Other Education Commons^™

Video Message To Participants To Oiec's World Congress In New York, Pope Francis

Journal of Catholic Education

In his video message sent on the occasion of the closing plenary of OIEC’s World Congress, Pope Francis expressed sincere gratitude for all those who work in Catholic education. “I thank you for this service, and through you I would like to convey my sincere gratitude to all those who work in Catholic education: lay people, men and women religious, and priests,” he said. He also conveyed his warmest greetings to millions of students who attend Catholic institutes in city centers, making special mention of Catholic school students who live in the peripheries of society. The Pope said young people …

Declining Enrollment In Catholic Schools In The West And Insights From The United States, Quentin Wodon

Journal of Catholic Education

While enrollment in Catholic schools is rising in the global south, it is declining in many Western countries. Providing a quality and holistic education experience remains essential in both developed and developing countries, especially for disadvantaged groups. But in addition, in developed countries, trade-offs may have to be confronted to stem the decline in enrollment that affects the financial sustainability of schools. Building on a presentation made at the closing plenary of OIEC’s World Congress in New York, this paper focuses on the United States where enrollment in Catholic schools has been dropping for more than 50 years. In the …

How Education Can Save The World, Augusta Muthigani

Journal of Catholic Education

While issues faced by Catholic schools around the world depend on local context, a number of common challenges are often encountered globally. This article considers eight such challenges: (1) the decline in the depth of faith and values; (2) an inadequate number of clergy and religious serving in schools; (3) a changing scenario for teaching personnel; (4) a changing face of families; (5) ethical and religious pluralism; (6) inadequate child safety mechanism; (7) lack of research, data and documentation; and finally (8) the need for catholic Schools to reach the socio-economically marginalized. Based on an analysis of these challenges, the …

Feed My Sheep: A Framework For Lay Educator Faith Formation In Catholic Schools, Ronald D. Fussell Ed.D.

Journal of Catholic Education

In this grounded theory study, qualitative data from 11 educators in six diocesan high schools in the New England region revealed an interrelated framework for lay educator faith formation. Dimensions of that framework include the educator’s relationship to the Church, interconnected processes of prayerful reflection and personal encounter, formative experiences with the lives of students, and formation in service as an outward expression of Catholic school identity. Participants also identified how occurrences of disruptive transitions and crises can unite and galvanize Catholic school communities in support of a common faith. By understanding how these dimensions relate to one another, Catholic …

A Qualitative Follow Up Of The Maguire Fellows Program, A. William Place, Kevin Clapano, Robert H. Palestini

Journal of Catholic Education

This qualitative follow up sought the impressions of students after a two year program. The analysis of this data involved grounded theory qualitative methods. The primary means of data collection for the qualitative portion of this study was through digitally-recording and transcribing of participants’ voices in response to individual interview prompts. Seven themes emerged from the first interviews which included 1). Perceptions of leadership, 2). Changing perceptions the Jesuit ideas Magis/cura personalis, 3). Changing perceptions of social justice, 4). Perceptions of Motivation or desire to lead, 5). Catholic identification, 6). Theory to practice, and 7). Suggested changes to the program. …

Care For Our Common Home In Jesuit Higher Education: A Study Of The School Of Environmental Sustainability At Loyola University Chicago, Michael Polito

Jesuit Higher Education: A Journal

Environmental sustainability has become a critical issue for Catholic commitment to the common good in the twenty-first century. Both the Vatican and the Society of Jesus have spoken with urgency concerning the great educational challenges of forming new convictions and lifestyles in this regard. This paper chronicles the development of environmental sustainability initiatives at Loyola University Chicago within the context of institutional reforms from 2001 to the present. A consideration of these initiatives and environmental sustainability as both a set of operational and academic practices is undertaken with respect to social ethics in Catholic Jesuit higher education from the perspective …

Getting Beyond "Why": A Reflection On "To Act With Justice And Love Tenderly: Exploring The Church's Call For Inclusion", Janice L. Benton

Journal of Catholic Education

Response to Boyle (this issue) "To Act with Justice and Love Tenderly: Exploring the Church's Call for Inclusion."

