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Ii International Colloquium On Languages, Cultures, Identity, In School And Society, International Colloquium

Proceedings of the International Colloquium on Languages, Cultures, Identity in School and Society

The influx of immigrants in countries worldwide, coupled with the challenges associated to the schooling of their children in host countries' schools, makes it more necessary than ever to broaden our knowledge of the linguistic, ethnic, and cultural realities derived from this phenomenon. This is the rationale for the present Colloquium, which revolves around the following topics:

• Individual, school, and societal bilingualism/multilingualism-related issues
• Multi/Transculturalism-related issues in families, schools, and society
• Impact of bi/multilingualism on individuals' and societies' language, culture, and identity
• Impact of multi/transculturalism on individuals' and societies' language, culture, and identity
• Language ideologies, policies, and practices
• Promotion, maintenance, and …

The Voices Of Educators: An Interview Study Of The Implementation Process Of The English/Language Arts Common Core State Standards Initiative, Efren Ponce

LMU/LLS Theses and Dissertations

Historically, disenfranchised students in the American education system have been promised opportunity through successful participation in the school system. These promises are voiced in legislation like the Elementary and Secondary Education Act of 1965 and by executive actions like President Obama’s Race to the Top Initiative. Evidenced by the continuing education gap, the promises of success through education continue to evade many American children across the nation, especially students who are most in need of the support promised in these quixotic visions of opportunity.

This is a qualitative interview study that aimed to gather the voices of educators involved in …

Book Review: Francis Of Rome & Francis Of Assisi: A New Spring In The Church, Ronald R. O'Dwyer S.J.

Journal of Catholic Education

Book review of Francis of Rome & Francis of Assisi: A New Spring in the Church (2014), by Leonardo Boff.

Book Review: Religion In The Classroom: Dilemmas For Democratic Education, Dung Q. Tran

Journal of Catholic Education

Book review of Religion in the Classroom: Dilemmas for Democratic Education (2015), by Jennifer Hauver James.

Using Data-Informed Instruction To Drive Education: Keeping Catholic Education A Viable And Educationally Sound Option In Challenging Times, Kristen Niemeyer, Laura B. Casey, Robert Williamson, Cort Casey, Susan E. Elswick, Tom Black, Denise Winsor

Journal of Catholic Education

This study was conducted to obtain an understanding of the perceptions that Catholic schoolteachers possessed regarding data informed instructional (DII) practices, specifically curriculum based measurement (CBM). The researchers investigated changes in teacher’s perceptions from pretest to posttest to determine the impact of the 90-minute professional development on teacher’s perceptions of DII. Results showed that Catholic schoolteachers did perceive that they lacked sufficient knowledge to effectively implement curriculum-based measures prior to the training. Significant growth was noted with regard to their perceptions of their knowledge in some areas. According to the results of the paired samples t-test, a meaningful change in …

Using An Observation Coaching Checklist To Provide Feedback To Teachers, Michelle Lia

Journal of Catholic Education

Teachers need feedback to make instructional progress. This paper shares how a coaching checklist was used in five Catholic schools in the Archdiocese of Chicago in 2014-2015 school year in an effort to provide teachers feedback and support their instruction. This coaching was paired with regular ‘traditional’ professional development paid for through a grant by Big Shoulders Fund in Chicago. The use of the checklist provided more specific feedback than a note-taking method of observation typically used in teacher evaluation. Anecdotally, teachers who wanted feedback and wanted to improve their instruction did just that. An added result was the support …

A Muslim Woman Visits Catholic Kindergarten: Ecumenical Practices And Lessons To Be Learned, Suzanne Bronkhorst

Journal of Catholic Education

This article tells the story of a Muslim woman's visit to a kindergarten classroom in a Catholic school and describes lessons learned by the teacher and the students.

3d Printing & Service Learning: Social Manufacturing As A Vehicle For Developing Social Awareness, Ray Suchow

Journal of Catholic Education

This article describes how a team of educators in a Catholic secondary school integrated 3D printing into the learning environment.

