This study, based on survey and interview data, seeks to understand how and why teachers in Catholic schools can be supported in their own spiritual development. The research describes and suggests ways to support and nurture spiritual formation for those who accept the vocation of teaching in Catholic schools. Employing survey and interview methods, this inquiry is philosophically rooted in four Lonergan precepts of human consciousness. Be attentive; be intelligent; be reasonable; be responsible. The study begins with attentiveness to the researcher's personal experience followed by an attending to the literature relevant to that lived situation. The formation of an intelligent inquiry into the questions arising from the named experiences deepens into a reasonable and responsible summary of the knowledge gained through the research. Teachers from a small urban/rural Catholic school district were surveyed. Of the 267 surveys distributed, 112 were completed and returned (42%). From those surveyed, five volunteers were selected to be interviewed, responding to nine questions regarding spiritual formation and the factors contributing to it. Recommendations that may nurture the spiritual development of teachers in Catholic schools are put forth in the concluding chapter of the thesis. These include recognizing teaching as ministry and supporting it as such; remaining attentive to the life questions of those in the vocation of teaching; leadership through example and witness; and nurturing the building of rich, authentic relationships in the school community. / x, 143 leaves ; 28 cm.

No description available.

No description available.

No description available.

No description available.

FundaÃÃo de Amparo a Pesquisa do Estado do Piauà / Os ColÃgios CatÃlicos tiveram participaÃÃo decisiva no processo de reconfiguraÃÃo dos papÃis sociais, especialmente os femininos, porque apresentaram e representaram para as mulheres (mesmo para as que nÃo fizeram parte de seu alunado) a possibilidade de uma formaÃÃo intelectual e profissional que levou a ampliaÃÃo e diversificaÃÃo da inserÃÃo e atuaÃÃo social destas, antes restrita ao ambiente domÃstico e aos papÃis de esposa e mÃe. Para demonstrar esta conseqÃÃncia da aÃÃo educacional da Igreja CatÃlicas â e cientes de que os processos sociais e as aÃÃes dos indivÃduos sociais estÃo num contÃnuo entrelaÃamento â tomamos como objeto de estudo os ColÃgios das IrmÃs Catarinas no Piauà (1906 a 1973) e analisamos como se deu os processos de educaÃÃo, inserÃÃo e posicionamento social das ex-alunas destas instituiÃÃes. Estudando a HistÃria da EducaÃÃo feminina piauiense, concentramos a pesquisa na Ãrea da HistÃria das InstituiÃÃes Escolares Confessionais apoiados nos referenciais teÃrico-metodolÃgicos emanados da HistÃria Cultural e da Sociologia HistÃrica â o que nos possibilitou utilizar diferenciadas fontes histÃricas (documentais, hemerogrÃficas, iconogrÃficas e relatos de ex-alunas) â confirmamos que sob o aparente silÃncio, respeito e manutenÃÃo da configuraÃÃo social vigente as alunas dos ColÃgios Confessionais CatÃlicos contribuÃram sem estardalhaÃos e, de forma decisiva, para a alteraÃÃo da posiÃÃo e papÃis sociais das mulheres na sociedade piauiense â e por extensÃo nordestina e brasileira â manifestaram formas de insubordinaÃÃo, produziram estratÃgias que, por vezes, desembocaram na transformaÃÃo (em geral lenta e progressiva) da figuraÃÃo social. E, apesar de estas mulheres terem empreendido muitas transformaÃÃes nos papÃis sociais, nÃo se alijaram de âdonsâ e âvocaÃÃesâ femininas da religiosidade, maternagem, docilidade, famÃlia e do casamento, ainda presentes em seu cotidiano e resultante dos anos de formaÃÃo intelectual, social e religiosa adquiridas nas escolas confessionais catÃlicas. / The Catholic Schools have had decisive participation in the reconfiguration process of the social roles specially the feminine ones because presented and represented to the women (even to the ones who havenÂt taken part of their pupils groups) the possibility of a profissional and intelectual development which conveyed the enlargement and diversification of the insertion and those womenÂs social performance, before limited to the home-circle and to the mothercraft and wifelike roles To demonstrate that consequence of the Catholic churches educational action â and aware whereof the social processes and the social individuals actions are in a continuous entrenchmentâ the Catarinas Sisters Schools in Piauà (from 1906 to 1973) were taken as object of this study and it was analyzed how the educational processes, insertion and social emplacement of the ex-students from those institutions were constituted. By studying the History of Piauiense Feminine Education this research was focused on the History of the Confessional Catholic based on the theoretical-methodological references emanated of the Cultural History and the Historical Sociology â which were important once it was possible to use different historical sources such as (documental hemerographics iconographic and ex-students reports) â it was confirmed that under an apparent silence respect and maintenance of the present social configuration the schoolgirls of the Catholic Confessional Schools contributed without fuss and in a decisive way to the changes of the womenÂs position and social roles in the piauiense society â and for brazilian and northeastern extension â made known ways of insubordination produced strategies that sometimes discharged in the transformation (slow but progressive) of the social configuration In spite of these women had taken upon lots of alterations of the social roles, they havenÂt untied the feminineÂs âgiftsâ and âvocationsâ of the religiosity motherhood, sweetness, family and marriage still in their daily activities and as a result of the years of intelectual social and religious development acquired in the catholic confessional schools

No description available.

Global education for global competency in Catholic schools of the Archdiocese of Los Angeles is neither defined nor aligned as a priority for its 21st-century learners. Various schools within the Department of Catholic Schools address global competency through world languages, dual-language immersion, activities, or programs, but no specific global education focus permeates the entire district. The relevance of global competency for nearly 80,000 students from Early Childhood (EC) programs/PreK–12th grade (high school) Catholic schools in Los Angeles is not just a curricular necessity or spiritual aspiration, it is, at its core, a question of social justice, particularly for students of color and first-generation immigrants who live mostly in underserved communities. This study analyzes whether PreK–12th-grade Catholic schools of the Archdiocese of Los Angeles have unique assets, as well as what challenges the district would face if it were to adapt a more formalized approach to global education. The study researches whether diverse community cultural wealth, demographics, mission, innovation, and Catholic social teachings align or hinder the development of a global education curriculum that addresses the universally adopted United Nations Sustainable Development Goals 2030. The study investigates urgency, opportunity, scalability, and sustainability for this social justice priority. This inquiry also attempts to answer why a globally connected organization, such as the Roman Catholic Church in Los Angeles and its school system, is not virtually connected in its own worldwide network in order to promote global competency for its 21st-century learners.

Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals. Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas. Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards. This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions. This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.

Online professional development (online PD), the acquisition of new skills and knowledge related to the teaching profession via the Internet, is an emerging field for teachers. This mixedmethods research explored the impact of an online PD program on high school teachers’ selfefficacy levels, classroom instruction, and the role that school culture played on teachers accepting or rejecting the online PD. Within a social cognitive theory lens, this study helped frame teacher attitudes and adult learning in the context of school culture. Phase 1 of this study used quantitative data from two surveys called PRE and POST, which were taken before and after the online PD program, respectively. Qualitative data were collected in Phase 2, using the International Society for Technology in Education Classroom Observation Tool (ICOT), participants’ journal reflections, and interviews. Findings indicated statistically significant changes in self-efficacy levels for eight of the 21 survey items and minimal changes in technology use during instruction. Furthermore, various aspects of school culture independently affected teachers’ inclination to accept or reject the online PD. Findings supported the concept of designing personalized professional development programs tailored to the individual’s specific learning styles, attitudes, and experiences of school culture.