Handbook of Research on Catholic Education

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

Thomas Hunt is a Professor in the Center for Catholic Education and the Department of Teacher Education at the University of Dayton, where he has taught since 1996. He received his B.A. in History at Loras College, a Licentiate of Sacred Theology and an M.A. in Seondary Education Administration from the Catholic University of America, and his Ph.D. in Educational Policy Studies (Social and Historical Foundations of Education) from the University of Wisconsin, Madison. He has authored or co-authored 20 books.

ELLIS A. JOSEPH is Dean Emeritus, School of Education and Allied Professions, University of Dayton and Distinguished Service Professor.

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Additional Information

Publisher
IAP
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Published on
Sep 1, 2000
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Pages
337
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ISBN
9781607528739
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Best For
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Language
English
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Genres
Education / Administration / General
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Content Protection
This content is DRM protected.
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From a distinguished clinician, pioneer in working with behaviorally challenging kids, and author of the acclaimed The Explosive Child comes a groundbreaking approach for understanding and helping these kids and transforming school discipline.

Frequent visits to the principal's office. Detentions. Suspensions. Expulsions. These are the established tools of school discipline for kids who don't abide by school rules, have a hard time getting along with other kids, don't seem to respect authority, don't seem interested in learning, and are disrupting the learning of their classmates. But there's a big problem with these strategies: They are ineffective for most of the students to whom they are applied.

It's time for a change in course.

Here, Dr. Ross W. Greene presents an enlightened, clear-cut, and practical alternative. Relying on research from the neurosciences, Dr. Greene offers a new conceptual framework for understanding the difficulties of kids with behavioral challenges and explains why traditional discipline isn't effective at addressing these difficulties. Emphasizing the revolutionarily simple and positive notion that kids do well if they can, he persuasively argues that kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated, but that they lack the skills to behave adaptively. And when adults recognize the true factors underlying difficult behavior and teach kids the skills in increments they can handle, the results are astounding: The kids overcome their obstacles; the frustration of teachers, parents, and classmates diminishes; and the well-being and learning of all students are enhanced.

In Lost at School, Dr. Greene describes how his road-tested, evidence-based approach -- called Collaborative Problem Solving -- can help challenging kids at school.

His lively, compelling narrative includes:

• tools to identify the triggers and lagging skills underlying challenging behavior.

• explicit guidance on how to radically improve interactions with challenging kids -- along with many examples showing how it's done.

• dialogues, Q & A's, and the story, which runs through the book, of one child and his teachers, parents, and school.

• practical guidance for successful planning and collaboration among teachers, parents, administrations, and kids.

Backed by years of experience and research, and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid.
`This is a welcome addition to an impoverished field and will be referred to extensively by management developers, college managers undertaking postgraduate studies and by researchers' - Learning and Skills Research Journal

The incorporation of the further education sector in 1993 was followed by a period of extreme turbulence. Colleges plunged into the complex task of managing huge organizations while under pressure from cuts in funding and a steady expansion in the number and range of students. While financial scandals may have attracted attention, the success of the further education sector in continuing to provide a vital educational service for millions of people has been less recognized.

Despite the significant contribution of the sector to education and training, practitioners struggle to find adequate research evidence on which to base reflection and practice. They need material relevant to the specific situation of managers working within this very hybrid sector, part public sector education and part commercial organization, catering for an age and ability range greater than that of any other educational sector.

Based on a national survey of college managers, this book investigates how managers are responding to the challenge to increase the numbers and range of students and to improve learning and teaching. The author shows what it means to lead in a college and how the culture has evolved. Each chapter focuses on an aspect of management. The book concludes that 'learning enterprise' is an apt description of further education, a sector which has retained learning at its core and has learned to adopt an entrepreneurial spirit to shape its future.

Managing Further Education will be essential reading for professionals working in further education and all those interested in the management of this complex and vital part of educational provision.

“Make sure your students follow your instructions.” That sounds like a straightforward instruction, but in fact, it’s fairly abstract. What does a teacher actually have to do to make sure students are following? Even the leader delivering this direction may not know, and the first-year teacher almost certainly doesn’t. The vast majority of teachers are only observed one or two times per year on average—and even among those who are observed, scarcely any are given feedback as to how they could improve. The bottom line is clear: teachers do not need to be evaluated so much as they need to be developed and coached.