Nurturing A Heart For The New Evangelization: A National Study Of Catholic Elementary School Principals In The U.S., David D. Spesia

Journal of Catholic Education

The Catholic Church calls school principals to serve not only as educational leaders and ecclesial ministers, but also as agents of the New Evangelization. Given the Church’s ongoing call for a New Evangelization, it is essential to establish how the principals themselves perceive this missionary mandate; it is also important to explore what elements of the principals’ own faith formation have best equipped them for this unique role and what areas for ongoing growth they themselves identify. This mixed-methods study collected both quantitative and qualitative data through a survey of over 600 Catholic elementary school principals across the U.S.; personal …

Forming Catholic School Principals As Leaders Of The New Evangelization, David D. Spesia

Journal of Catholic Education

Pope Francis’ call for a missionary transformation of the Church has radical implications for Catholic schools and their educational leaders. The Church expects her elementary school principals to serve not only as instructional leaders and ecclesial ministers, but also as agents of the New Evangelization. Given this focus on the New Evangelization as a fundamental conceptual framework for the mission of Catholic schools, it is essential to understand the roots and foundations of this vision as it pertains to the unique role played by Catholic school principals. This article also highlights insights from leading Catholic evangelizers and concludes with recommendations …

Catholic School Principals’ Decision-Making And Problem-Solving Practices During Times Of Change And Uncertainty: A North American Analysis, Walter Polka, Peter Litchka, Rosina Mete, Augustine Ayaga

Journal of Catholic Education

The authors of the article outline a historical review of Catholic education and student enrollment in North America and a recent perspective of Catholic school principals’ decision-making and problem-solving preferences. The purpose of this article is to provide the reader with an understanding of events which impacted the evolution of Catholic school boards and their administrators in America and Canada as well as current leadership practices. The authors utilize a survey instrument derived from Wayne Hoy’s decision-making and problem-solving research. Their quantitative findings come from 121 principals of K-12 schools situated across the United States and the province of Ontario. …

An Investigation Of The Attitudes Of Catholic School Principals Towards The Inclusion Of Students With Disabilities, Michael J. Boyle, Claudia M. Hernandez

Journal of Catholic Education

Catholic school principals typically serve as the prime decision-makers in admission and enrollment issues. A key factor in this decision-making can be the principals’ perceptions and attitudes about servicing students with disabilities within a Catholic school context. The purpose of the present study is to investigate the attitudes and perceptions of Catholic school principals toward inclusion of students with disabilities in Catholic schools. Overall, a majority of surveyed principals reported a positive attitude toward including students with disabilities. Some significant relationships were found between principal’s pervious experiences with students with disabilities and the principals’ willingness to enroll students with disabilities. …

Introduction To The Focus Section: School Leaders And Contemplative Practice, Merylann "Mimi" J. Schuttloffel Phd

Journal of Catholic Education

Introduction to the Focus Section

Academic Performance Of Students With Disabilities In Higher Education: Insights From A Study Of One Catholic College, Laura M. Wasielewski

Journal of Catholic Education

The purpose of this study was to determine if students with disabilities perform comparably to students without disabilities academically at a small liberal arts college. Quantitative results were gathered through the comparison of end of semester and cumulative grade point averages for students with disabilities and students without disabilities (n=56). The t test for independent means and a 2-way analysis of variance were used to test hypotheses. Students without disabilities had significantly higher academic performances than students with disabilities as measured by grade point averages. Female students without disabilities outperformed female students with disabilities as measured by end-of-semester and cumulative …

Dimensions Of Spirituality Fostered Through The Pulse Program For Service Learning, Michelle C. Sterk Barrett

Journal of Catholic Education

Cultivating spiritual development is central to the mission of Catholic higher education institutions. Studies demonstrate that service learning is a pedagogical method through which spiritual development can be fostered among undergraduates. This study builds upon prior research to analyze whether spiritual growth occurred and which dimensions of spirituality changed most significantly for students participating in the Boston College PULSE Program for Service Learning. PULSE is a year-long experience integrating weekly service with coursework in philosophy and theology through structured reflection. Quantitative findings indicate that nearly 80 percent of study participants grew spiritually. Results indicate that the most significant change occurred …

Catholic School Faculty Meetings: A Case Study Linking Catholic Identity, School Improvement, And Teacher Engagement, Daryl C. Hagan, Gary Houchens

Journal of Catholic Education

While research on faculty meetings is limited, existing literature suggests that meetings could be an arena where schools can address their most pressing challenges (Brandenburg, 2008; Michel, 2011; Riehl, 1998). Building on Macey and Schneider’s (2008) Model of Employee Engagement and McGrath’s Model of Group Effectiveness (1964), this case study examined the perceptions of teachers in a high-performing Catholic school regarding their own faculty meetings and how those meetings engaged them in the work of promoting Catholic identity and school improvement. Findings revealed signs of Catholic culture were visible within the physical environment of the faculty meeting, which provided opportunities …

A Full Flip: One Catholic University’S Journey With Campus-Wide Flipped Instruction, Carrie Lewis Miller

