No description available.

The purpose of this study was to investigate the perceptions of the Roman Catholic bishops, pastors, and future pastors of the United States concerning the (1) value, (2) effectiveness, (3) funding practices, and (4) future structure of Catholic schools in the United States. The data for the study were generated from completed questionnaires returned by 80.2 percent of the population of 273 bishops and 52.4 percent of the sample of 660 priests representing the population of 37,572 priests in parish ministry. The questionnaire was modified from one developed by Eugene P. Sullivan of Boston, Massachusetts. Statistical analysis included a frequency distribution analysis of each item, plus a Spearman rho correlation coefficient. A chi-square treatment tested the statistical significance between the expected and observed frequencies. The study accepted a level of significance of .05. Among the findings were the following: (1) A large majority of bishops and priests saw Catholic schools as having a value sufficient to justify their continued existence. (2) They saw Catholic schools as playing an essential role in the church's mission. (3) They saw Catholic schools as academically better than the local governmental schools. (4) They agreed that Catholic schools have a positive impact on the adult religious behavior of their students. (5) They thought the schools make effective use of the church's resources, but use too much of them. (6) They thought that each parish should continue to finance its own school and that the financial support was the responsibility of the whole church. (7) They did not think that parish religious education programs should replace schools. (8) There was less agreement among bishops and priests on financial matters connected with the schools. The recommendations included the suggestion that programs be developed to help priests work with Catholic schools, that a study of regional schools be conducted, that seminaries offer information to seminary students concerning Catholic schools, that the bishops fund an indepth study of religious education programs outside of schools to find an effective alternative to current programs, and that the bishops study the question of funding for Catholic schools. / Ed. D.

Thesis (Ph. D.)--Catholic University of America, 1940.

Thesis (Ph. D.)--Catholic University of America, 1940.

From Chapter 1: At the 1956 Conference of Headmasters and Headmistresses of Private Schools of South Africa a motion was introduced proposing that the term 'private school' in the title of the Conference should be replaced by that of 'independent school'. The motion was defeated on the grounds that such an alteration would be 'difficult and misleading', (HMC, 1956(1)). This might well have been the case, but the proposer of this motion was no doubt aware that the term 'private school' was equally difficult and misleading.The first problem with the term 'private school' is historical. South Africa was in the British sphere of influence for more than a century and a half and consequently education in South Africa in general and 'private' education in particular has owed a great deal to that influence.

Abstract not available

This sociological investigation examines the changing role of parents in the education of their children in Catholic schools in New South Wales over the twentieth century. Catholic Church documents specifically state primary parental responsibility for their children???s religious education. Catholic schools were established to inculcate faith, and assist parents??? role. This thesis asks, to what extent that role has been realised? It unravels the processes that determined and defined the changing role of Catholic parents during this period, and identifies significant shifts in institutional thinking and practices related to parents and resultant shifts in cultural and social perceptions. After half a century of conformity and comfort, a significant era followed as the Australian Church responded to challenges, including financial crisis for Catholic schools, reform in the Australian education system, and the impact of the Second Vatican Council. Cohorts from three generations were selected. Interviews and focus groups elicited memories that were recorded and analysed, in terms of the integral questions; the role and involvement of parents in Catholic schools. Participants recalled their own childhood in Catholic schools and, where applicable, as parents educating their own children, or as religious teachers. The analysis was theoretically informed by the work of Durkheim, Greeley, Coleman and Bourdieu. A review of Church documents and commentaries through the twentieth century, bearing on the education of children, showed the official Church position. Despite numerous rhetorical statements issued by Catholic authorities, emphasising the role of parents as ???primary educators???, the practical responses ranged from active encouragement to dismissal. Teachers in Catholic schools and related bureaucracies were, seemingly, reluctant to initiate a more inclusive partnership role. Gradually, and in a piecemeal fashion, the Catholic Church and its schools have been responding to growing parental consciousness of their role and responsibilities. A significant shift was signalled by the New South Wales Bishops in establishing the Council of Catholic School Parents, to be supported by a full-time, salaried Executive Officer, in 2003. But any accommodation to new understandings of parent/teacher, or family/school relation is complex and not to be oversimplified as a simple sharing, or ceding of authority.

