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Full-Text Articles in Education
A Teacher’S Reflection On Catholic Social Teachings And Hopeful Curriculum During Covid-19, Kierstin Giunco
A Teacher’S Reflection On Catholic Social Teachings And Hopeful Curriculum During Covid-19, Kierstin Giunco
COVID-19 and Catholic Schools
This reflection details the online adaptation of a robust advocacy unit that was grounded in Catholic Social Teachings. As this unit asked students to unravel single narratives and persuade others to take action, there was a seamless link between the original design and a “hopeful curriculum,” which is supportive during a time of crisis as the goal is social-justice through solidarity and active participation (Renner, 2009) Through intentionally redesigning the unit guided by student curiosity, the classroom was simultaneously engaged with faith and social justice. Students became active advocates, especially through the intertwined nature of their topics and current events. …
A Teacher's Reflection On Catholic Social Teachings And Hopeful Curriculum During Covid-19, Kierstin Giunco
A Teacher's Reflection On Catholic Social Teachings And Hopeful Curriculum During Covid-19, Kierstin Giunco
Journal of Catholic Education
This reflection details the online adaptation of a robust advocacy unit that was grounded in Catholic Social Teachings. As this unit asked students to unravel single narratives and persuade others to take action, there was a seamless link between the original design and a “hopeful curriculum,” which is supportive during a time of crisis as the goal is social-justice through solidarity and active participation (Renner, 2009) Through intentionally redesigning the unit guided by student curiosity, the classroom was simultaneously engaged with faith and social justice. Students became active advocates, especially through the intertwined nature of their topics and current events. …
The Case For A Socio-Cultural Approach To Literacy And Student Support Services, Marina Palomino-Bach, Julia Fisher
The Case For A Socio-Cultural Approach To Literacy And Student Support Services, Marina Palomino-Bach, Julia Fisher
Journal of Catholic Education
Many urban Catholic high schools pride themselves as developing our students in a holistic way. In these schools, educators are able to develop and support their students in both a moral and an academic sense. This belief in educating the whole child is appealing to many families, especially those in our most underserved urban contexts. Families in these urban contexts look toward Catholic high schools as offering the necessary holistic support and guidance needed to achieve academic, collegiate, and moral success and stability. As co-developers of a newly launched Academic Resource Center within one urban Catholic high school setting, however, …
Using The News To Enhance Critical Thinking And Engagement In Middle And High School Students, Jessica Walters
Using The News To Enhance Critical Thinking And Engagement In Middle And High School Students, Jessica Walters
Journal of Catholic Education
This article describes the author’s adaptation of Gallagher’s (2009) Article of the Week approach to teaching students literacy skills using current events. The use of this unique instructional routine within the context of a Catholic middle school language arts classroom has proven successful for supporting students in developing critical literacy and an understanding of moral leadership by examining world events from a Catholic worldview.
Literacy And Ideology: A Qualitative Research Study Of A Language Arts Class Of Language Minority Students Using The Scripted Curriculum High Point, Elizabeth Osorio-Arzate
Literacy And Ideology: A Qualitative Research Study Of A Language Arts Class Of Language Minority Students Using The Scripted Curriculum High Point, Elizabeth Osorio-Arzate
LMU/LLS Theses and Dissertations
This qualitative research study inquired about the literacy experiences of language minority students in a middle school language arts classroom using the scripted program High Point. In addition, the study inquired about the ideology present in the curricular program High Point. Using qualitative methodology and an inductive analysis approach to the data, the findings of this study were alarming. The study found that there was no literacy or learning occurring in the classroom. There was not even functional literacy occurring in the classroom. On the contrary, students were being assimilated into a dominant culture different than their own, leading to …