Journal of Catholic Education

A campus-wide flipped curriculum model was initiated at a new, private, Catholic university in a large southwestern suburb. The design and development of the curriculum is presented. A formative evaluation was conducted mid-semester to determine the effectiveness of the initiative. Surveys and interviews were conducted with both faculty and students and classroom observations were conducted. Results from the evaluation indicate that students and faculty like the flipped model and that the students have a high level of engagement with the instructional content. Areas for improvement include organization of course materials and the inclusion of pre-recorded lectures. Further training support for …

Culturally Responsive Peace Education: A Case Study At One Urban Latino K-8 Catholic School, Brandon Buck

Journal of Catholic Education

This paper presents a case study of a yearlong research-based peace education program at one urban Latino K-8 private Catholic school situated in a community plagued by violence in an enclave of a large Midwestern city. To frame the analysis, the author employs concepts central to culturally responsive pedagogy (including cultural competence, funds of knowledge, reshaping the curriculum, and activism) in order to highlight some of the unique challenges involved in implementing a peace education program in a diverse, urban environment.

Educación para la paz culturalmente receptiva: Un estudio de caso de una escuela católica urbana K-8

Este artículo presenta …

Addressing The Needs Of Young Children And Families:Early Childhood Education And Services In Catholic Schools And Catholic Charities, Sandra Barrueco, Shavaun M. Wall, Lynn M. Mayer, Marcela Blinka

Journal of Catholic Education

Nationally, focus is increasing on the developmental experiences of young children (birth to age 8). Twenty four (arch)dioceses in large metropolitan areas participated in a survey identifying the extent and nature of services provided by Catholic schools and Catholic Charities programs to young children and their families. Six hundred and seventy Catholic schools and 100 Catholic Charities programs completed surveys. Key findings suggest that Catholic schools and Catholic Charities programs are engaged in a plethora of early childhood services and educational activities with young children and families. Both entities provide direct education and services to young children, are engaged in …

Doctrines And Laban Kinetography In A Hungarian Modern Dance School In The 1930s, János Fügedi, Lívia Fuchs

Journal of Movement Arts Literacy Archive (2013-2019)

The article introduces the early years of modern dance in Hungary, focusing on one outstanding personality, Olga Szentpál, and her school. The dance creation system and dance education methods are discussed with attention to Szentpál’s unique doctrines. The doctrines are built of theorems and functions to approach the structural, contextual, compositional, and expressive characteristics of the new dance. The overview of the theories is supported by a selection from a comparatively large amount of Laban kinetography, found in Olga Szentpál’s legacy. The use of notation in the Szentpál School comprised historical and traditional dance research just as well as introducing …

African American Parental Engagement In A Public Middle School: Contributing Factors, Laura J. Mcgowan-Robinson

LMU/LLS Theses and Dissertations

Parental engagement with schools is often considered one of the major contributing factors to a child’s success in school. There is not, however, a definition of parental engagement that takes into account the social, historical, and cultural factors that shape a parent’s view of their own engagement. This qualitative case study examines how African American parents in a high poverty, urban, charter middle school, come to understand practices and beliefs at their child’s school, while building relationships with other parents and school staff. Through the lenses of critical race theory and cultural-historical activity theory, the researcher analyzes how the convergence …

Writing For Transformation: Teen Girls Of Color And Critical Literacy In A Creative Writing Program, Rebecca Alber

LMU/LLS Theses and Dissertations

This qualitative study explored the experiences and insights of four alumnae from a girls’ after-school writing program and the program’s transformative impact on development of their literacy, their voice, and their confidence. The writing program, InkGirls (a pseudonym), was for girls of color ages 13 to 18 who lived in metropolitan Los Angeles. Participants attended high-density public schools located in low-income neighborhoods. Curriculum and instructional practices in such public schools have been critiqued as substandard, rote, and lacking opportunities for critical thinking and student voice (Darder, 2015). Gender bias in the classroom, and the lack of representation of women of …

Latino And Latina Urban Elementary Principals’ Entry Into Educational Administration, José Montaño

LMU/LLS Theses and Dissertations

As school enrollments across the United States include increasing numbers of students of color, the number of administrators of color remains disproportionate. In California school districts, where a large percentage of students are Latino and Latina, Latino and Latina principals remain rare. While studies have suggested why Latinos and Latinas do not enter educational leadership, fewer have examined why they do elect to enter the field. This ethnographic exploratory study examines factors that led Latino and Latina educators to enter administrative leadership preparation programs with the goal of becoming school principals. The sample includes interviews with seven Latino and Latina …

Teacher Perceptions Of School Discipline: A Critical Interrogation Of A Merit And Demerit System, Evelyn Licea