This sociological investigation examines the changing role of parents in the education of their children in Catholic schools in New South Wales over the twentieth century. Catholic Church documents specifically state primary parental responsibility for their children???s religious education. Catholic schools were established to inculcate faith, and assist parents??? role. This thesis asks, to what extent that role has been realised? It unravels the processes that determined and defined the changing role of Catholic parents during this period, and identifies significant shifts in institutional thinking and practices related to parents and resultant shifts in cultural and social perceptions. After half a century of conformity and comfort, a significant era followed as the Australian Church responded to challenges, including financial crisis for Catholic schools, reform in the Australian education system, and the impact of the Second Vatican Council. Cohorts from three generations were selected. Interviews and focus groups elicited memories that were recorded and analysed, in terms of the integral questions; the role and involvement of parents in Catholic schools. Participants recalled their own childhood in Catholic schools and, where applicable, as parents educating their own children, or as religious teachers. The analysis was theoretically informed by the work of Durkheim, Greeley, Coleman and Bourdieu. A review of Church documents and commentaries through the twentieth century, bearing on the education of children, showed the official Church position. Despite numerous rhetorical statements issued by Catholic authorities, emphasising the role of parents as ???primary educators???, the practical responses ranged from active encouragement to dismissal. Teachers in Catholic schools and related bureaucracies were, seemingly, reluctant to initiate a more inclusive partnership role. Gradually, and in a piecemeal fashion, the Catholic Church and its schools have been responding to growing parental consciousness of their role and responsibilities. A significant shift was signalled by the New South Wales Bishops in establishing the Council of Catholic School Parents, to be supported by a full-time, salaried Executive Officer, in 2003. But any accommodation to new understandings of parent/teacher, or family/school relation is complex and not to be oversimplified as a simple sharing, or ceding of authority.

Esta pesquisa objetiva resgatar a História do Centro Educacional Cristo Redentor, fazendo uma breve abordagem do processo histórico, a influência e o cotidiano da escola católica naquela sociedade, da década de 40 aos dias atuais. Escola localizada em Palmeira dos Índios, no estado de Alagoas, é fruto de uma longa história de educação católica, implantada, no Brasil, pelos Jesuítas, desde o século XVI, a qual foi posteriormente expandida por outras instituições religiosas, a exemplo da Congregação das Filhas do Amor Divino, fundada na Áustria, no século XIX, e que está presente em dezesseis países. As Filhas do Amor Divino chegaram ao Brasil em 1920 e, na década de 1940, se instalaram em Palmeira dos Índios. No trabalho são apresentados o contexto histórico, social, religioso e educacional vivenciado pela referida escola ao longo de 70 anos de existência, enfatizando sua influência na educação católica de parcelas da sociedade palmeirense, através da formação ministrada e, através dela, da difusão dos ensinamentos e valores cristãos. Para alcançar os resultados esperados foi feita análise de documentos pertencentes ao acervo da Congregação, da Província Nossa Senhora das Neves sediada na cidade do Natal (RN) e do colégio objeto de estudo. Foram realizadas leituras textuais de teóricos das Ciências da religião e de estudiosos da educação que ajudaram a contextualizar os fatos vivenciados pela comunidade do Centro Educacional Cristo Redentor. Além disso, foram feitas algumas entrevistas com pessoas que testemunharam e/ou protagonizaram a trajetória e que, assim, puderam contribuir para o alcance dos objetivos propostos, foram identificados os pontos referenciais e momentos históricos vividos às mudanças e/ou permanências no processo educacional que marcaram a história da referida instituição católica durantes as décadas referenciadas.Espera-se que esta pesquisa possa contribuir para a História da educação católica através da pesquisa, memória e oralidade. / This paper aims to redeem the history of the Centro Educacional Cristo Redentor, doing a brief approach of its historical process and its influence as a catholic school in the day by day of the society from 40s to the present days. The Centro Educacional Cristo Redentor is a school located in Palmeira dos Indios city, countryside of Alagoas state, and is the result of a history of catholic education, introduced in Brazil by the Jesuits since the nineteenth century which was expanded by other religious institutions such as the Daughters of Divine Love, founded in Austria and is still present in 16 countries. The Daughters of Divine Love came in Brazil in 1920 and, in the 40s, settled in Palmeira dos Indios city. This paper presents the historical, social, religious and educational context lived by the school over 70 years of existence, emphasizing its influence on the religious education of people from that city by the teaching of Cristian values. The research was conducted by reading the documents belonged to the Congregation collection from the Nossa Senhora das Neves Province headquartered in Natal city, Rio Grande do Norte state and the school object of this study. Theoretical literature reviews were done focusing some studies about religion science so as to contextualize the facts lived by the Centro Educacional Cristo Redentor community. Some interviews were done with people who witnessed the school trajectory, providing data for the intended goals. The critical analyses allows to comprehend the historical moments lived during the educational changes which in turns marked the history of the referring catholic school over 70 years of tradition. This research is supposed to contribute to the History of the catholic education through memory and orality.

