subject:(Catholic Secondary Schools)

University of Nairobi

1. Kabutia, Angela. Competitive strategies adopted by catholic secondary schools to gain competitive advantage in the archdiocese of Nairobi, Kenya .

Degree: 2014, University of Nairobi

URL: http://hdl.handle.net/11295/76612

► Parents, family and society want the best for their children. Education is a key pillar of a successful and bright future as it empowers the… (more)

▼ Parents, family and society want the best for their children. Education is a key pillar of a successful and bright future as it empowers the individual and enables him or her to achieve independence. However it should not be only about success in national examinations. Since parents may not have total control of their children when they are in the school going age, they seek the best school for them. Kenyan schools operate in a competitive environment. The ones that achieve high performance are well respected and students will normally compete for admission because good grades mean better career choices in future. It is therefore important for the administrators of similar schools and educational policy makers to learn the strategies employed by these schools. Catholic secondary schools meet the expectations of parents not only in academic success but also the content of character that the children will have after they are out of school.In addition the schools are also competing to attract both parents and students by striving to achieve higher academic performance and overall school rankings. To compete effectively the organization should formulate competitive strategies that will enable it achieve competitive advantage. Competitive strategies include differentiation, cost leadership, focus, collaborative strategy and resource based strategy. The Government of Kenya has education as one of the pillars in the Vision 2030.The introduction of free primary education led to an increased number of students graduating from primary school seeking secondary education. Consequently an increased number of secondary schools have been established to sustain the high demand leading to competition. The state and nature of competition is determined by the five forces. The strongest competitive force determines the profitability of an industry. This becomes the most important force to consider when formulating strategy. Since the purpose of competing is to achieve better and superior performance than rivals, organizations will always seek to be the best. The organization will achieve competitive advantage or that edge over competitors when it copes with the five competitive forces and attracts buyers. The objective of this study was to find out the strategies employed by catholic schools sponsored by the Catholic Archdiocese of Nairobi. A survey was carried out on the 20 schools that are sponsored by the archdiocese and it was found out that differentiation, collaborative strategies, discipline and value based education system are some of the strategies that are employed by these schools in order to achieve the high performance that they are associated with. It was concluded that integration of Catholic religion plays a unique role and most catholic secondary schools have widely adopted differentiation and collaborative strategy to gain competitive advantage. The schools have used their unique nature of character and moral development of students to distinguish themselves from other schools. The…

Subjects/Keywords: Competitive strategy; Competitive advantage; Catholic Secondary Schools.

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APA (6^th Edition):

Kabutia, A. (2014). Competitive strategies adopted by catholic secondary schools to gain competitive advantage in the archdiocese of Nairobi, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/76612

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kabutia, Angela. “Competitive strategies adopted by catholic secondary schools to gain competitive advantage in the archdiocese of Nairobi, Kenya .” 2014. Thesis, University of Nairobi. Accessed December 05, 2019. http://hdl.handle.net/11295/76612.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kabutia, Angela. “Competitive strategies adopted by catholic secondary schools to gain competitive advantage in the archdiocese of Nairobi, Kenya .” 2014. Web. 05 Dec 2019.

Vancouver:

Kabutia A. Competitive strategies adopted by catholic secondary schools to gain competitive advantage in the archdiocese of Nairobi, Kenya . [Internet] [Thesis]. University of Nairobi; 2014. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/11295/76612.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kabutia A. Competitive strategies adopted by catholic secondary schools to gain competitive advantage in the archdiocese of Nairobi, Kenya . [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/76612

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tasmania

2. Wattam, PC. Understanding the role of the middle level leader in New South Wales Catholic secondary schools.

Degree: 2017, University of Tasmania

URL: https://eprints.utas.edu.au/23804/1/Wattam_whole_thesis.pdf

► The role that leadership plays in schools is well documented. In particular, the roles of principals and teachers have received considerable research interest both in… (more)

▼ The role that leadership plays in schools is well documented. In particular, the roles of principals and teachers have received considerable research interest both in Australia and internationally. Those who lead from the middle level of leadership in secondary schools however, have received much less research interest. As such, those who are responsible for leading the learning from a faculty or subject department perspective formed the research interest of this study. This study has aimed to provide a better understanding of the role of middle level leader in New South Wales (Australia) Catholic secondary schools. The research explored the role as it was practised by eight middle level leaders, in six different Catholic secondary schools, in a regional diocese of New South Wales. The study investigated what middle level leaders did in their role, how their articulated role descriptions matched with the lived experience of their role and how the role has evolved over time. Principals of the eight middle level leaders were also interviewed to examine how their expectations aligned with those holding the role. In addition, the study sought to find whether there was unfulfilled potential in the role of middle level leadership. A conceptual framework was developed from the literature to identify key aspects at play for the role. The framework also illustrates the silences and those under-researched areas in the research literature. It highlights how this study might inform potential future understandings. The research methodology used a qualitative, multiple case study approach. It included two rounds of interviews with the eight middle level leader participants, interviews with their principals, as well as focus groups of middle level leaders and document analyses. Data were analysed and reduced to produce eight key themes. These themes provided insight into how the role was experienced. It is clear from this study that there is a need to better frame the role, subject to its local context, with clear role expectations, boundaries and authority. This reframing would be best served by engaging in a distributed leadership approach, where middle level leaders are empowered to lead learning and to make greater contributions to leadership in the school more generally. There appears to be unfulfilled potential in the role at present. It is incumbent on senior leaders to tap into this potential so the role can be strengthened to benefit schools and students. Notably, middle level leaders and their principals are generally not well aligned in terms of their expectations. An outcome of this study is a series of seven recommendations to bring about a re-imagination of the role. A model of effective middle level leadership is developed from the research to illustrate the potential for the role with its attendant complexity and demands.

Subjects/Keywords: middle level leadership; Catholic secondary schools

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wattam, P. (2017). Understanding the role of the middle level leader in New South Wales Catholic secondary schools. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23804/1/Wattam_whole_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wattam, PC. “Understanding the role of the middle level leader in New South Wales Catholic secondary schools.” 2017. Thesis, University of Tasmania. Accessed December 05, 2019. https://eprints.utas.edu.au/23804/1/Wattam_whole_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wattam, PC. “Understanding the role of the middle level leader in New South Wales Catholic secondary schools.” 2017. Web. 05 Dec 2019.

Vancouver:

Wattam P. Understanding the role of the middle level leader in New South Wales Catholic secondary schools. [Internet] [Thesis]. University of Tasmania; 2017. [cited 2019 Dec 05]. Available from: https://eprints.utas.edu.au/23804/1/Wattam_whole_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wattam P. Understanding the role of the middle level leader in New South Wales Catholic secondary schools. [Thesis]. University of Tasmania; 2017. Available from: https://eprints.utas.edu.au/23804/1/Wattam_whole_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Notre Dame

3. Julie W Dallavis. Religious High Schools and Gender Socialization: Examining Postsecondary Outcomes of College Degree and Choice of Major</h1>.

Degree: MA, Sociology, 2015, University of Notre Dame

URL: https://curate.nd.edu/show/pk02c823t6h

► Do religious high schools socialize men and women differently for postsecondary study? Using data from the Cardus Education Survey 2014, I examine the association… (more)

Subjects/Keywords: gender; evangelical Protestant schools; college degree; Catholic schools; secondary schools; choice of major

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dallavis, J. W. (2015). Religious High Schools and Gender Socialization: Examining Postsecondary Outcomes of College Degree and Choice of Major</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/pk02c823t6h

Chicago Manual of Style (16^th Edition):

Dallavis, Julie W. “Religious High Schools and Gender Socialization: Examining Postsecondary Outcomes of College Degree and Choice of Major</h1>.” 2015. Masters Thesis, University of Notre Dame. Accessed December 05, 2019. https://curate.nd.edu/show/pk02c823t6h.

MLA Handbook (7^th Edition):

Dallavis, Julie W. “Religious High Schools and Gender Socialization: Examining Postsecondary Outcomes of College Degree and Choice of Major</h1>.” 2015. Web. 05 Dec 2019.

Vancouver:

Dallavis JW. Religious High Schools and Gender Socialization: Examining Postsecondary Outcomes of College Degree and Choice of Major</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2015. [cited 2019 Dec 05]. Available from: https://curate.nd.edu/show/pk02c823t6h.

Council of Science Editors:

Dallavis JW. Religious High Schools and Gender Socialization: Examining Postsecondary Outcomes of College Degree and Choice of Major</h1>. [Masters Thesis]. University of Notre Dame; 2015. Available from: https://curate.nd.edu/show/pk02c823t6h

4. Harney, Peter John. Changing the Social System of a Catholic Secondary School: An examination of salient design features pertinent to the change process from a permacultural perspective.

Degree: 1997, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp209.13082009

► The purpose of the research documented in this thesis is to identify and investigate the organisational design principles that influence change processes in a school… (more)

Subjects/Keywords: Catholic secondary schools; Permaculture; Change

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APA (6^th Edition):

Harney, P. J. (1997). Changing the Social System of a Catholic Secondary School: An examination of salient design features pertinent to the change process from a permacultural perspective. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp209.13082009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harney, Peter John. “Changing the Social System of a Catholic Secondary School: An examination of salient design features pertinent to the change process from a permacultural perspective.” 1997. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp209.13082009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harney, Peter John. “Changing the Social System of a Catholic Secondary School: An examination of salient design features pertinent to the change process from a permacultural perspective.” 1997. Web. 05 Dec 2019.

