Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
“Does Jesus Want Us To Be Poor?” Student Perspectives Of The Religious Program At A Cristo Rey Network School, Ursula S. Aldana
“Does Jesus Want Us To Be Poor?” Student Perspectives Of The Religious Program At A Cristo Rey Network School, Ursula S. Aldana
Journal of Catholic Education
The structure of Catholic schools improves achievement by providing multiple opportunities for face-to-face interaction, the development of meaningful relationships between students, teachers, and other members of the school community, and a shared set of beliefs among all school members (Bryk, Lee, & Holland, 1993). Despite a substantiating body of research for this assertion, few empirical studies exist on how the religious program might impact the intrapersonal and interpersonal development of students. The Cristo Rey Network (CRN) of schools was developed in response to the material realities of students and families living in Chicago (Kearney, 2006). The leaders of the network, …
Difficult Knowledge And The English Classroom: A Catholic Framework Using Cormac Mccarthy's The Road, Scott Jarvie, Kevin Burke
Difficult Knowledge And The English Classroom: A Catholic Framework Using Cormac Mccarthy's The Road, Scott Jarvie, Kevin Burke
Journal of Catholic Education
In this article, the authors explore the generative possibilities of risk-taking in the Catholic school English classroom. They associate pedagogical risk with what Deborah Britzman (1998) has called “difficult knowledge”—content that causes students to consider social trauma. Incorporating difficult knowledge meaningfully requires English teachers to take significant pedagogical risks, especially in the Catholic school classroom. Drawing on critical theology and Cormac McCarthy’s novel The Road (2006) as a difficult text, the authors employ a case study looking at how the traumatic difficulty of the novel could be fruitfully taught at a Catholic school. How might students reckon with The Road …
Critical Theory And Catholic Social Teaching: A Research Framework For Catholic Schools, Jill Bradley-Levine, Kari A. Carr
Critical Theory And Catholic Social Teaching: A Research Framework For Catholic Schools, Jill Bradley-Levine, Kari A. Carr
Journal of Catholic Education
In this article, the authors share findings from an ethnographic study drawn from an evaluation of an after-school program directed by a Catholic diocese to meet the educational needs of children attending urban Catholic schools. The authors used critical research methods within the context of Catholic social teaching (CST) as a theoretical framework for the data presented in this article. Two themes emerged during this data collection and analysis. The first theme, student interactions, describes the helpful ways that students engaged with each other during the after-school program, and also the manner in which students exhibited a need for greater …
Examining Teachers' Self-Described Responses To Student Behavior Through The Lens Of Catholic Social Teaching Principles, Angela Marie Mucci Ph.D.
Examining Teachers' Self-Described Responses To Student Behavior Through The Lens Of Catholic Social Teaching Principles, Angela Marie Mucci Ph.D.
Journal of Catholic Education
The current study examined how teacher beliefs about the tenets of Catholic Social Teaching (CST)— dignity of the human person, seeking the common good, and preferential option for the poor and vulnerable— affected self-described responses to student behavior problems. In-depth interviews with seven secondary Catholic school teachers were analyzed using methods identified in grounded theory. Analyses reveal self-described responses towards behavior differed based on teacher beliefs about the student as an individual and within the context of the classroom. In particular, teacher congruence between beliefs and self-described responses to behavior was seen more in relation to the CST tenets— dignity …