Inception To Implementation: A Response From The Field, Karen Hopson

Journal of Catholic Education

Response to Bonfiglio and Kroh (this issue) "Inclusion in Catholic Schools: From Inception to Implementation."

Evidence-Based Practices To Promote Inclusion In Today’S Catholic School, Sean Smith, G Cheatham, Maggie Mosher

Journal of Catholic Education

Abstract

The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). Practices that have been developed to address the needs of all students, particularly learners who are at-risk as well as their peers with an identified disability. Over the past two decades, educational reforms and corresponding effective practices have evolved to correspond with the growing expectations that all student should be given the opportunity to participate in the general education experience. Applying the evidence-based practices presented in this article can provide Catholic educators with the needed support and …

Defining Inclusionary Practices In Catholic Schools, Sean J. Smith, G Cheatham, Jennifer M. Amilivia

Journal of Catholic Education

The purpose of this article is to provide Catholic educators, administrators, families, and broader parish communities an understanding of critical elements required to effectively include all students, particularly those with disabilities, in Catholic schools. With an understanding that Catholic schools enroll and will continue to add not only students with disabilities, but also other students who may struggle with learning in some manner, the Catholic school community needs to keep abreast of effective practices that facilitate meaningful inclusion. This is especially relevant for those Catholic families who desire a Catholic education for their children with disabilities, as well as their …

Response From The Field: Defining Inclusionary Practices In Catholic Schools, Jill Reffett

Journal of Catholic Education

Response to Smith, Cheatham, and Amilvia (this issue) "Defining Inclusionary Practices in Catholic Schools."

Evidence-Based Practices : The Hidden Treasure To A More Inclusive Catholic Classroom, Beth Foraker

Journal of Catholic Education

Response to Smith, Cheatham, and Mosher (this issue) "Evidence-Based Practices to Promote Inclusion in Catholic Schools"

Inclusion In Catholic Schools: An Introduction To The Special Issue, Christie Bonfiglio, Michael J. Boyle, Michael Faggella-Luby, Sean Smith

Journal of Catholic Education

Introduction to the special issue

Why Inclusion Isn’T Coming, It Is Already Here: Catholic Schools And Inclusive Special Education, Michael N. Faggella-Luby, Max Engel

Journal of Catholic Education

Catholic school personnel are increasingly recognizing that many of their students, including students with disabilities, need and benefit from inclusive educational practices. These oftentimes ad hoc practices are motivated by the Catholic identity and mission of the school, as well as the diverse educational needs of students. This article responds to these recognized realities, arguing that Catholic Social Teaching (CST) and the practical reality of academically diverse students requires understanding disability as being unique to each student, though within categories recognized in the Individuals With Disabilities Act (IDEA) that serve as starting points for interventions. CST and the recognition of …

Catholic Schools And Inclusive Special Education: A Reponse From The Field To "Why Inclusion Isn't Coming, It Is Already Here", Molly Bullock, Frank W. O'Linn

Journal of Catholic Education

Response to Faggella-Luby and Engel (this issue), "Why Inclusion Isn't Coming, It is Already Here"

Response From The Field: Framework For All: Building Capacity For Service Delivery In Catholic Schools, Sandria Morten

Journal of Catholic Education

Response to Faggella-Luby and Bonfiglio (this issue) "Framework for All: Building Capacity for Service Delivery in Catholic Schools."

To Act With Justice And Love Tenderly: Exploring The Church’S Call For Inclusion, Michael J. Boyle

Journal of Catholic Education

This paper explores some of the documents that provide a foundation for the Church and its ministries to deliver justice and mercy to all, including students with disabilities. First, Catholic Social Teaching (CST) traditions will be presented as the foundation to some of the documents of the American Church. A chronology of the documents of United States bishops will trace the flow of CST as the impetus for designing and delivering programs for students with disabilities in Catholic schools. Implications for Catholic schools are outlined for next steps for implementation.