Vancouver:

Harney PJ. Changing the Social System of a Catholic Secondary School: An examination of salient design features pertinent to the change process from a permacultural perspective. [Internet] [Thesis]. Australian Catholic University; 1997. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp209.13082009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harney PJ. Changing the Social System of a Catholic Secondary School: An examination of salient design features pertinent to the change process from a permacultural perspective. [Thesis]. Australian Catholic University; 1997. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp209.13082009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Okafor, James. The Theological Literacy, Beliefs, Attitudes, and Practices of Lay Catholic Administrators of the Catholic Secondary Schools in the Awka Diocese of Nigeria.

Degree: Doctor of Education (EdD), Leadership Studies, 2013, University of San Francisco

URL: https://repository.usfca.edu/diss/81

► Christ's call to evangelization is a mission the Catholic Church has perpetuated throughout history with its reliance upon its schools. In the 19th century,… (more)

▼ Christ's call to evangelization is a mission the Catholic Church has perpetuated throughout history with its reliance upon its schools. In the 19th century, Catholic missionaries evangelized and catechized the Nigerian Igbo people through the schools they built. In 1970, the Nigerian government confiscated these schools, and converted them to secular institutions. It also closed Catholic Teacher Training Colleges. In response to this, the Nigerian Conference of Catholic Bishops built diocesan Catholic schools, and those who ministered within them were charged with knowing and integrating the six tasks of catechesis – knowledge of the faith, liturgical life, moral formation, prayer, communal life, and missionary spirit – within them. While priests and religious are formally trained for this, the laity were not, as the Nigerian Catholic Teacher Training Colleges were not reopened. This study utilized mixed-methodology. The Information For Growth survey created by the National Catholic Education Association collected its quantitative data, whereas face-to-face interviews collected its qualitative data to examine the extent to which 72 lay Catholic administrators/teachers of 12 Catholic secondary schools in the Awka Diocese, Nigeria knew and integrated the six tasks of catechesis within their schools and classrooms. It examined also the extent to which their beliefs, attitudes, and practices aligned with those of the Catholic Church regarding these six tasks. It also investigated theological topics of interests for future formation. It also identified the factors that aided and hindered the integration process within the schools and classrooms. Survey data revealed that 77% demonstrated a strong/high, basic knowledge of the six catechetical tasks whereas 76% were strongly aligned to Church teachings in their beliefs, attitudes, and practices. Topics of high interests for future study included Catholic Social Doctrine, Prayer and Spirituality, Marriage, Sexual Ethics, and Religion and Politics. The interviews revealed that school-wide programs and policies aided the catechetical integration program, while the high demands for academic excellence thwarted it. Of note, the participants also revealed that their active participation in the life of the Church, their strong Catholic upbringing, and their Catholic Igbo culture contributed to their knowledge, beliefs, attitudes, practices, and integration of the six tasks of catechesis. Advisors/Committee Members: Doreen Jones, Brian Gerrard, Ralph Metts, S J..

Subjects/Keywords: Catholic school administrators; Catholic school teachers; Catholic Secondary Schools; Igbo Land; Nigeria; Six Tasks of Catechesis; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Okafor, J. (2013). The Theological Literacy, Beliefs, Attitudes, and Practices of Lay Catholic Administrators of the Catholic Secondary Schools in the Awka Diocese of Nigeria. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/81

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Okafor, James. “The Theological Literacy, Beliefs, Attitudes, and Practices of Lay Catholic Administrators of the Catholic Secondary Schools in the Awka Diocese of Nigeria.” 2013. Thesis, University of San Francisco. Accessed December 05, 2019. https://repository.usfca.edu/diss/81.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Okafor, James. “The Theological Literacy, Beliefs, Attitudes, and Practices of Lay Catholic Administrators of the Catholic Secondary Schools in the Awka Diocese of Nigeria.” 2013. Web. 05 Dec 2019.

Vancouver:

Okafor J. The Theological Literacy, Beliefs, Attitudes, and Practices of Lay Catholic Administrators of the Catholic Secondary Schools in the Awka Diocese of Nigeria. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Dec 05]. Available from: https://repository.usfca.edu/diss/81.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Okafor J. The Theological Literacy, Beliefs, Attitudes, and Practices of Lay Catholic Administrators of the Catholic Secondary Schools in the Awka Diocese of Nigeria. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/81

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Griffiths, William Robert. Parent Expectations of Catholic Secondary Education: A study over time in one particular school.

Degree: 1998, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp206.10082009

► This thesis explores the expectations that parents had of a particular Catholic secondary school for boys during the first half of the 1990s. By exploring… (more)

▼ This thesis explores the expectations that parents had of a particular Catholic secondary school for boys during the first half of the 1990s. By exploring in some detail the expectations of one group of parents whose children attended one particular Catholic secondary school in suburban Adelaide (South Australia), the research illuminates the larger issue of the changing nature of parent expectations of Catholic secondary schooling, and how these expectations were being shaped in the last decade of the twentieth century. The social, educational and ecclesial context within which Catholic secondary education operates has altered in the three decades following the Second Vatican Council (1962-1965). The literature reviewed in this thesis indicates that parent expectations of Catholic secondary education in the 1990s were increasingly shaped by a complex variety of factors beyond traditional religious or denominational loyalty. The post-1973 organisational and administrative structures established for the delivery and development of Catholic schooling in Australia reset the centralisation/decentralisation balance. These changes in administrative centre of gravity have of themselves created a climate in which a greater range of parent expectations is evident. This research used an established questionnaire to gather data from parents about their expectations of the school as their sons entered the first year of secondary schooling. The same parents were then surveyed four years later to gauge the extent to which they believed the school had met their expectations. Exploratory analyses were conducted to investigate if there were significant statistical differences in parent expectations, or in parent perceptions of the school's meeting their expectations, that were due to different parent characteristics. In particular, the research investigated whether parent gender, religion, religious practice, level of education, or length of parent association with the school played a significant role in parent expectations. A further important research aim was to investigate the statistical properties of the research questionnaire, first used to explore parent expectations of Catholic secondary education in the early 1980s, and to suggest appropriate changes to the way in which the items and scales of the questionnaire were constructed. Eight of the nine scales of the research instrument, whether used in the first round of the survey (as the student entered Year 8, and parents were asked what their expectations were in anticipation of their child's Catholic secondary education) or the second round (as the student entered Year 12, and parents were asked to indicate the degree to which the school had met their expectations) were found to be reliable. The results from the research reported in this thesis indicate that the parents believed that the school in large measure met their expectations. The results also demonstrate that, for these parents, there was no significant relationship between their expectations of the school and the…

Subjects/Keywords: Catholic secondary education; Catholic boys schools; Parent expectations; Adelaide

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Griffiths, W. R. (1998). Parent Expectations of Catholic Secondary Education: A study over time in one particular school. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp206.10082009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Griffiths, William Robert. “Parent Expectations of Catholic Secondary Education: A study over time in one particular school.” 1998. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp206.10082009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Griffiths, William Robert. “Parent Expectations of Catholic Secondary Education: A study over time in one particular school.” 1998. Web. 05 Dec 2019.

Vancouver:

Griffiths WR. Parent Expectations of Catholic Secondary Education: A study over time in one particular school. [Internet] [Thesis]. Australian Catholic University; 1998. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp206.10082009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Griffiths WR. Parent Expectations of Catholic Secondary Education: A study over time in one particular school. [Thesis]. Australian Catholic University; 1998. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp206.10082009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Owen, Siân Maree. How the Principals of New Zealand Catholic Secondary Schools Understand and Implement Special Character.

Degree: PhD, 2018, Australian Catholic University

URL: https://researchbank.acu.edu.au/theses/731

► The purpose of this study is to explore how Catholic education authorities guarantee the Special Character of New Zealand Catholic schools. Since principals hold… (more)

Subjects/Keywords: New Zealand Catholic schools; Private Schools Conditional Integration Act (1975); Integration; Special Character; Authentic Catholic education; Mission.; Educational Leadership; Elementary and Middle and Secondary Education Administration; Secondary Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Owen, S. M. (2018). How the Principals of New Zealand Catholic Secondary Schools Understand and Implement Special Character. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/731

Chicago Manual of Style (16^th Edition):

Owen, Siân Maree. “How the Principals of New Zealand Catholic Secondary Schools Understand and Implement Special Character.” 2018. Doctoral Dissertation, Australian Catholic University. Accessed December 05, 2019. https://researchbank.acu.edu.au/theses/731.

MLA Handbook (7^th Edition):

Owen, Siân Maree. “How the Principals of New Zealand Catholic Secondary Schools Understand and Implement Special Character.” 2018. Web. 05 Dec 2019.

Vancouver:

Owen SM. How the Principals of New Zealand Catholic Secondary Schools Understand and Implement Special Character. [Internet] [Doctoral dissertation]. Australian Catholic University; 2018. [cited 2019 Dec 05]. Available from: https://researchbank.acu.edu.au/theses/731.