Made available in DSpace on 2017-06-01T18:12:49Z (GMT). No. of bitstreams: 1 ana_cristina_lima_moreira.pdf: 3250562 bytes, checksum: 34c8a5ae182bae55f810b27e8d15b06c (MD5) Previous issue date: 2014-06-06 / This paper aims to redeem the history of the Centro Educacional Cristo Redentor, doing a brief approach of its historical process and its influence as a catholic school in the day by day of the society from 40 s to the present days. The Centro Educacional Cristo Redentor is a school located in Palmeira dos Indios city, countryside of Alagoas state, and is the result of a history of catholic education, introduced in Brazil by the Jesuits since the nineteenth century which was expanded by other religious institutions such as the Daughters of Divine Love, founded in Austria and is still present in 16 countries. The Daughters of Divine Love came in Brazil in 1920 and, in the 40 s, settled in Palmeira dos Indios city. This paper presents the historical, social, religious and educational context lived by the school over 70 years of existence, emphasizing its influence on the religious education of people from that city by the teaching of Cristian values. The research was conducted by reading the documents belonged to the Congregation collection from the Nossa Senhora das Neves Province headquartered in Natal city, Rio Grande do Norte state and the school object of this study. Theoretical literature reviews were done focusing some studies about religion science so as to contextualize the facts lived by the Centro Educacional Cristo Redentor community. Some interviews were done with people who witnessed the school trajectory, providing data for the intended goals. The critical analyses allows to comprehend the historical moments lived during the educational changes which in turns marked the history of the referring catholic school over 70 years of tradition. This research is supposed to contribute to the History of the catholic education through memory and orality. / Esta pesquisa objetiva resgatar a História do Centro Educacional Cristo Redentor, fazendo uma breve abordagem do processo histórico, a influência e o cotidiano da escola católica naquela sociedade, da década de 40 aos dias atuais. Escola localizada em Palmeira dos Índios, no estado de Alagoas, é fruto de uma longa história de educação católica, implantada, no Brasil, pelos Jesuítas, desde o século XVI, a qual foi posteriormente expandida por outras instituições religiosas, a exemplo da Congregação das Filhas do Amor Divino, fundada na Áustria, no século XIX, e que está presente em dezesseis países. As Filhas do Amor Divino chegaram ao Brasil em 1920 e, na década de 1940, se instalaram em Palmeira dos Índios. No trabalho são apresentados o contexto histórico, social, religioso e educacional vivenciado pela referida escola ao longo de 70 anos de existência, enfatizando sua influência na educação católica de parcelas da sociedade palmeirense, através da formação ministrada e, através dela, da difusão dos ensinamentos e valores cristãos. Para alcançar os resultados esperados foi feita análise de documentos pertencentes ao acervo da Congregação, da Província Nossa Senhora das Neves sediada na cidade do Natal (RN) e do colégio objeto de estudo. Foram realizadas leituras textuais de teóricos das Ciências da religião e de estudiosos da educação que ajudaram a contextualizar os fatos vivenciados pela comunidade do Centro Educacional Cristo Redentor. Além disso, foram feitas algumas entrevistas com pessoas que testemunharam e/ou protagonizaram a trajetória e que, assim, puderam contribuir para o alcance dos objetivos propostos, foram identificados os pontos referenciais e momentos históricos vividos às mudanças e/ou permanências no processo educacional que marcaram a história da referida instituição católica durantes as décadas referenciadas.Espera-se que esta pesquisa possa contribuir para a História da educação católica através da pesquisa, memória e oralidade.