Inclusion In Catholic Schools: From Inception To Implementation, Christine Bonfiglio, Karen Kroh

Journal of Catholic Education

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 …

The Absence Of Asterisks: The Inclusive Church And Children With Disabilities, Erik W. Carter

Journal of Catholic Education

Congregations are called to be communities of belonging. Yet, many churches struggle to meaningfully include children with disabilities and their families in all aspects of parish life. This article addresses 10 dimensions of belonging and their relevance to the inclusion of individuals with disabilities in their faith communities. To belong involves being present, invited, welcomed, known, accepted, cared for, supported, befriended, needed, and loved (Carter, Biggs, & Boehm, 2016). I address the importance of each of these areas, highlight relevant research, and suggest areas for reflection and response.

Parish Inclusion: A Response From The Field, Anne Masters

Journal of Catholic Education

Response to Carter (this issue) "The Absence of Asterisks: The Inclusive Church and Children with Disabilities."

Lessons From The Field: Catholic School Educators And Covid-19, Kierstin M. Giunco, Myra Rosen-Reynoso, Audrey A. Friedman, Cristina J. Hunter Phd, Charles T. Cownie Iii

COVID-19 and Catholic Schools

Teachers are regularly tasked with planning for long-term academic and formative goals for entire classes and individual students. This planning involves designing and developing effective routines, creating detailed lesson plans, and tracking authentic assessment of students. Skilled teachers are accustomed to predictable expectations and outcomes in the familiar contexts of classrooms; yet, COVID-19 undermined the ability of teachers to plan. Using a case study and narrative analysis approach, this paper examines how 32 urban Catholic school teachers experienced the transition to remote instruction. Data analysis produced a template broadly aligned with Rush et al’s (2014) framework for effective, emergency, online …

Navigating The Uncharted Pandemic Waters: An Examination Of The Role Of The Catholic School Superintendency In Response To Covid-19, Andrew Miller, Melodie Wyttenbach, Ronald James Nuzzi

COVID-19 and Catholic Schools

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 …

Covid Witness To Hope: Catholic Schools Respond To Covid-19, Michael J. Boyle, Gail Donahue Ph.D., Mary Pat Donoghue, David A. Faber, Frankie Jones, Jeannie Ray-Timoney, Brooke Tesche, Timothy Uhl

COVID-19 and Catholic Schools

The twin uncertainties of the pandemic and the economic downturn have taken a toll on our Catholic schools. Yet reports across the country are that Catholic schools have been very successful in remote learning.

Although there are well-documented efforts to define the values of Catholic schools, these values are not fully known and there is still not a well-crafted national value proposition for Catholic schools. As the context surrounding Catholic schools has changed, it has become imperative that Catholic schools coalesce around a new value proposition during uncertain times. What follows is an attempt by a group of dedicated Catholic …

Looking At Catholic Schools’ Responses To The Covid-19 Pandemic Through The Lens Of Catholic Social Teaching Principles, Audrey A. Friedman, Myra Rosen-Reynoso, Charles T. Cownie Iii, Cristina J. Hunter Phd

COVID-19 and Catholic Schools

The current COVID-19 crisis has significantly impacted all teachers throughout the country, in particular, those teaching in urban schools. The urgent nature of this crisis has brought new challenges to urban Catholic school educators specifically, and their ability to enact and model Catholic Social Teachings which include; respect for the life and dignity of the human person, the call to care for family and community, solidarity in uniting the human community, the dignity of work and the rights of workers, providing persons with rights that ensure decent lives such as an education, preferential option for the poor, and care for …

Covid And Clinical Practice: Now Is The Time To Engage Future Educators, April Buschelman