Council of Science Editors:

Owen SM. How the Principals of New Zealand Catholic Secondary Schools Understand and Implement Special Character. [Doctoral Dissertation]. Australian Catholic University; 2018. Available from: https://researchbank.acu.edu.au/theses/731

Unitec New Zealand

8. Quinney, Tara. Leading the Marist Brothers tradition in Catholic secondary schools today.

Degree: 2018, Unitec New Zealand

URL: http://hdl.handle.net/10652/4317

► RESEARCH QUESTIONS: 1. What are the understandings of leaders in Marist Brothers secondary schools of the charism? 2. In what ways is this commitment implemented… (more)

Subjects/Keywords: New Zealand; Catholic secondary schools; Marist Brothers; secondary schools; charism; charisma; educational leadership; New Zealand secondary schools; leadership development; 130304 Educational Administration, Management and Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Quinney, T. (2018). Leading the Marist Brothers tradition in Catholic secondary schools today. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Quinney, Tara. “Leading the Marist Brothers tradition in Catholic secondary schools today.” 2018. Thesis, Unitec New Zealand. Accessed December 05, 2019. http://hdl.handle.net/10652/4317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Quinney, Tara. “Leading the Marist Brothers tradition in Catholic secondary schools today.” 2018. Web. 05 Dec 2019.

Vancouver:

Quinney T. Leading the Marist Brothers tradition in Catholic secondary schools today. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10652/4317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Quinney T. Leading the Marist Brothers tradition in Catholic secondary schools today. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Porter Macmillan, Alex. A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area.

Degree: Doctor of Education (EdD), Leadership Studies, 2017, University of San Francisco

URL: https://repository.usfca.edu/diss/339

► Scholarship has indicated that Catholic, secondary school religion teachers in the United States are often not adequately prepared pedagogically and theologically (Aldana, 2015; Ramey,… (more)

Subjects/Keywords: Critical Pedagogy; Education; Religion; Roman Catholic; Secondary Schools; Educational Leadership; Regional Sociology; Religion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Porter Macmillan, A. (2017). A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/339

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Porter Macmillan, Alex. “A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area.” 2017. Thesis, University of San Francisco. Accessed December 05, 2019. https://repository.usfca.edu/diss/339.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Porter Macmillan, Alex. “A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area.” 2017. Web. 05 Dec 2019.

Vancouver:

Porter Macmillan A. A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Dec 05]. Available from: https://repository.usfca.edu/diss/339.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Porter Macmillan A. A Quantitative Analysis of a Critical Pedagogy in Catholic Secondary School Religious Studies Teachers in the San Francisco Bay Area. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/339

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Otago

10. Matthews, Nathan W. "He kura Māori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Māori Catholic education.

Degree: 2009, University of Otago

URL: http://hdl.handle.net/10523/517

► Church initiated and operated Māori secondary boarding schools have existed in Aotearoa in various forms since the arrival of the missionaries in the early 19th… (more)

▼ Church initiated and operated Māori secondary boarding schools have existed in Aotearoa in various forms since the arrival of the missionaries in the early 19th century. Since their inception, they have contributed significantly to the development of Māori society, particularly in the production of dynamic Māori leaders who have had a compelling influence on their communities, wider Māori society and in some instances on the nation state. This thesis will examine the Society of Mary's establishment of Hato Paora College, Feilding, as an example of a Māori Catholic secondary boarding school. The first part contains four general chapters that provide relevant background information to the establishment of Hato Paora. The first identifies key aspects of a Māori Catholic world view and Māori Catholicism. Chapter two traces the arrival, and subsequent development, of the Catholic Church in New Zealand as a mission to Māori. The next chapter looks more specifically at the history of the Society of Mary in New Zealand and the development of the Diocese of Wellington, particularly their Māori missions, under their authority. Finally, Chapter four chronicles the situation of Māori within the New Zealand education system since its inception. Part two of this thesis contains eight chapters that present a detailed case study of Hato Paora. The exploration of the type of educational environment provided by Hato Paora College begins in Chapter six with the examination of its foundation. Chapters seven and eight look at the philosophies and administration of each of the six rectors. The two succeeding chapters describe the defining characteristics of the school, its Māori character and its Catholic character. Chapter eleven evaluates how this school has influenced the boys who attended, using interviews with a representative sampling of old boys. Chapter twelve concerns the relationships that the College early established with the Māori communities that it belongs to. In the final chapter, a model will be presented as a plan for the future of the school. This philosophical model attempts to provide a guide for Hato Paora, using Kaupapa Māori theory as the basic framework, while still retaining the ideals and philosophies of the College's Marist founders. Advisors/Committee Members: Reilly, Michael (advisor).

Subjects/Keywords: Hato Paora College; Maori; New Zealand; people; education; secondary; Manawatu district; Catholic; high schools; history

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Matthews, N. W. (2009). "He kura Māori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Māori Catholic education. (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/517

Chicago Manual of Style (16^th Edition):

Matthews, Nathan W. “"He kura Māori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Māori Catholic education. ” 2009. Doctoral Dissertation, University of Otago. Accessed December 05, 2019. http://hdl.handle.net/10523/517.

MLA Handbook (7^th Edition):

Matthews, Nathan W. “"He kura Māori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Māori Catholic education. ” 2009. Web. 05 Dec 2019.

Vancouver:

Matthews NW. "He kura Māori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Māori Catholic education. [Internet] [Doctoral dissertation]. University of Otago; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10523/517.

Council of Science Editors:

Matthews NW. "He kura Māori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Māori Catholic education. [Doctoral Dissertation]. University of Otago; 2009. Available from: http://hdl.handle.net/10523/517

Purdue University

11. Drics-Bursten, Beatrice Margaret. A descriptive study of factors influencing parental choice of high school selection for their middle school-aged children enrolled in Catholic grade school.

Degree: MS, Technology, 2015, Purdue University

URL: http://docs.lib.purdue.edu/open_access_theses/529

► The purpose of this descriptive study was to examine the factors parents of middle school-aged children, enrolled in Catholic elementary school, identified as those… (more)

▼ The purpose of this descriptive study was to examine the factors parents of middle school-aged children, enrolled in Catholic elementary school, identified as those having an influence on their selection of a secondary school for their child. With a shrinking pool of potential students in Catholic middle schools, competition for these students is keen among Catholic secondary schools in order to meet their sustainability enrollment levels. The study also examined the timing when parents began researching prospective secondary schools and when the final school selection decision occurred for their child. ^ The study provides an overview of historical and current Catholic elementary and secondary school student enrollment trends. It discusses how some changes initiated during Vatican II effected the presence of religious personnel in Catholic school classrooms The wholescale change from the prevalence of religious teaching personnel to the current overwhelming majority of lay teaching personnel subsequently has affected the financial sustainability of these schools in addition to the affordability of tuition. ^ Parents indicated it was a combination of influencing factors that were considered, rather than one single overarching factor, determining the final selection decision of the secondary school for their child. The timing of when parents began to consider and research prospective secondary schools is years earlier than when the schools are initially contacting parents to promote and communicate their institution’s programs for student recruitment purposes. The timing of the final selection of a high school decision was indicated to have been made more than 12 months before by just under one half of the respondents in the survey. ^ This descriptive study provides parochial secondary school admissions and enrollment personnel a framework to consider by which to query their likely pool of parents to gain a more concise understanding of the factors that influence secondary education decisions for their children. Those with the responsibility to develop and implement recruitment and enrollment sustainability programs potentially can utilize the results to formulate and create custom marketing and recruitment strategies, and the timing of plan execution, to maximize the return on their efforts. Data was collected through a survey of parents with middle school-aged children currently enrolled in a designated Deanery of Catholic elementary schools in a large Midwest metropolitan city. Advisors/Committee Members: Daniel O Lybrook, Daniel O Lybrook, Andrew C. Hurt, Linda L. Naimi.

Subjects/Keywords: Religious Education; middle school student recruitment; Catholic secondary schools; influencing factors; Educational Leadership; Secondary Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Drics-Bursten, B. M. (2015). A descriptive study of factors influencing parental choice of high school selection for their middle school-aged children enrolled in Catholic grade school. (Thesis). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_theses/529

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Drics-Bursten, Beatrice Margaret. “A descriptive study of factors influencing parental choice of high school selection for their middle school-aged children enrolled in Catholic grade school.” 2015. Thesis, Purdue University. Accessed December 05, 2019. http://docs.lib.purdue.edu/open_access_theses/529.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Drics-Bursten, Beatrice Margaret. “A descriptive study of factors influencing parental choice of high school selection for their middle school-aged children enrolled in Catholic grade school.” 2015. Web. 05 Dec 2019.

Vancouver:

Drics-Bursten BM. A descriptive study of factors influencing parental choice of high school selection for their middle school-aged children enrolled in Catholic grade school. [Internet] [Thesis]. Purdue University; 2015. [cited 2019 Dec 05]. Available from: http://docs.lib.purdue.edu/open_access_theses/529.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Drics-Bursten BM. A descriptive study of factors influencing parental choice of high school selection for their middle school-aged children enrolled in Catholic grade school. [Thesis]. Purdue University; 2015. Available from: http://docs.lib.purdue.edu/open_access_theses/529

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Sharkey, Kevin T. An exploration of the use of Web 2.0 to enhance teaching and learning in an Australian Catholic secondary school.