In Get Better Faster: A 90-Day Plan for Coaching New Teachers, Paul Bambrick-Santoyo shares instructive tools of how school leaders can effectively guide new teachers to success. Over the course of the book, we break down the most critical actions leaders and teachers must enact to achieve exemplary results. Designed for coaches as well as beginning teachers, Get Better Faster is an integral coaching tool for any school leader eager to help their teachers succeed.

It’s the book’s focus on the actionable—the practice-able—that drives effective coaching. By practicing the concrete actions and micro-skills listed here, teachers will markedly improve their ability to lead a class, producing a steady chain reaction of future teaching success.

Though focused heavily on the first 90 days of teacher development, it’s possible to implement this work at any time. New and old teachers alike can benefit from the guidance of Get Better Faster and close their existing instructional gaps.

Packed with practical training tools, including agendas, presentation slides, a coach’s guide, handouts, planning templates, and 35 video clips of real teachers at work, Get Better Faster will teach you:

The core principles of coaching: Go Granular, Make Feedback More Frequent, Top action steps to launch a teacher’s development in an easy-to-read scope and sequence guideThe four phases of skill building:Phase 1 (Pre-Teaching): Dress RehearsalPhase 2: Instant ImmersionPhase 3: Getting into GearPhase 4: The Power of Discourse
The missing how-to manual for being an effective team leader

The Art of Coaching Teams is the manual you never received when you signed on to lead a team. Being a great teacher is one thing, but leading a team, or team development, is an entirely different dynamic. Your successes are public, but so are your failures—and there's no specific rubric or curriculum to give you direction. Team development is an art form, and this book is your how-to guide to doing it effectively. You'll learn the administrative tasks that keep your team on track, and you'll gain access to a wealth of downloadable tools that simplify the "getting organized" process. Just as importantly, you'll explore what it means to be the kind of leader that can bring people together to accomplish difficult tasks. You'll find practical suggestions, tools, and clear instructions for the logistics of team development as well as for building trust, developing healthy communication, and managing conflict.

Inside these pages you'll find concrete guidance on:Designing agendas, making decisions, establishing effective protocols, and moreBoosting your resilience, understanding and managing your emotions, and meeting your goalsCultivating your team's emotional intelligence and dealing with cynicismUtilizing practical tools to create a customized framework for developing highly effective teams

There is no universal formula for building a great team, because every team is different. Different skills, abilities, personalities, and goals make a one-size-fits-all approach ineffective at best. Instead, The Art of Coaching Teams provides a practical framework to help you develop your group as a whole, and keep the team moving toward their common goals.

"Colleges and universities constitute a special type oforganization; and their complex mission, dynamics, personnelstructures, and values require a distinct set of understandings andskills to lead and manage them well."
—From the Preface

In Reframing Academic Leadership, Lee G. Bolman and JoanV. Gallos offer higher education leaders a provocative andpragmatic guide for

Crafting dynamic institutions where the whole is greater thanthe sum of the partsCreating campus environments that facilitate creativity andcommitmentForging alliances and partnerships in service of themissionBuilding shared vision and campus cultures that unite andinspireServing the larger goals of the academy and society

Throughout the book, the authors integrate powerful conceptualframeworks with rich and compelling real-world cases to supportacademic leaders searching for the best in themselves and in theirinstitutions. The book tackles thorny issues such as buildinginstitutional clarity and capacity, managing conflict, coping withdifficult people, partnering with the boss, and developingleadership resilience.

Following in the tradition of Bolman and Deal's classicReframing Organizations, Bolman and Gallos emphasize apragmatic approach. They tease out the unique challenges andopportunities in academic leadership and provide ideas, tools, andencouragement to help higher education leaders see more clearly,feel more confident, and become more skilled and versatile inhandling the vicissitudes of daily life. Reframing AcademicLeadership is the resource for those seeking to understand,develop, and manage colleges and universities.

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