COVID-19 and Catholic Schools

After a tumultuous end to the 2019-2020 school year, it is more important than ever to cultivate new teachers in the field of education. Combining the experience of veteran teachers with the eagerness and adaptability of students in clinical practice (student teaching) a new form of co-teaching may emerge for the fall semester that covers both in classroom and virtual classroom options. Student teachers experienced the student side of virtual learning during the spring semester and are able to offer valuable insight and knowledge for school communities. This article provides five guidelines for how teachers can mentor clinical practitioners during …

Gather Us In: Building Meaningful Relationships In Catholic Schools Amid A Covid-19 Context, Ronald D. Fussell

COVID-19 and Catholic Schools

During the COVID-19 pandemic, Catholic schools in the United States pivoted from traditional learning to a remote learning model to maintain continuity of instruction for students. This pivot has served as a catalyst for academic innovation in many Catholic schools. As Catholic schools turn their attention to the possibility of remote learning in the fall of 2020, it is important now to consider how remote learning impacts interpersonal relationships within the school community. This reflective essay examines implications of relationship building in a remote learning context using Cook and Simonds's (2011) framework for relationships for Catholic schools as a lens. …

Endeavoring A Critical And Thoughtful Response During And Beyond Covid-19: Community-Based Justice Work In A Catholic University, Qianhui Tian, Shanita Bigelow, Thomas Noel Jr., Joseph Gardner, Rebecca Michel

COVID-19 and Catholic Schools

The COVID-19 pandemic and resulting quarantines around the globe have required social justice educators to respond to the unprecedented challenges and the needs of the communities they serve more than ever before. This article explores how educators in a Catholic University conducted community-based justice work in response to the challenges of the pandemic by integrating educators’ solidarity with faith and social justice commitments. We introduce the Lift as You Climb (Lift) project as one example of our approach with Catholic value of promoting human rights and common good. We offer reflections on challenges and successes of community-based programming, considerations of …

Covid And Clinical Practice: Now Is The Time To Engage Future Educators, April K. Buschelman

Journal of Catholic Education

After a tumultuous end to the school year, it is more important than ever to cultivate new teachers in the field of education. Combining the experience of veteran teachers with the eagerness and adaptability of students in clinical practice (student teaching) a new form of co-teaching may emerge for the fall semester that covers both in classroom and virtual classroom options. Student teachers experienced the student side of virtual learning during the spring semester and are able to offer valuable insight and knowledge for school communities. This article provides five guidelines for how teachers can mentor clinical practitioners during the …

Gather Us In: Building Meaningful Relationships In Catholic Schools Amid A Covid-19 Context, Ronald D. Fussell Edd

Journal of Catholic Education

During the COVID-19 pandemic, Catholic schools in the United States pivoted from traditional learning to a remote learning model to maintain continuity of instruction for students. This pivot has served as a catalyst for academic innovation in many Catholic schools. As Catholic schools turn their attention to the possibility of remote learning in the fall of 2020, it is important now to consider how remote learning impacts interpersonal relationships within the school community. This reflective essay examines implications of relationship building in a remote learning context using Cook and Simonds's (2011) framework for relationships for Catholic schools as a lens. …

Witness To Hope: Catholic Schools Respond To Covid-19, Michael Boyle, Gail Donahue, Mary Pat Donoghue, David A. Faber, Frankie Jones, Jeannie Ray-Timoney, Brooke Tesche, Timothy D. Uhl

Journal of Catholic Education

The twin uncertainties of the pandemic and the economic downturn have taken a toll on our Catholic schools. Yet reports across the country are that Catholic schools have been very successful in remote learning.

Although there are well-documented efforts to define the values of Catholic schools, these values are not fully known and there is still not a well-crafted national value proposition for Catholic schools. As the context surrounding Catholic schools has changed, it has become imperative that Catholic schools coalesce around a new value proposition during uncertain times. What follows is an attempt by a group of dedicated Catholic …