Degree: Doctor of Education (EdD), 2012, Australian Catholic University

URL: https://researchbank.acu.edu.au/theses/415

► The rapid development of Information and Communications Technology (ICT) over recent years presents educators with significant challenges. There are many options emerging to enhance the… (more)

▼ The rapid development of Information and Communications Technology (ICT) over recent years presents educators with significant challenges. There are many options emerging to enhance the process of teaching and learning, particularly through the use of Web 2.0 Internet sites. These have become part of the lifestyles of today's students yet schools are struggling to come to terms with the effective use of these emerging technologies. Although Web 2.0 offers significant potential to enhance learning this is proving to be difficult to implement effectively. The general research question is What factors influence Secondary School teachers to use Web 2.0 effectively to enhance learning? This research was conducted in the interpretive paradigm using a case study methodology involving me as researcher in the role of senior secondary school teacher with a position of leadership as learning technology facilitator. The study was conducted in the Years 10 to 12 Sandhurst Diocese co educational campus of a Catholic Secondary School of approximately eight hundred students. The contextual characteristics of the case study at the college were identified through a questionnaire distributed to teachers and source documents relating to the curriculum and the ICT resources in place at the college. Teachers participated in interviews and a series of workshops to promote the advancement of pedagogy with Web 2.0 leading to enhanced student learning. Data analysis was done manually which resulted in the production of a series of conclusions and recommendations. The research highlighted the importance of the formation and articulation of a vision of the place of Web 2.0 in schools. Having this vision can lead to an improved understanding amongst teachers of curriculum frameworks for teaching and learning with Web 2.0. The promotion of a collegial and collaborative environment amongst teachers was found to be important in enabling them to improve their practice.;This collaboration includes the cultivation of on-line personal learning networks for teachers. Teachers' effective use of Web 2.0 was found to depend largely on a pedagogical focus to foster higher order thinking, individualised learning and information literacy in students. The research involved an exploration of the effectiveness of senior leaders and teachers in leading whole school change in promoting the effective use of Web 2.0 to enhance teaching and learning. Recommendations based on these findings have been made for professional learning leaders, curriculum leaders, school leadership teams and systemic authorities. The research findings have implications for further research into improvements in effective teaching practice with Web 2.0 to enhance learning. More research is needed to investigate personal learning networks for students and teachers, semantic aware applications, the re-definition of the mission of schools in this digital age and drivers for sustainable technological change in schools.

Subjects/Keywords: Web 2.0. Education; Secondary; Catholic high schools; Computer Sciences; Curriculum and Instruction; Education; Secondary Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sharkey, K. T. (2012). An exploration of the use of Web 2.0 to enhance teaching and learning in an Australian Catholic secondary school. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/415

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sharkey, Kevin T. “An exploration of the use of Web 2.0 to enhance teaching and learning in an Australian Catholic secondary school.” 2012. Thesis, Australian Catholic University. Accessed December 05, 2019. https://researchbank.acu.edu.au/theses/415.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sharkey, Kevin T. “An exploration of the use of Web 2.0 to enhance teaching and learning in an Australian Catholic secondary school.” 2012. Web. 05 Dec 2019.

Vancouver:

Sharkey KT. An exploration of the use of Web 2.0 to enhance teaching and learning in an Australian Catholic secondary school. [Internet] [Thesis]. Australian Catholic University; 2012. [cited 2019 Dec 05]. Available from: https://researchbank.acu.edu.au/theses/415.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sharkey KT. An exploration of the use of Web 2.0 to enhance teaching and learning in an Australian Catholic secondary school. [Thesis]. Australian Catholic University; 2012. Available from: https://researchbank.acu.edu.au/theses/415

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Central Queensland University

13. Gould, Kevin W. Funding school graduation equity in Victoria.

Degree: 2014, Central Queensland University

URL: http://hdl.cqu.edu.au/10018/1028634

"The aim of this thesis was to develop and apply a model for determining the recurrent funding sufficiency for adequate resourcing of the three school sectors (Government, Catholic and independent) providing senior secondary programs in one advanced market society, the Australian State of Victoria."

Subjects/Keywords: Education Finance; Educational equalization; Education competencies – Recurrent funding sufficiency – Government schools – Catholic schools – Independent schools – Senior secondary – Victoria; Thesis; Book. e-thesis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gould, K. W. (2014). Funding school graduation equity in Victoria. (Thesis). Central Queensland University. Retrieved from http://hdl.cqu.edu.au/10018/1028634

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gould, Kevin W. “Funding school graduation equity in Victoria.” 2014. Thesis, Central Queensland University. Accessed December 05, 2019. http://hdl.cqu.edu.au/10018/1028634.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gould, Kevin W. “Funding school graduation equity in Victoria.” 2014. Web. 05 Dec 2019.

Vancouver:

Gould KW. Funding school graduation equity in Victoria. [Internet] [Thesis]. Central Queensland University; 2014. [cited 2019 Dec 05]. Available from: http://hdl.cqu.edu.au/10018/1028634.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gould KW. Funding school graduation equity in Victoria. [Thesis]. Central Queensland University; 2014. Available from: http://hdl.cqu.edu.au/10018/1028634

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. McKenzie, Meagan Louise. Stories of Buoyancy and Despondency: five beginning teachers’ experiences in their first year in the teaching profession.

Degree: 2005, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp97.29052006

► This case study research explores the experiences of five beginning teachers within four Catholic secondary schools in Australia. The research employs a qualitative approach framed… (more)

▼ This case study research explores the experiences of five beginning teachers within four Catholic secondary schools in Australia. The research employs a qualitative approach framed within an interpretative paradigm, drawing on perspectives of symbolic interaction to interpret interview and journal data. These perspectives are used, in conjunction with a conceptual framework derived from the relevant literature, to interpret the experiences of five new teachers against the relevant data. The literature typically investigates the stages of teacher development, where the first year is often seen by researchers as a survival year. Key literature themes include the development of self image and the impact school culture has on beginning teachers. There are two other features less often present in the literature but central in this research. One is the life history of the beginning teacher. A second, which is the major notion employed in this study, is that of professional identity and specifically how identity develops once the novice teacher is immersed within the school organisation. Each teacher was interviewed several times during their first year and each kept a journal. The discussion includes matters of comparison and contrast between the five teachers’ experiences. The symbolic interactionist framework seeks to identify the meanings individuals construct of their experiences. These meanings are located from the journal and interview data gathered. Each text is examined both independently, in relation to other texts and in the light of the conceptual framework. A key procedure is to identify critical events which are then analysed and connections made to the experience of other teachers and literature themes. The key findings of the research include developing a new model for understanding the experience of beginning teachers. The research suggests that the current literature on beginning teachers is limited. It neglects beginning teacher individuality and in particular agency and competency and centrally the dynamic and complex interaction between culture and identity. This research seeks to add significantly to the beginning teacher literature.

Subjects/Keywords: Beginning teachers; Catholic secondary schools; Teacher development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McKenzie, M. L. (2005). Stories of Buoyancy and Despondency: five beginning teachers’ experiences in their first year in the teaching profession. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp97.29052006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McKenzie, Meagan Louise. “Stories of Buoyancy and Despondency: five beginning teachers’ experiences in their first year in the teaching profession.” 2005. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp97.29052006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McKenzie, Meagan Louise. “Stories of Buoyancy and Despondency: five beginning teachers’ experiences in their first year in the teaching profession.” 2005. Web. 05 Dec 2019.

Vancouver:

McKenzie ML. Stories of Buoyancy and Despondency: five beginning teachers’ experiences in their first year in the teaching profession. [Internet] [Thesis]. Australian Catholic University; 2005. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp97.29052006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McKenzie ML. Stories of Buoyancy and Despondency: five beginning teachers’ experiences in their first year in the teaching profession. [Thesis]. Australian Catholic University; 2005. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp97.29052006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Dauguet, Kathleen. Understanding the ‘Mixed Ability’ Program in Catholic Secondary Schools in Mauritius: Perceptions of educators for best practice in the middle years of schooling.

Degree: 2007, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp181.20112008

► The mission of Catholic Education in Mauritius is to ‘humanise’ education and pedagogies to be consistent with Catholic values. The vision of a ‘humanised’ education… (more)

▼ The mission of Catholic Education in Mauritius is to ‘humanise’ education and pedagogies to be consistent with Catholic values. The vision of a ‘humanised’ education explicitly teaches collaboration and cooperation. In January 2005, the Catholic Education Bureau (BEC) opted for a ‘mixed ability’ philosophy whose articulation fosters inclusiveness in all Catholic secondary schools. To achieve this, schools need to re-invent and restructure themselves into learning organisations to make obvious the ‘mixed ability’ philosophy at the middle level of schooling from Form I to Form III.The first purpose of this study is to explore an integral model for an effective education for Catholic secondary schools in Mauritius that acknowledges diversity in the classroom particularly in Form I. The second purpose is to investigate the beliefs and understandings of educators in Catholic secondary education in Mauritius of this model.For the first purpose, a review of the literature was undertaken to understand the concepts of middle schooling, differentiation, learning theories and implications for practice, the enabling structures for Catholic secondary schools to develop into learning communities and the leadership role of key actors. For the second purpose, the perceptions of educators were investigated using a predominantly qualitative, interpretative methodology around an instrumental multi-site case study.The study found a number of challenges faced by Catholic educators in Mauritius regarding the implementation of the integral model. These challenges present a new direction for these schools to focus on the human person, leading to the development and implementation of the ‘mixed ability’ program. The study concluded with a cogent set of recommendations and directions which need to be put in place in order to improve student learning outcomes at the middle level of schooling and achieve the vision of a human-centered education within the espoused Catholic mission.

