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Journal of Catholic Education最新文献

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To Act with Justice and Love Tenderly: Exploring the Church’s Call for Inclusion 以正义和温柔的爱行事:探索教会对包容的呼吁
Journal of Catholic Education Pub Date : 2020-12-21 DOI: 10.15365/JOCE.2302022020
M. Boyle
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引用次数: 1
Catholic Schools and Inclusive Special Education: A Reponse from the Field to "Why Inclusion Isn't Coming, It is Already Here" 天主教学校与全纳特殊教育:田野对“为什么全纳尚未到来，它已经在这里了”的回应
Journal of Catholic Education Pub Date : 2020-12-21 DOI: 10.15365/JOCE.2302052020
Molly Bullock, Frank W. O’Linn
{"title":"Catholic Schools and Inclusive Special Education: A Reponse from the Field to \"Why Inclusion Isn't Coming, It is Already Here\"","authors":"Molly Bullock, Frank W. O’Linn","doi":"10.15365/JOCE.2302052020","DOIUrl":"https://doi.org/10.15365/JOCE.2302052020","url":null,"abstract":"F aggella-Luby and Engel (this issue) trace the cause for inclusion in Catholic schools to the roots of our faith and uphold it rightly as integral to our identities as Catholic communities. Making a strong and compelling argument that inclusive education can no longer be viewed as an optional practice within Catholic schools, the authors review available data to illustrate that Catholic schools have been educating students with diverse learning needs for decades, using whatever means possible. Moreover, the article is a call for more nuanced data and research on the state of inclusion in Catholic schools. Faggella-Luby and Engel outline a roadmap for transforming the narrative around inclusion in Catholic schools by reviewing research, models, trends, and surfacing dangerous misconceptions. Highlighting the advantages for all learners to have classrooms in which all students are present to receive instruction informed by each students’ specific learning strengths and challenges, the authors urge that if we want to meet the needs of all of our students, then we need to take the emphasis off of labels and instead design instruction that is student-centered.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128271238","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
A Framework for All: Building Capacity for Service Delivery in Catholic Schools 一个面向所有人的框架:天主教学校提供服务的能力建设
Journal of Catholic Education Pub Date : 2020-12-21 DOI: 10.15365/JOCE.2302082020
Michael N. Faggella-Luby, Christie Bonfiglio
{"title":"A Framework for All: Building Capacity for Service Delivery in Catholic Schools","authors":"Michael N. Faggella-Luby, Christie Bonfiglio","doi":"10.15365/JOCE.2302082020","DOIUrl":"https://doi.org/10.15365/JOCE.2302082020","url":null,"abstract":": The challenge to include students with disabilities in Catholic schools requires a comprehensive system of service delivery to meet student need and avoid pathologizing individuals as problems. The purpose of this article is to provide an overview of Multi-tiered Systems of Support (MTSS), a framework for organizing resources, delivering services, and measuring success that directly addresses the mission of Catholic Schools to truly serve all students. MTSS is a research-based and systematic service delivery model that provides tiered supports based on individual learner need. MTSS is defined and contextualized to address both academic and behavioral supports for all students. A brief review of evidence to support the framework is provided. Finally, specific features of the framework are presented with examples to illustrate how Catholic educators might implement across the entire school. scholarly interests focus on disabilities, literacy, reading education, special education, diverse learning needs, instructional design, secondary education, and school reform. Christine M. Bonfiglio , serves as the Director for both the Office of Professional Standards and Graduate Studies and the Program for Inclusive Education in the Alliance for Catholic Education. She is a faculty member within the Institute for Educational Initiatives, teaching for PIE and ACE Teaching Fellows. With a background in Multi-Tiered Systems of Support (MTSS) and academic and behavioral interventions, she works to collaborate with Catholic schools in supporting all students inclusively.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"60 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131720926","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 Absence of Asterisks: The Inclusive Church and Children With Disabilities 星号的缺失:包容性教会与残疾儿童
Journal of Catholic Education Pub Date : 2020-12-21 DOI: 10.15365/JOCE.2302142020
Qianhui Tian, Thomas Noel
{"title":"The Absence of Asterisks: The Inclusive Church and Children With Disabilities","authors":"Qianhui Tian, Thomas Noel","doi":"10.15365/JOCE.2302142020","DOIUrl":"https://doi.org/10.15365/JOCE.2302142020","url":null,"abstract":"","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114447620","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: 2
Inclusion in Catholic Schools: An Introduction to the Special Issue 天主教学校的包容性:特刊简介
Journal of Catholic Education Pub Date : 2020-12-21 DOI: 10.15365/JOCE.2302012020
Christie Bonfiglio, M. Boyle, Michael N. Faggella-Luby, Sean Smith
{"title":"Inclusion in Catholic Schools: An Introduction to the Special Issue","authors":"Christie Bonfiglio, M. Boyle, Michael N. Faggella-Luby, Sean Smith","doi":"10.15365/JOCE.2302012020","DOIUrl":"https://doi.org/10.15365/JOCE.2302012020","url":null,"abstract":"","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131845789","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
Inclusion in Catholic Schools: From Inception to Implementation 天主教学校的包容性:从开始到实施
Journal of Catholic Education Pub Date : 2020-12-21 DOI: 10.15365/JOCE.2302122020
C. Bonfiglio, K. Kroh
