"An introduction to action research in Catholic schools through the specific lens of community and spirituality, including original research from Catholic school leaders"--Provided by publisher.

"Textbook for conducting and preparing an action research study and report in the Catholic school context"--Provided by publisher.

Critical participatory action research creates opportunities for people to work together to solve problems and address issues about the conditions under which they work, through mutually agreed on actions in practice. Partnership and recognition hold together the practices of critical participatory action research, and as mutually entwined ideals are fundamental for site-based education development. Drawing on the theory of practice architectures, this book interrogates and extends the concepts and practices of partnership and recognition in action research as they are explored in different educational settings, and as these are played out in the day-to-day experiences and practices of people participating and collaborating in educational change. Partnership and recognition are considered in terms of the agency and actions of both individuals and collectives as they encounter one another in educational change, and in terms of the cultural-discursive, material-economic and social-political conditions that enable and constrain possibilities for partnerships and recognition. Of central importance is the concept of practice theory, and the authors illuminate how recognition, change, learning and development practices are experienced and recognised by people in a range of partnerships. This book was originally published as a special issue of Educational Action Research.

Faith-based Identity and Curriculum in Catholic Schools examines the relationship between faith-based education and whole curriculum at a time when neoliberal ideologies and market values are having a disproportionate influence on national education policies. Topics addressed include: current challenges and dilemmas faced by Catholic Education leadership; Catholic social teaching and its implications for whole curriculum; the opinions of teachers in Queensland Catholic schools regarding faith-based school identity with particular reference to whole curriculum; an associated comparison of these opinions teachers with those of their USA peers; school identity and Catholic social teaching in Ontario Catholic schools; an action research approach to the integration of Catholic social teaching in Queensland Catholic schools; longitudinal study of the views of pre-service teachers at a Catholic university regarding the purposes and characteristics of Catholic schools. Bringing together professionals and academics from across the world, Faith-based Identity and Curriculum in Catholic Schools will inspire Catholic and other faith-based educators to appreciate the importance and potential of the integration of faith-based perspectives such as countercultural Catholic social teaching across the school curriculum in an educationally appropriate manner.

This overview examines the major research studies on Catholic schools published between 1965 and 1991 along with a synthesis of the research regarding the demography, outcomes, and environment of Catholic schools, and of the teachers, parents, and students associated with Catholic schools. The research showed that student from Catholic schools scored higher on virtually all outcome measures than did students from public schools, even when relevant demographic characteristics of the students were controlled. This document is organized into nine chapters. Chapter 1 is an introduction. Chapter 2 is a critical review of the major studies on Catholic schools. Chapter 3 describes the demography of Catholic schools. Chapter 4 presents a review of the research concerning three types of Catholic school outcomes: academics, religious, and values. Chapter 5 looks at the research on the environment of Catholic schools in five themes: the school as community; differences in the cultures of Catholic schools and public schools; the academic climate of Catholic schools; discipline and order; and the development of the faith community. Chapter 6 examines the research on Catholic school teachers. Chapter 7 describes the research on parental choice of Catholic schools. Chapter 8 presents the research on two themes concerning students: minority students in Catholic schools, and the comparison of single-sex with co-educational Catholic high schools. Finally, Chapter 9 summarizes the important findings from the research on Catholic schools; addresses the question of the relative effectiveness of Catholic and public schools; and identifies some directions for future research, including attention to methodology, the establishment of research priorities, and the continuing examination of important topics relating to Catholic schools. A lengthy list of references is included. (DB)

This comprehensive compendium of research focuses on key aspects of Catholic education in the United States. The volume includes reviews of research on topics ranging from church documents, spirituality, and the philosophy of Catholic education to parents, students, teachers, administration and governance, and curriculum and instruction. Benefit to many audiences--policy-makers, church leaders, educators, researchers, students, practitioners, patrons, and citizens--who are interested in these schools. The wealth of scholarly information provided here covers all areas of Catholic education, both school- and parish-based. The first volume of its kind ever published on Catholic learning and development, the handbook is an encyclopedia reference tool for the serious scholar as well as the committed Catholic educator.