Subjects/Keywords: Mixed Ability; Catholic secondary schools; Mauritius; Middle school years

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dauguet, K. (2007). Understanding the ‘Mixed Ability’ Program in Catholic Secondary Schools in Mauritius: Perceptions of educators for best practice in the middle years of schooling. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp181.20112008

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dauguet, Kathleen. “Understanding the ‘Mixed Ability’ Program in Catholic Secondary Schools in Mauritius: Perceptions of educators for best practice in the middle years of schooling.” 2007. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp181.20112008.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dauguet, Kathleen. “Understanding the ‘Mixed Ability’ Program in Catholic Secondary Schools in Mauritius: Perceptions of educators for best practice in the middle years of schooling.” 2007. Web. 05 Dec 2019.

Vancouver:

Dauguet K. Understanding the ‘Mixed Ability’ Program in Catholic Secondary Schools in Mauritius: Perceptions of educators for best practice in the middle years of schooling. [Internet] [Thesis]. Australian Catholic University; 2007. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp181.20112008.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dauguet K. Understanding the ‘Mixed Ability’ Program in Catholic Secondary Schools in Mauritius: Perceptions of educators for best practice in the middle years of schooling. [Thesis]. Australian Catholic University; 2007. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp181.20112008

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Maroney, Michael. An Exploration of a Contemporary Youth Spirituality Among Senior Students in Three Catholic Schools.

Degree: 2008, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp177.11112008

► The theory and practice of Catholic schooling, particularly with respect to religious education, have the purpose of promoting the spiritual and moral development of young… (more)

▼ The theory and practice of Catholic schooling, particularly with respect to religious education, have the purpose of promoting the spiritual and moral development of young people. This includes a special emphasis on acquainting them with the religious traditions and spirituality of the Catholic Church. Because Catholic schooling has always endeavoured to meet the religious and personal needs of students, there has been an ongoing interest in monitoring the spirituality of youth to inform the development and planning of a relevant and effective religious education. Hence, there has long been an interest within the Catholic education sector in research on youth spirituality. A significant volume of research has been conducted on the spirituality of contemporary youth within the last decade. This has included a number of major studies in Australia (Crawford and Rossiter, 2006; Flynn and Mok, 2002; Hughes, 2007; Mason et. al. 2005, 2007) and in North America, Smith & Denton (2004). This project reports on an empirical investigation of the views of senior school students in three metropolitan Catholic schools in Australia. The first part of the study, a literature review, provided an opportunity to review research on the spirituality of young people to give a broad perspective on developments and issues, particularly for young people in westernised cultures. The first section of the review considered the way in which structural development theories have been used to interpret young people’s spirituality. The second section explored research related to the components and development of youth spirituality. The third section examined a number of cultural influences on young people’s spiritual and moral development. The second part of the project canvassed the views of all 207 Year 12 students in three metropolitan Catholic high schools about their understanding of spirituality and about the links between their spirituality and the experience of Catholic schooling. Each school has its own gender, charism, and multicultural dynamic. A systematic questionnaire provided quantitative data, a summary of which was then discussed in focus groups of students in each of the three schools. In this way, students were invited to interpret the empirical data and to attempt to explain why young people thought and felt as they did – yielding qualitative data. The focus groups also responded to an innovative use of cartoon caricatures of God which prompted participants to talk about the ways in which they and other teenagers imagined God and God’s role in the world and in their own lives. The study contributed to the current body of research information on youth spirituality, especially in a sample group of senior school students in Catholic schools. The key findings were: Evidence that youth spirituality is both eclectic and diverse; Evidence of some non-religious elements to spirituality; it is not linked exclusively with religion; Young people are conscious of their roles in ‘choosing’ and…

Subjects/Keywords: Youth; Spirituality; Religious education; Catholic secondary schools

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Maroney, M. (2008). An Exploration of a Contemporary Youth Spirituality Among Senior Students in Three Catholic Schools. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp177.11112008

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maroney, Michael. “An Exploration of a Contemporary Youth Spirituality Among Senior Students in Three Catholic Schools.” 2008. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp177.11112008.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maroney, Michael. “An Exploration of a Contemporary Youth Spirituality Among Senior Students in Three Catholic Schools.” 2008. Web. 05 Dec 2019.

Vancouver:

Maroney M. An Exploration of a Contemporary Youth Spirituality Among Senior Students in Three Catholic Schools. [Internet] [Thesis]. Australian Catholic University; 2008. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp177.11112008.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maroney M. An Exploration of a Contemporary Youth Spirituality Among Senior Students in Three Catholic Schools. [Thesis]. Australian Catholic University; 2008. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp177.11112008

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Price, Damien Faust. An Exploration of Participant Experience of the Service Learning Program at an Australian Catholic Boys’ Secondary School.

Degree: 2008, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp192.04032009

► This research explores participant experience of the Service Learning Program in the context of an Australian Catholic Boys’ Secondary School. The research aims to explore… (more)

▼ This research explores participant experience of the Service Learning Program in the context of an Australian Catholic Boys’ Secondary School. The research aims to explore what is happening as adolescent participants engage in working and relating with homeless people over an extended period of time. What are they learning? What sense or meaning are they making of their experiences, and are they deepening their value and belief system towards existential change? Service Learning is a curriculum initiative that Australian Secondary Schools are implementing to assist in the development of both the ethos of schools and in attempts to meet the needs of Twenty-first Century youth for a relevant education. While the benefits for participants in Service Learning are well documented, the effects upon recipients of the services provided, and whether the benefits for participants are the result of prior learning, family factors, or predispositions to this type of experiential learning, remain unclear. While Service Learning Programs are proving to be increasingly popular for school administrators, there appears to be a lack of clear models for Service Learning, its links to academic curriculum, or clearly articulated goals to assess success and achievement. A real danger of an adhoc approach to Service Learning in schools exists. The discussion of benefits to participants has not clearly identified links between program elements and hoped for benefits, nor has it examined the process or journey that participants have engaged in. Critical reflection on these issues has informed the purpose of this research and helped to shape the following research questions that focus the conduct of the study: Research Question One What features of the Service Learning Program at Holy Family College impact on participant experience? Research Question Two What changes are there in the meanings participants give to their experiences in the Service Learning Program over time? Research Question Three How do participants perceive their Service Learning experience in terms of their personal world view and the world view promoted by the school? The theoretical framework for this study was that of Constructionism as the criteria for judging that neither ‘reality’ nor ‘validity’ are absolute; rather they are derived from community consensus of what is ‘real’, what is useful, and what has meaning. In exploring participants’ experience as they served and related with homeless people ‘reality’, ‘usefulness’ and ‘meaning’ were derived from the student’s reflection upon their experience and their communal dialogue. Hence this study used Symbolic Interactionism as the perspective to explore experience. An interpretive approach was utilised, as humans interpret their environment, evaluate beliefs in terms of their usefulness in situations, select what they notice in every situation and focus on human action and interaction. A case study approach was used as it…

Subjects/Keywords: Catholic Boys’; Secondary Schools; Service Learning Program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Price, D. F. (2008). An Exploration of Participant Experience of the Service Learning Program at an Australian Catholic Boys’ Secondary School. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp192.04032009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Price, Damien Faust. “An Exploration of Participant Experience of the Service Learning Program at an Australian Catholic Boys’ Secondary School.” 2008. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp192.04032009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Price, Damien Faust. “An Exploration of Participant Experience of the Service Learning Program at an Australian Catholic Boys’ Secondary School.” 2008. Web. 05 Dec 2019.

Vancouver:

Price DF. An Exploration of Participant Experience of the Service Learning Program at an Australian Catholic Boys’ Secondary School. [Internet] [Thesis]. Australian Catholic University; 2008. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp192.04032009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Price DF. An Exploration of Participant Experience of the Service Learning Program at an Australian Catholic Boys’ Secondary School. [Thesis]. Australian Catholic University; 2008. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp192.04032009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Murray, Diana Lynn. A Survey of the Practices and Perceptions of Students in One Catholic High School on the Use of the Internet in Relation to Safety, Cyberbullying, and Sexting.

