Thesis (Ph. D.)--Catholic University of America, 1944. / Bibliography: p. 184-204.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems and Technology and Religious Studies, 2006. / "Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3695. Adviser: Charles M. Reigeluth.

<p> This study examined principals&rsquo; perceptions of faith-based schools in Southern California. A 6-item survey was distributed by hard copy to 217 Catholic principals affiliated with the Archdiocese of Los Angeles and by e-mail to 218 Protestant school principals affiliated with the Association of Christian School International. The survey was completed by 148 principals (101 from Catholic schools and 47 from Protestant schools, 34% of population), suggesting that hand-delivered surveys yielded a higher return. However, the Protestant principals who responded exclusively online completed significantly more comprehensive written comments or transcripts to the survey. </p><p> Both groups of principals revealed high parent engagement in both types of schools and the selection by parents of a faith-based school was based upon personal values. However, highlights revealed that these administrators placed a high level of importance on open and consistent communication with parents and being visibly present on the campus. Principals were present at morning drop-off, visible on-site throughout the day, and at pick-up. In addition, the schools maintained a current website, frequent parent conferences by teachers and principals, and weekly or daily messages using various technological forms. Principals commented that they desired that every interaction with the school was positive and informative. Principals indicated that parent volunteer activity tended to be different in the two types of schools. Catholic school parents were expected to volunteer to work at the school, and participate in fund raising activities for the school. These parental expectations were vital to the school&rsquo;s financial base, as nuns continue to be replaced by lay teachers. In addition, Catholic school parents were required to supervise completion of a child&rsquo;s homework and support school rules, such as children wearing uniforms. Protestant school principals indicated that their parents were active in school-based activities such as sports, the performing arts, classroom support, as well as in school-wide activities such as open houses and fundraisers. Although the Catholic and Protestant schools provided opportunities for parents to participate in the school decision-making process, few principals reported all parent school boards or parents making the primary decisions beyond participation in the selection of the school principal.</p><p>

<p> This study examined the relationship between school leaders&rsquo; self-reported levels of emotional intelligence and teacher perceptions of school climate in K&ndash;12 Catholic schools in Indiana. This study built upon the findings of a mixed-method study by Juma (2013) that was limited in scope and generalizability, and examined the relationship between a principal&rsquo;s perceived emotional intelligence and teacher perceptions of school climate. The current study used a quantitative methodological approach and a larger sample size to enhance understanding of the relationship between school leaders&rsquo; perceptions of emotional intelligence and teacher perceptions of school climate. The Emotional Intelligence Quotient 2.0 (EQ-i 2.0) and the Organizational Climate Questionnaire (OCQ) were completed by 200 teachers and 30 school leaders in 30 K&ndash;12 Catholic schools in Indiana. This study did not find a significant relationship between a school leader&rsquo;s perceived level of emotional intelligence and teacher&rsquo;s perceived school climate. Prior research on these variables has been inconclusive. This study adds to the body of research examining the possible connection between a school leader&rsquo;s emotional intelligence and school climate.</p><p>

<p> Educational reforms have created a climate of accountability and high academic pressure that has resulted in a pushing down of the curriculum into early childhood education. Once a prominent pedagogical feature, play is disappearing from kindergarten. The following is a doctoral dissertation that studied administrator, teacher, and parent perceptions of play and its role within the kindergarten curriculum at a Catholic elementary school in the Los Angeles Archdiocese. Using a qualitative case study method, the study noted how play was utilized in transitional kindergarten and traditional kindergarten classrooms at the school site. Interviews, classroom observations, and document review of school publications contributed to the following findings: play was used as a reward for classroom management, adults did not commonly see the connection between play and learning, and academic achievement was valued over play. These findings were placed in the larger context of kindergarten, play, and curriculum by using a theoretical framework built on Early Child Education theories and Epstein&rsquo;s (2011) Parental Involvement framework. This case study highlighted factors that influenced curriculum design and implementation in kindergarten. It contributes to the effort to inform parents, teachers, administrators, and policy makers of the importance of defending play within kindergarten in light of social pressures that favor a didactic kindergarten setting.</p><p>

Abstract not available.

No description available.

This dissertation analyzes priestly formation at the Colegio Pio Latino Americano, a residential college for seminarians from the region studying at the Pontifical Gregorian University in Rome. The Colegio Pio Latino Americano has contributed to the creation of a common set of intellectual, cultural, social, and spiritual understandings that have profoundly affected the recent (and future) development of the Roman Catholic Church in modern Latin America. During the late nineteenth and early twentieth centuries, Catholic clerical education was standardized and professionalized; this occurred substantially through the formation of priests in Rome and the reform of Latin American seminaries following the Roman model. The late development of active relationships between Latin America and the papacy and the critical role of the Church in politics make priestly formation especially relevant in examining the Roman Catholic Church in modern Latin America. Maintaining institutional freedom of action and guiding the faithful in the often-contentious political and social atmosphere of nineteenth- and twentieth-century Latin America required politically savvy and spiritually mature priests who were also adept in theology and the practical aspects of ministry This study begins with a consideration of the dual contexts (Latin American and Roman/European) of Latin American clerical formation in Rome. The central chapters of the study analyze the establishment and support of the College by Latin American clergy and laity and the experiences of seminarians during the years they spent far from home. Finally, it demonstrates the specific ways that the College affected the Church in the region by examining the activities of graduates. When they returned to their home dioceses, priests educated in Rome held leadership positions as seminary professors and administrators, diocesan bishops, and parish priests. Roman-educated priests were instrumental in articulating the regional identity of the Catholic Church and in implanting social Catholicism, the predecessor to liberation theology / acase@tulane.edu

This study was designed to investigate and compare attitudes toward the elderly of African American freshman college students at a historically black college and white freshman college students at a predominantly white college. In addition, the students' spiritual well-being, gender, and knowledge about aging were integrated to predict college students' attitudes toward the elderly. The original sample consisted of 299 individuals who filled out the survey questionnaire during class time with 149 students at the predominantly African American college and 150 at the white college. All 299 questionnaires were returned. Delimitation factors caused the final sample to consist of 234 subjects. / The students completed the Aging Semantic Differential Scale (ASD), the Facts on Aging Quiz (FAQ), and the Spiritual Well-Being Scale (SWB). The ASD Scale is an attitude assessment instrument consisting of a list of 32 bipolar adjective pairs in Likert scale format. The FAQ consists of 25 true-false statements and is designed to cover the basic physical, mental, and social aspects of aging. The SWB Scale is a 20-item self report scale consisting of religious well-being and existential subscales. / Results showed that freshman college students overall maintained positive attitudes toward the elderly with white students reporting more positive attitudes. Also, both African American and white college students showed a consistent lack of knowledge about aging with whites having a slightly higher score. Both groups of college students possessed a strong sense of spiritual well-being with white college students scoring higher than African American college students. Answers to the religious demographic questions indicated that over half of the college students surveyed are presently active with a religious group. When using regression to predict attitudes toward the elderly, gender was not significant for either race; however, spiritual well-being and knowledge were for the white students, and spiritual well-being was significant for the African-American students. Recommendations for teaching about aging were made. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1271. / Major Professor: Ruth Pestle. / Thesis (Ph.D.)--The Florida State University, 1995.

Preparing for Rural Ministry| A Qualitative Analysis of Curriculum used in Theological Education to Prepare Clergy for Ministry in a Rural Context