{"title":"Inclusion in Catholic Schools: From Inception to Implementation","authors":"C. Bonfiglio, K. Kroh","doi":"10.15365/JOCE.2302122020","DOIUrl":"https://doi.org/10.15365/JOCE.2302122020","url":null,"abstract":": Inclusion of students with diverse learning needs, including those with disabilities, in Catholic schools is becoming more prevalent. Despite a long history of the call to serve all learners, Catholic schools have been slow to welcome students who are academically and behaviorally diverse. Meeting the needs of all learners requires understanding the concept of inclusion, removing barriers, and implementing inclusive educational practices. This article defines inclusion and its prevalence in Catholic schools in comparison to national trends in the public domain. Identified barriers to successful inclusive education are identified and described. Additionally, effective practices are outlined and illustrated using a Catholic school example. To this end, the article aims to introduce proven effective practices for successful implementation in the hope that more Catholic schools will embrace this mission and effectively meet the needs of all students.","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"33 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113977451","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
Parish Inclusion: A Response from the Field 教区包容:来自实地的回应
Journal of Catholic Education Pub Date : 2020-12-21 DOI: 10.15365/JOCE.2302152020
Stephen Kotok, Catherine DiMartino, Ceceilia Parnther, M. E. Freeley
{"title":"Parish Inclusion: A Response from the Field","authors":"Stephen Kotok, Catherine DiMartino, Ceceilia Parnther, M. E. Freeley","doi":"10.15365/JOCE.2302152020","DOIUrl":"https://doi.org/10.15365/JOCE.2302152020","url":null,"abstract":"","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116190448","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
Why Inclusion Isn’t Coming, It Is Already Here: Catholic Schools and Inclusive Special Education 为什么包容性还没有到来，它已经在这里了:天主教学校和包容性特殊教育
Journal of Catholic Education Pub Date : 2020-12-21 DOI: 10.15365/JOCE.2302042020
John T. James
{"title":"Why Inclusion Isn’t Coming, It Is Already Here: Catholic Schools and Inclusive Special Education","authors":"John T. James","doi":"10.15365/JOCE.2302042020","DOIUrl":"https://doi.org/10.15365/JOCE.2302042020","url":null,"abstract":"","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131666347","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
Navigating the Uncharted Pandemic Waters: An Examination of the Role of the Catholic School Superintendency in Response to COVID-19 导航未知的大流行水域:天主教学校监管在应对COVID-19中的作用的研究
Journal of Catholic Education Pub Date : 2020-09-01 DOI: 10.15365/JOCE.2301082020
Andrew C. Miller, Melodie Wyttenbach, R. Nuzzi
{"title":"Navigating the Uncharted Pandemic Waters: An Examination of the Role of the Catholic School Superintendency in Response to COVID-19","authors":"Andrew C. Miller, Melodie Wyttenbach, R. Nuzzi","doi":"10.15365/JOCE.2301082020","DOIUrl":"https://doi.org/10.15365/JOCE.2301082020","url":null,"abstract":"The management of multiple dilemmas became a norm overnight for Catholic school superintendents navigating the COVID-19 pandemic as they quickly moved to making decisions that would have long-term effects on the system of schools they led This paper attempts to make sense of the new educational dilemmas that have confronted Catholic school superintendents during these past several months Utilizing the 2019 framework for navigating and managing professional dilemmas in educational leadership (Spillane & Lowenhaupt), we explore educational dilemmas Catholic school superintendents face during this pandemic We show in this paper that Catholic school superintendents have drawn on their professional expertise and tailored their responses to these COVID-19 dilemmas in illustrative and instructive ways for considering how the U S Catholic school system may better respond as the pandemic continues","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129605228","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
In This Spirit: Helping Preservice Teachers Thrive During the Pandemic Through Adaptation and Change 本着这种精神:通过适应和变革帮助职前教师在大流行期间茁壮成长
Journal of Catholic Education Pub Date : 2020-09-01 DOI: 10.15365/JOCE.2301122020
Novea A. McIntosh, Rochonda L. Nenonene
{"title":"In This Spirit: Helping Preservice Teachers Thrive During the Pandemic Through Adaptation and Change","authors":"Novea A. McIntosh, Rochonda L. Nenonene","doi":"10.15365/JOCE.2301122020","DOIUrl":"https://doi.org/10.15365/JOCE.2301122020","url":null,"abstract":"“New times demand new methods”, William Joseph Chaminade These words reflect the lived experiences of two faculty women of color, identified as Afro Caribbean and African American scholar practitioners in education at a Marianist university We share our different narratives of the experience from the dual lens of social emotional learning and culturally responsive pedagogy with our classes and students as they thrived during a pandemic Included in these narratives will be a discussion of the continued community building process, exploration of efforts to learn more about the teaching profession, social justice and advocacy as we learn about others, and challenges encountered in creating virtual learning environments, as spaces to express themselves and dig deeply into their experiences as preservice teachers This essay gives voice to the work of two faculty of color who found their work more valuable and accessible to students during these tough times","PeriodicalId":248502,"journal":{"name":"Journal of Catholic Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133730583","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: 3
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