Degree: Doctor of Education (EdD), Leadership Studies, 2014, University of San Francisco

URL: https://repository.usfca.edu/diss/89

► Digital technology holds a powerful and ubiquitous place in society. The Internet provides today's students with unprecedented access to information. Its use in education… (more)

▼ Digital technology holds a powerful and ubiquitous place in society. The Internet provides today's students with unprecedented access to information. Its use in education has transformed educational paradigms, yet it also provides new challenges. While students do use the technology for schoolwork, they also use it in inappropriate ways. The Internet has provided a powerful and invasive weapon for cyberbullies and predators to prey on the vulnerable and the unsuspecting. The Pontifical Council for Social Communications (2002) affirmed that "[Y]oung people need to learn how to function well in the world of cyberspace, make discerning judgments according to sound moral criteria" (#7). Furthermore, John Paul II (1990a) espoused the importance of the power and potential of technology, especially for youth, and warned that technology be embraced only if the moral component drives its use. A quantitative study was performed using the Student Internet Use Survey that was developed to investigate the practices and perceptions of students in a Catholic high school on the use of the Internet. Specifically, this study examined students' practices and perceptions related to general Internet usage, safety, cyberbullying, and sexting. An online survey was used to collect data from 483 students who were enrolled in a Catholic high school that employs 1-to-1technology. Survey data revealed that teens used the Internet everyday and 96% used social media. Eighty percent used privacy settings to protect their information, and nearly 8 of 10 were concerned that information posted online could negatively affect their future. The threat of cyberbullying is a realistic danger, and over three-quarters of teens reported that adults should be involved when addressing the concerns of cyberbullying. Additionally, 30% of teens engaged in sexting activities, informing the educational community that educators need to educate students about the dangers and long-term effects of sexting practices. This study provides valuable information about students in Catholic high schools regarding their perceptions and practices on the use of the Internet. By gaining knowledge and understanding of students' practices and perceptions, administrators and educators will be able to create policies and design curriculum to address student and community needs. Advisors/Committee Members: Virginia T Shimabukuro, Stephen N Katsouros, John C Bansavich.

Subjects/Keywords: Catholic high schools; cyberbullying; Internet safety; sexting; survey; technology; Education; Secondary Education and Teaching; Technology and Innovation

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APA (6^th Edition):

Murray, D. L. (2014). A Survey of the Practices and Perceptions of Students in One Catholic High School on the Use of the Internet in Relation to Safety, Cyberbullying, and Sexting. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/89

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Murray, Diana Lynn. “A Survey of the Practices and Perceptions of Students in One Catholic High School on the Use of the Internet in Relation to Safety, Cyberbullying, and Sexting.” 2014. Thesis, University of San Francisco. Accessed December 05, 2019. https://repository.usfca.edu/diss/89.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Murray, Diana Lynn. “A Survey of the Practices and Perceptions of Students in One Catholic High School on the Use of the Internet in Relation to Safety, Cyberbullying, and Sexting.” 2014. Web. 05 Dec 2019.

Vancouver:

Murray DL. A Survey of the Practices and Perceptions of Students in One Catholic High School on the Use of the Internet in Relation to Safety, Cyberbullying, and Sexting. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Dec 05]. Available from: https://repository.usfca.edu/diss/89.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murray DL. A Survey of the Practices and Perceptions of Students in One Catholic High School on the Use of the Internet in Relation to Safety, Cyberbullying, and Sexting. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/89

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Schroeder, Carrie J. The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools.

Degree: Doctor of Education (EdD), Leadership Studies, 2013, University of San Francisco

URL: https://repository.usfca.edu/diss/71

► In 2007, the Catholic bishops of the United States unanimously approved a document entitledDoctrinal Elements of a Curriculum Framework for the Development of Catechetical… (more)

▼ In 2007, the Catholic bishops of the United States unanimously approved a document entitledDoctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age(United States Conference of Catholic Bishops, USCCB, 2008; hereafter,Framework). The promulgation of theFrameworkconstituted the first time that the bishops sought to establish a uniform Religious Studies curriculum for all U.S. Catholic secondary schools. The purpose of this qualitative study was to explore the perspectives of six Religious Studies teachers regarding their experience of teaching courses based on the USCCBFramework; specifically, these teachers' experiences of theFramework's impact on the theological content they teach and on their pedagogy. The researcher conducted two semi-structured, in-depth interviews with each of six participants. She also incorporated elements of Participatory Action Research (PAR) into the research design, attempting to engage the participants in a collaborative process of generating knowledge and considering potential avenues of action rooted in that knowledge. This study demonstrated that theFrameworksubstantially alters the theological content that students learn in their Religious Studies courses. These shifts in curricular content place new demands on teachers, requiring them to navigate a Christocentric, apologetic curriculum that emphasizes advanced, detailed theological and doctrinal content. The study also revealed that theFrameworkhas prompted some teachers to utilize more teacher-centered methodologies and more traditional assessment strategies and to curtail their use of certain pre-Frameworkactivities and projects that they had found to be effective. Additionally, teachers routinely supplement theFramework's content, most notably its material on Scripture. The findings of this study led the researcher to conclude that the U. S. bishops lack awareness of various aspects of the present reality of U.S. Catholic secondary schools and possess only a limited ability to control the Religious Studies curriculum of such schools. Additionally, the many pedagogical challenges presented by theFramework's content manifest the potential to diminish students' interest in Religious Studies, particularly if a teacher possesses limited abilities to meet these challenges. These conclusions carry important implications regarding the future direction of Religious Studies in U.S. Catholic secondary schools. Advisors/Committee Members: Stephen Katsouros, S.J, Gini Shimabukuro, Shabnam Koirala-Azad.

Subjects/Keywords: Bishops' Curriculum Framework; Catholic secondary schools; Participatory Action Research; Qualitative Research; Religious Studies Curriculum; Religious Studies Teachers; Education

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APA (6^th Edition):

Schroeder, C. J. (2013). The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/71

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Schroeder, Carrie J. “The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools.” 2013. Thesis, University of San Francisco. Accessed December 05, 2019. https://repository.usfca.edu/diss/71.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Schroeder, Carrie J. “The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools.” 2013. Web. 05 Dec 2019.

Vancouver:

Schroeder CJ. The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Dec 05]. Available from: https://repository.usfca.edu/diss/71.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schroeder CJ. The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/71

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

20. Winslow, Mary Ann. Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school.

Degree: 1995, University of Arizona

URL: http://hdl.handle.net/10150/187399

► The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The… (more)

Subjects/Keywords: Catholic women – Education (Secondary) – United States.; Working class women – Education (Secondary); Catholic high schools.; Single-sex schools – United States.; Education, Secondary.

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APA (6^th Edition):

Winslow, M. A. (1995). Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/187399

Chicago Manual of Style (16^th Edition):

Winslow, Mary Ann. “Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school. ” 1995. Doctoral Dissertation, University of Arizona. Accessed December 05, 2019. http://hdl.handle.net/10150/187399.

MLA Handbook (7^th Edition):

Winslow, Mary Ann. “Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school. ” 1995. Web. 05 Dec 2019.

Vancouver:

Winslow MA. Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school. [Internet] [Doctoral dissertation]. University of Arizona; 1995. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10150/187399.

Council of Science Editors:

Winslow MA. Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school. [Doctoral Dissertation]. University of Arizona; 1995. Available from: http://hdl.handle.net/10150/187399

University of Tasmania

21. Shirley, Christopher Benedict. Implanting the mission statement.

Degree: 1989, University of Tasmania

URL: https://eprints.utas.edu.au/21565/1/whole_ShirleyChristopherBenedict1989_thesis.pdf

Subjects/Keywords: Catholic Church; St. Virgil's College (Hobart; Tas); Education; Secondary; Catholic high schools

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APA (6^th Edition):

Shirley, C. B. (1989). Implanting the mission statement. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21565/1/whole_ShirleyChristopherBenedict1989_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shirley, Christopher Benedict. “Implanting the mission statement.” 1989. Thesis, University of Tasmania. Accessed December 05, 2019. https://eprints.utas.edu.au/21565/1/whole_ShirleyChristopherBenedict1989_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shirley, Christopher Benedict. “Implanting the mission statement.” 1989. Web. 05 Dec 2019.

Vancouver:

Shirley CB. Implanting the mission statement. [Internet] [Thesis]. University of Tasmania; 1989. [cited 2019 Dec 05]. Available from: https://eprints.utas.edu.au/21565/1/whole_ShirleyChristopherBenedict1989_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shirley CB. Implanting the mission statement. [Thesis]. University of Tasmania; 1989. Available from: https://eprints.utas.edu.au/21565/1/whole_ShirleyChristopherBenedict1989_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Laffan, Carmel Therese. An Ethnographic Study of a Victorian Catholic Secondary School.

Degree: 2004, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005

► This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of… (more)

▼ This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of the nature and purpose of Catholic schools in situ, the focus of the research being an in-depth analytical description of the participant school. Consequently, the findings are of potential relevance to those interested in the issue of the nature and purpose of the Catholic school in situ from a general and holistic perspective. Specifically, given the concern of the research with the nature and purpose of a Catholic school in situ, two anticipated areas of focus for the study were identified. These were the defining features of the school, in relation to the concern of the study with the nature of the school, and the ends of the school, in relation to the concern of the study with the purpose of the school. The study was thus governed by 2 two-part general research questions. 1. What are the defining features of the school, and how are they maintained? 2. To what ends is the school oriented, and how is this orientation sustained? In the form of an ethnographic study, the research describes and interprets the participant school from the perspective of those who constitute the day-to-day community. The findings of the study are located within a contextual understanding involving historical and prescriptive perspectives for, and literature pertaining to, the contemporary Catholic school. Given the concern of the ethnography with the development, as opposed to the verification, of theory, data gathered from five major sources over the period of a school Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. year were focused and analysed, through the method of grounded theory, to arrive at the findings of the study. These five sources were participant-observation, in-depth interviews conducted with a number of the school personnel, observation of various school meetings, school documents, and a survey of the student body. The findings of the study, in their descriptive and analytical dimensions, are presented in four chapters. Specifically, these are presented in Chapters Five through to Eight, in relation to four main organising principles pertaining (a) to the description of the school, (b) to predominant perspectives on the school from within its day-to-day community, (c) to the prevailing characteristics upon which the perspectives of the day-today community turn, and (d) to the theoretical construct consequent upon the description, the predominant perspectives, and the prevailing characteristics. As with the descriptive aspect, to which the first two organising principles predominantly pertain, the interpretive dimension of the findings is largely undertaken in two chapters. The first of these chapters (i.e., Chapter Seven), pertaining to the delineation of the prevailing features evident within the perspectives of…

Subjects/Keywords: Victorian Catholic secondary schools; Catholic school characteristics; Catholic school goals; Catholic school management; Ethnography

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APA (6^th Edition):

Laffan, C. T. (2004). An Ethnographic Study of a Victorian Catholic Secondary School. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Laffan, Carmel Therese. “An Ethnographic Study of a Victorian Catholic Secondary School.” 2004. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Laffan, Carmel Therese. “An Ethnographic Study of a Victorian Catholic Secondary School.” 2004. Web. 05 Dec 2019.