LMU/LLS Theses and Dissertations

Schools are seeking to understand how to build positive school environments that help students learn and become good citizens in the school community. One practice used in charter schools is merit and demerit systems. The literature indicates that positive and negative reinforcements acts as punitive discipline that only works when adults are around students to enforce policies, rules, and expectations. One particular charter high school that used a merit and demerit system to discipline students was studied to understand the implications of such systems for students of color living in a low-income community. Using the principles of critical pedagogy, the …

Exploring Latinidad: Latina Voice And Cultural Awareness In A Catholic Female Single-Sex High School, Candy Navarro

LMU/LLS Theses and Dissertations

This study focused on the perceptions of 16 Latina students regarding their cultural school climate as well as the thoughts of two administrators and six teachers at an all-female Catholic high school. Students revealed that, while they felt very supported by the school’s faculty and administration, they revealed that their culture was not fully embraced and/or represented in their educational curriculum and school’s practices. Students also alluded to deliberately choosing and valuing to spend their free time with their family over their classmates. Further, they felt disconnected from their school’s mission, which emphasized sisterhood among students. Furthermore, bicultural students provided …

Teacher Professional Capital: The Relationship Between Principal Practice And Teacher Job Satisfaction, Christine Annette Burke Adams

LMU/LLS Theses and Dissertations

Criticism of the public school system tends to be aimed squarely at teachers in the classroom (Karpinski, 2012). As school principals lead in this current educational climate, it is incumbent upon them to provide their teachers an environment that is conducive to job satisfaction, emphasizing teacher retention, and mitigating the deleterious effects of teacher turnover on students’ academic achievement. To understand the practices of the principal, this study investigated teachers’ perceptions of their principals’ practice, asking the following questions: What is the relationship between teachers’ perceptions of their principal’s practice of building professional capital and teachers’ job satisfaction? What are …

Towards A Community College Pin@Y Praxis: Creating An Inclusive Cultural Space, Atheneus C. Ocampo

LMU/LLS Theses and Dissertations

Darder (2012), in Culture and Power in the Classroom, argued that a system of educational inequality is promoted through the consistent production and reproduction of contradictions between the dominant culture and subordinate culture. More significantly, she noted that these dominant and subordinate culture contradictions create a necessity for bicultural individuals to navigate the dialectical tensions between dominant and subordinate cultures and the processes by which education perpetuates dynamics of unequal power and reproduces the dominant worldview. Hence, she urged educators to challenge prevalent power structures and re-imagine the process of schooling as a more inclusive form of pedagogy, geared towards …

Mining Laban Studies As A Critical Pedagogical Praxis, Sherrie Barr

Journal of Movement Arts Literacy Archive (2013-2019)

Mining the writings of Laban and his collaborators through a pedagogical lens reveals philosophical underpinnings of a transformative teaching-learning paradigm, one that shares characteristics with the field of critical pedagogy. An examination of the ways this connection unfolds becomes the entrée to this query. The commonly held beliefs that are in play reflect the innovative thinking of the leading pioneers of the two discourses. In each pedagogical praxis, themes of inclusion, reciprocity, and collaboration can be evidenced in a caring and ethical environment with teachers honoring individual learners while simultaneously celebrating the diversity of experiences students bring to the classroom. …

A Standards-Based Approach To Catholic Principal Preparation: A Case Study, Sandria D. Morten Ed.D., Geralyn A. Lawler

Journal of Catholic Education

Illinois’ recent redesign of the principal certification program requires the integration of the Interstate School Leaders Licensure (ISLLC) standards as well as the Southern Regional Education Board Critical Success Factors standards into the coursework and internship, establishing a focus on preparation for instructional leadership. The alignment to secular standards poses a challenge for Catholic institutes of higher education who seek to prepare aspiring Catholic school principals to be instructional, managerial, and faith leaders (Ciriello, 1994). During their own redesign, Loyola University Chicago utilized the National Standards and Benchmarks of Effective Catholic Schools to create Catholic School Principal Competencies, a list …

The Virtual Classroom And Catholic School Leadership Preparation: The Lmu Certificate In Catholic School Administration (Ccsa) Program, Anthony Sabatino

Journal of Catholic Education

Catholic Extension and Loyola Marymount University (LMU) have engaged in a partnership to offer a graduate level, virtual classroom-based Certificate in Catholic School Administration (CCSA) program for novice and prospective leaders in Catholic schools in mission dioceses throughout the United States. This synchronous online Catholic School Leadership Development Initiative is designed for those who currently hold leadership positions in Catholic elementary and secondary schools and those who have been identified for a leadership role in the future. Although leadership development is often identified as a strategic concern for Catholic schools in mission dioceses, these schools often lack opportunities for professional …