Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Ownership, Control, Sponsorship, And Trusteeship: Governance Relationships Within Private Catholic Religious-Sponsored Secondary Schools In The United States, David Louis Caretti
Ownership, Control, Sponsorship, And Trusteeship: Governance Relationships Within Private Catholic Religious-Sponsored Secondary Schools In The United States, David Louis Caretti
Doctoral Dissertations
The governance of private Catholic religious-sponsored secondary institutions in the United States is wholly unique, for many different influences distinguish these institutions from not only their public counterparts but also other Catholic schools operated by a diocese or parish. In the face of the changes of the post-Vatican II era, including the diminishing numbers of religious brothers, sisters, and priests available to minister within their respective apostolates, religious congregations have employed one particular governance construct, the board of limited-jurisdiction, originally created within the Catholic university and healthcare realms. Thus, while such boards hold the chief role in directing the progress …
An Investigation Of First-Year Teacher Induction Programs In Jesuit Secondary Schools Within The California Province, Justin James Dixon Christensen
An Investigation Of First-Year Teacher Induction Programs In Jesuit Secondary Schools Within The California Province, Justin James Dixon Christensen
Doctoral Dissertations
This mixed methods study invited principals (n=5) and first-year teachers (n=25) in five Jesuit secondary schools in the California Province to participate. Online surveys and follow-up online interviews were designed to assess the degree to which the schools met 11 standards that constituted the conceptual framework for the study: (a)Program vision, goals, and institutional commitment, (b)Formation of the Ignatian educator, (c)Program administration and communication, (d)Principal engagement, (e)Program assessment, evaluation, and accountability, (f)Assessing first-year teacher practice, (g)First-year teacher professional development and learning communities, (h)Mentor role and responsibilities, selection, assignment, and assessment, (i)Mentor professional development and learning communities, (j)Focus on instructional practice, …