Vancouver:

Laffan CT. An Ethnographic Study of a Victorian Catholic Secondary School. [Internet] [Thesis]. Australian Catholic University; 2004. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Laffan CT. An Ethnographic Study of a Victorian Catholic Secondary School. [Thesis]. Australian Catholic University; 2004. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Degenhardt, Leoni Marilyn. Reinventing a School for the 21st Century: a case study of change in a Mary Ward School.

Degree: 2006, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp99.29082006

► The focus of this study is the attempt of one school, Loreto Normanhurst, to draw from its values base and traditions to develop and implement… (more)

▼ The focus of this study is the attempt of one school, Loreto Normanhurst, to draw from its values base and traditions to develop and implement a new holistic paradigm of schooling, more relevant to the needs of its 21st century students. Loreto Normanhurst is a Catholic secondary day and boarding school for girls in the northern suburbs of Sydney, Australia. It is a school over 100 years old, associated with the 400 year old, Mary Ward, international tradition of educating women. The aims of the study were threefold: to document and analyse the process of reinvention from a ‘living systems’ perspective (Senge et al., 2000; Sergiovanni, 2000), while it was happening, thereby enhancing the reinvention process itself through a reflexive approach; to document and acknowledge the efforts of the members of the school community in seeking to meet the needs of its students in a 21st century context; and, through its blend of theory and practice, to contribute both to the literature on educational leadership and school reform, and to practice in schools. The study was limited to Loreto Normanhurst, the school in which the researcher is principal. A mixed methodology was adopted, although the study was chiefly qualitative. As an ethnographic case study, it incorporated phenomenological data from the school community, as well as some quantitative data. The particular situation of the researcher, however, as an insider researcher in a position of power within the community studied, necessitated some innovative methodological strategies in order to protect both the participants and the integrity of the research. The situation of the researcher led also to the incorporation of the research traditions of autoethnography and transpersonal research methodologies. The researcher drew from the literature on change, culture and leadership to analyse and interpret data gathered, predominantly, over a five-year period. The study traces the process of reinvention within the school from 2001 to 2005. Most of the data were gathered between 2001 and 2004, although antecedent data, particularly from 1994 to 2000, were included, as well as some data from 2005, by which stage the new paradigm had been implemented for two years within the school. The study presents findings in three main areas: change processes in schools; educational leadership; and insider research methodology. Findings related to change processes are addressed in two parts. The first of these relates to the development, implementation and evaluation of the new educational paradigm, while the second relates to the school’s attempt to ‘continually reinvent’ itself, thus institutionalising change (Schein, 1992). The school’s values played an important role in both of these aspects of change. Findings related to educational leadership are derived from the study of the school’s reinvention processes. These findings include insights into how a range of leadership theories supported, or failed to adequately support, leadership of the…

Subjects/Keywords: Catholic secondary schools; Mary Ward Schools; Educational change; Educational leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Degenhardt, L. M. (2006). Reinventing a School for the 21st Century: a case study of change in a Mary Ward School. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp99.29082006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Degenhardt, Leoni Marilyn. “Reinventing a School for the 21st Century: a case study of change in a Mary Ward School.” 2006. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp99.29082006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Degenhardt, Leoni Marilyn. “Reinventing a School for the 21st Century: a case study of change in a Mary Ward School.” 2006. Web. 05 Dec 2019.

Vancouver:

Degenhardt LM. Reinventing a School for the 21st Century: a case study of change in a Mary Ward School. [Internet] [Thesis]. Australian Catholic University; 2006. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp99.29082006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Degenhardt LM. Reinventing a School for the 21st Century: a case study of change in a Mary Ward School. [Thesis]. Australian Catholic University; 2006. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp99.29082006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

24. Balliett, Timothy R. Motivated by Grace? Exploring Achievement Motivation in Catholic Secondary Schools.

Degree: PhD, Educational Psychology, 2007, Penn State University

URL: https://etda.libraries.psu.edu/catalog/8036

► The relationships of religious beliefs and perceived classroom context to achievement goal orientation in Catholic secondary schools are explored to determine if achievement goal orientation… (more)

Subjects/Keywords: mathematics; religious beliefs; classroom context; achievement motivation; Catholic schools; secondary schools

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APA (6^th Edition):

Balliett, T. R. (2007). Motivated by Grace? Exploring Achievement Motivation in Catholic Secondary Schools. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8036

Chicago Manual of Style (16^th Edition):

Balliett, Timothy R. “Motivated by Grace? Exploring Achievement Motivation in Catholic Secondary Schools.” 2007. Doctoral Dissertation, Penn State University. Accessed December 05, 2019. https://etda.libraries.psu.edu/catalog/8036.

MLA Handbook (7^th Edition):

Balliett, Timothy R. “Motivated by Grace? Exploring Achievement Motivation in Catholic Secondary Schools.” 2007. Web. 05 Dec 2019.

Vancouver:

Balliett TR. Motivated by Grace? Exploring Achievement Motivation in Catholic Secondary Schools. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2019 Dec 05]. Available from: https://etda.libraries.psu.edu/catalog/8036.

Council of Science Editors:

Balliett TR. Motivated by Grace? Exploring Achievement Motivation in Catholic Secondary Schools. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/8036

25. Rodezno, Napoleon. Practising Inclusion within the Regular School Setting: students with special needs and their Aprender experience.

Degree: 2008, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp197.08052009

► The experiences of students with special needs attending regular schools, their involvement and achievement within their school setting, and the theoretical underpinnings directing and determining… (more)

▼ The experiences of students with special needs attending regular schools, their involvement and achievement within their school setting, and the theoretical underpinnings directing and determining what is best practice and delivery of effective education, have been an area of on-going change and development over the last 30 years. Teaching and learning processes involved in the effective pedagogical practice of special education have been consistently evolving, providing schools with developing options to enhance effective education practice for all students regardless of any academic, social and/or physical differences and subsequent needs. This study researches the experiences of students defined as having an intellectual disability who attend “Aprender”, a special program catering to the students’ special needs within the framework of a regular school setting. These students are eligible to attend a special school due to their individual circumstances, yet they have chosen to attend a regular Catholic school. The study examines the experiences of the students as they participate in the program, by documenting their voice through their school journeys within the social, locational and academic inclusive participation as members of their school community. The research consisted of a longitudinal case study and methods used included interviews, observations, field notes and surveys. The study findings identify the value of relationships as a key element determining the success of inclusive practice within the Aprender program, in particular the peer relations that existed between the participants, their teachers and other students. The study also identified the theme of development, with strong emphasis placed on the examination of academic, social and emotional growth within the experiences of the students. The study illustrates the difficulties that the students with special needs encounter in their educational setting, in particular the social and academic challenges that affects their inclusion. These experiences contributed to determining the success of the approaches structured to support the students’ inclusion in the program. The study found that the program was largely successful in its aims to include SWSN in a regular school setting, though some aspects of a holistic inclusion were less successful, and offers recommendations for further improvement.

Subjects/Keywords: Inclusion; Students with special needs; Intellectual disabilities; Aprender program; Catholic secondary schools

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rodezno, N. (2008). Practising Inclusion within the Regular School Setting: students with special needs and their Aprender experience. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp197.08052009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rodezno, Napoleon. “Practising Inclusion within the Regular School Setting: students with special needs and their Aprender experience.” 2008. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp197.08052009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rodezno, Napoleon. “Practising Inclusion within the Regular School Setting: students with special needs and their Aprender experience.” 2008. Web. 05 Dec 2019.

Vancouver:

Rodezno N. Practising Inclusion within the Regular School Setting: students with special needs and their Aprender experience. [Internet] [Thesis]. Australian Catholic University; 2008. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp197.08052009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodezno N. Practising Inclusion within the Regular School Setting: students with special needs and their Aprender experience. [Thesis]. Australian Catholic University; 2008. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp197.08052009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Buchanan, Michael T. Management of Curriculum Change: An analysis of religious education coordinators’ perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne.

