools around theworld depend on local context, a number of common challenges are often encountered globally. This article considers eight such challenges: (1) the decline in the depth of faith and values; (2) an inadequate number of clergy and religious serving in schools; (3) a changing scenario for teaching personnel; (4) a changing face of families; (5) ethical and religious pluralism; (6) inadequate child safety mechanism; (7) lack of research, data and documentation; and finally (8) the need for catholic Schools to reach the socio-economically marginalized. Based on an analysis of these challenges, the article suggests step that Catholic schools can take to meet those challenges. The article is adapted with minor modifications from an address at the opening session of the OIEC World Congress held in New York in June 2019. W e are privileged to be here today to represent Catholic school networks from around the world. There are over 200,000 Catholic schools worldwide serving millions of children and young people from various backgrounds. Our types of schools range from poor and rural to well-resourced city schools and many in between. We endeavor to provide holistic and quality education at all levels from early childhood to universities. Additionally, there are many non-formal education sites that enable many young people to acquire vocational skills that support their socio-economic needs. These are mostly youth who did not excel academically for higher education, and therefore for securing their livelihood. Our sites help in giving them a sense of dignity and enable them to make a positive contribution to the society.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115265225","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

Activities, Advantages, and Inequalities: The Theory and Practice of Sports, Arts, and Service in Catholic High Schools 活动、优势和不平等:天主教高中体育、艺术和服务的理论与实践

Journal of Catholic Education Pub Date : 2021-07-01 DOI: 10.15365/JOCE.2401092021

A. Guest

引用次数: 0