Degree: 2007, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp131.17052007

► This thesis aimed to study the perspectives of religious education coordinators’ in secondary schools in the Archdiocese of Melbourne regarding their management of a particular… (more)

Subjects/Keywords: Religious education; Catholic secondary schools; Archdiocese of Melbourne; Curriculum change

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Buchanan, M. T. (2007). Management of Curriculum Change: An analysis of religious education coordinators’ perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp131.17052007

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Buchanan, Michael T. “Management of Curriculum Change: An analysis of religious education coordinators’ perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne.” 2007. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp131.17052007.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Buchanan, Michael T. “Management of Curriculum Change: An analysis of religious education coordinators’ perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne.” 2007. Web. 05 Dec 2019.

Vancouver:

Buchanan MT. Management of Curriculum Change: An analysis of religious education coordinators’ perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne. [Internet] [Thesis]. Australian Catholic University; 2007. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp131.17052007.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buchanan MT. Management of Curriculum Change: An analysis of religious education coordinators’ perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne. [Thesis]. Australian Catholic University; 2007. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp131.17052007

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Grace, Michael James. The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools.

Degree: 2003, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005

► This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of… (more)

▼ This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.

Subjects/Keywords: Scripture; Religious Education; Catholic Secondary Schools; Teaching; Historical-critical method; Victoria (Australia)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Grace, M. J. (2003). The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Grace, Michael James. “The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools.” 2003. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Grace, Michael James. “The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools.” 2003. Web. 05 Dec 2019.

Vancouver:

Grace MJ. The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools. [Internet] [Thesis]. Australian Catholic University; 2003. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grace MJ. The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools. [Thesis]. Australian Catholic University; 2003. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. McGoran, Neil Alexander. Making “Magic”: an exploration of the relationship between teacher leadership and boys’ academic motivation in the Year 8 classroom at a Catholic school.

Degree: 2005, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp85.09042006

► This research explored the understandings and perceptions of teacher leadership in the Year 8 classroom, as expressed by teachers and students at a Catholic school,… (more)

▼ This research explored the understandings and perceptions of teacher leadership in the Year 8 classroom, as expressed by teachers and students at a Catholic school, and the relationship between this leadership and boys’ academic motivation. The researcher assumed that the classroom is an organisation (Cheng, 1994) where all teachers, perhaps even unknowingly (Crowther, 1996), exercise leadership and, furthermore, that this leadership results in positively influencing boys’ willingness to learn. The research was targeted at Year 8, the first year of high school in South Australia, because academic motivation is considered most problematic during and after transition into high school (Maehr & Midgley, 1991). The research was interpretivist, with symbolic interactionism as the theoretical perspective. The methodology adopted was case study, and data were collected using: a) Focus group interviews with eight members of the Year 8 ‘core’ teaching team on issues pertaining to teacher leadership in the classroom and how this positively influences boys’ academic motivation. b) A survey questionnaire about academic motivation, distributed to thirty-nine specially identified Year 8 students. c) Interviews with five key Year 8 student informants about teacher leadership and its impact on boys’ academic motivation. Data were analysed using a “general analytic strategy” (Yin, 1994, p.102), which included the adoption of a method of “successive approximation” (Neumann, 1997, p.427). Five categories of teacher leadership in the Year 8 classroom were identified: service; authenticity; transformation; empowerment; and community. The research also established that each category involves an array of qualities that help teacher leaders strengthen relationships in the classroom, and a set of actions that enable teacher leaders to help boys complete classroom tasks. Further, results indicate that by strengthening relationships and supporting boys to complete tasks, teacher leaders positively influence boys’ academic motivation. In addition, the research presents a framework for understanding and discussing the relationship between teacher leadership and boys’ academic motivation. This framework draws attention to the relational qualities and task specific strategies in each category of classroom leadership that positively influence boys’ academic motivation.

Subjects/Keywords: Teacher leadership; Classroom leadership; Academic motivation; Catholic secondary schools; Year 8 boys

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McGoran, N. A. (2005). Making “Magic”: an exploration of the relationship between teacher leadership and boys’ academic motivation in the Year 8 classroom at a Catholic school. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp85.09042006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McGoran, Neil Alexander. “Making “Magic”: an exploration of the relationship between teacher leadership and boys’ academic motivation in the Year 8 classroom at a Catholic school.” 2005. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp85.09042006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McGoran, Neil Alexander. “Making “Magic”: an exploration of the relationship between teacher leadership and boys’ academic motivation in the Year 8 classroom at a Catholic school.” 2005. Web. 05 Dec 2019.

Vancouver:

McGoran NA. Making “Magic”: an exploration of the relationship between teacher leadership and boys’ academic motivation in the Year 8 classroom at a Catholic school. [Internet] [Thesis]. Australian Catholic University; 2005. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp85.09042006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McGoran NA. Making “Magic”: an exploration of the relationship between teacher leadership and boys’ academic motivation in the Year 8 classroom at a Catholic school. [Thesis]. Australian Catholic University; 2005. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp85.09042006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Reed, Luke Terrence. The Effect of Participation in School-Facilitated Community Service Programmes on Students’ Self-Esteem, Sense of Community Engagement and Attitudes to Christianity.

Degree: 2006, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp142.17052007

► Increasingly, student orientated service outreach programmes (community service) are being incorporated into the broad curriculum of Australian High Schools. The assumption made is that such… (more)

▼ Increasingly, student orientated service outreach programmes (community service) are being incorporated into the broad curriculum of Australian High Schools. The assumption made is that such programmes have tangible benefits for students, the community and the schools themselves. Schools that operate out of a Christian paradigm have the added incentive of seeking to assist students give personal expression to religious commitment through the service of others. This study tests the assumption that participation in community service or service outreach activities has positive benefits for the students involved. It explores the effect that student involvement in school-facilitated community service programmes has on three personal domains; self-esteem, sense of engagement with community, and attitude to Christianity. This is a quantitative study utilising a questionnaire instrument to collect data from participants. The questionnaire is a compilation of three pre-existing and previously validated instruments, each of which focus on one of the three research areas. Combined, they provide 74 items which are answered using a Likert scale with response choices ranging along a six point continuum from ‘strongly disagree’ to ‘strongly agree’. The sample consists of a total of 225 participants drawn from students across years 10 to 12 from five Catholic High Schools in the Brisbane metropolitan area. All of these schools have single sex enrolment. Male and female participants are equally represented in the sample. In total, 80% of the sample participated in their school’s community service/service outreach programme. Information related to students’ community service involvement, the type of service undertaken, the duration of such service, and prior community service experience, was also collected from participants. No treatment is being introduced or manipulated in this study; rather, the research examines ‘between-participant’ and ‘within-sample’ differences associated with students’ participation (or non-participation) in existing community service/service outreach programmes in their schools. As such, the research is ex post factor in nature. Initial confirmatory factor analysis is undertaken to validate the integrity of the combined instrument. This is followed by a Cronbach’s alpha reliability study of the 12 component scales of the combined instrument; the results of which prove to be consistent with those previously reported. In subsequent analysis of the data, significant correlations are identified between six pairs of dependent variables. With statistical significance set at the 95% level, MANOVA is then utilised to determine the effect of a number of factors on scale scores. In addition to the primary focus on the effect that participation/non-participation in school community service programmes has on student selfesteem, engagement with community and attitude to Christianity, other influencing conditions explored include; type of community…

Subjects/Keywords: Community service programmes; Catholic secondary schools; Self-esteem; Community engagement; Attitudes; Christianity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Reed, L. T. (2006). The Effect of Participation in School-Facilitated Community Service Programmes on Students’ Self-Esteem, Sense of Community Engagement and Attitudes to Christianity. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp142.17052007

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Reed, Luke Terrence. “The Effect of Participation in School-Facilitated Community Service Programmes on Students’ Self-Esteem, Sense of Community Engagement and Attitudes to Christianity.” 2006. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp142.17052007.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Reed, Luke Terrence. “The Effect of Participation in School-Facilitated Community Service Programmes on Students’ Self-Esteem, Sense of Community Engagement and Attitudes to Christianity.” 2006. Web. 05 Dec 2019.

Vancouver:

Reed LT. The Effect of Participation in School-Facilitated Community Service Programmes on Students’ Self-Esteem, Sense of Community Engagement and Attitudes to Christianity. [Internet] [Thesis]. Australian Catholic University; 2006. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp142.17052007.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reed LT. The Effect of Participation in School-Facilitated Community Service Programmes on Students’ Self-Esteem, Sense of Community Engagement and Attitudes to Christianity. [Thesis]. Australian Catholic University; 2006. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp142.17052007

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Sproston, Carlyn. When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria.

Degree: 2005, Australian Catholic University

URL: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006

► This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study… (more)

Subjects/Keywords: Year 8 students; Classroom practice; Student centred learning; Catholic secondary schools

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sproston, C. (2005). When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria. (Thesis). Australian Catholic University. Retrieved from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sproston, Carlyn. “When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria.” 2005. Thesis, Australian Catholic University. Accessed December 05, 2019. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sproston, Carlyn. “When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria.” 2005. Web. 05 Dec 2019.

Vancouver:

Sproston C. When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria. [Internet] [Thesis]. Australian Catholic University; 2005. [cited 2019 Dec 05]. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sproston C. When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria. [Thesis]. Australian Catholic University; 2005. Available from: http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations