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Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards
This quantitative study examined self-efficacy as a factor in teachers’ technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. This study employed an online survey that utilized the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the first author which is aligned to the ISTE (2017) Standards for Educators, and found that, on average, participating teachers had a fair level of confidence (i.e., they are fairly but not highly confident) in both using and integrating technology (M = 3.2, SD = .73). Accordingly, the study established participating teachers’ level of confidence in using and applying technology through sustained continuous professional development intervention as a key implication that influenced teachers’ self-efficacy in leveraging technology for professional practice.
Journal Article
Tensions in data use for mission: academic data within holistic education
PurposeResearch shows data-informed leadership matters for school improvement and student achievement, but less is known about what motivates leaders’ data use toward such outcomes, particularly in the Catholic school context.Design/methodology/approachThis qualitative interview study uses interview (n = 23) data from a sample of Catholic school leaders to unpack how they conceptualize data, the motivations encouraging their data use and the challenges inhibiting data routines.FindingsCatholic school leaders largely shared a narrow definition of data as quantitative, standardized achievement data, were motivated by a moral imperative to meet students’ needs and faced several common challenges, including time constraints, uncertainty in measurement, limited capacity and resources and issues of turnover at the classroom and school levels.Practical implicationsSchool leaders can assuage tension around data by broadening the scope of measures and appealing to teachers’ sense of personal responsibility and commitment to students.Originality/valueThese findings extend the research in three ways. They bring to light an important tension between data-informed practice and a whole child approach to education, highlight the possibility of motivating data use through conscience rather than compliance and provide insight into data perceptions in private schools, an understudied context in the literature.
Journal Article
Possibilities for Trans-Affirming Policy Potential: A Case Study of a Canadian Catholic School
Background:Mainstream media is increasingly reporting on the relationships between Catholic and trans identities in parochial schools, particularly with regard to gendered washroom use. With greater numbers of trans youth coming out at younger ages, significant educational policy changes are being considered around how Catholic schools can or should include trans youth. Method:This study applies trans and queer theologies to Critical Discourse Analysis (CDA) in investigating the Wilson case, which was the first known instance of a Catholic school including some affirming policy provisions for trans youth. The authors additionally collected and coded 12 news articles from a variety of platforms to discern and discuss the theological arguments in the public square against more fulsome trans student inclusion in Catholic schools. Results:The authors found two related theological arguments against full inclusion, namely the notion that (1) Gender is God-given and therefore cannot be chosen or changed, and (2) That transgressive bodies are not sacred parts of the divine gender plan. Conclusion:Trans theology allowed the authors to disrupt both of the theological claims advanced by the Catholic educators quoted in the Wilson case. This created rich, imaginative space in which to reconsider the relationships between Catholic and trans identities, namely by not arranging them in a binary. Significance for policy-making in parochial schools is discussed.
Journal Article
Catholic Theological and Equity Framework to Champion Hispanic Representation in Catholic Schools
How do Catholic schools create inclusive, equitable environments that embrace the identities of their students, including their race, ethnicity, and culture? What does Catholic theological spirituality say about diversity, equity, and inclusion to address racism? What is the connection between Catholic theological spirituality and equitable school practices to bring about equity in Catholic schools? In response to increased diversity of students, educators, communities, and societal challenges, there is a need for a framework for Catholic schools with a culturally diverse student body, or with a student body and staff with different cultures. We synthesize Catholic theological spirituality and research about equity in public and Catholic schools to create a framework for Catholic school educators in their support of students whose cultural identity is different from the faculty and staff. The framework uses Catholic theological spirituality and equitable school practices to promote equity in Catholic schools using equitable school practices.
Journal Article
COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part II: Developing Countries with Focus on Sub-Saharan Africa
In developing countries as in developed countries, the COVID-19 crisis has led to near universal school closures that will affect children’s ability to learn, especially in countries with limited infrastructure for distance learning. While most children are likely to return to school when they reopen, quite a few may drop out. In addition, the economic recession generated by the crisis will affect livelihoods, leading to higher rates of poverty and food insecurity. This also may have negative impacts on both Catholic schools and their students. This paper, the second in a set of two, looks at likely impacts of the COVID-19 crisis on Catholic Schools in developing countries, with a focus on sub-Saharan Africa, a vulnerable region given the comparatively weak performance of its education systems and the limited availability of resources for governments to protect education budgets (acknowledging that many Catholic schools in the region are public schools). How Catholic schools will be able to respond to the twin challenges of school closures and the economic downturn may affect their comparative advantage for the medium term. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to resources online that may be useful.
Journal Article
COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part 1: Developed Countries with Focus on the United States
The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children’s ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful.
Journal Article
Obituario. Jesús Ramírez Cabañas
The effect of social-emotional competence on children academic achievement and behavioral development.International Education Studies, 12(12), 141-149. http://doi.org/10.5539/ies.v12n12p141AlzahraniMAlharbiMAlodwaniA2019The effect of social-emotional competence on children academic achievement and behavioral developmentInternational Education Studies121214114910.5539/ies.v12n12p141 Arens, A. K., & Morin, A. J. S. (2016). Evaluación de la competencia emocional docente del alumnado de magisterio en prácticas: aprender a regular emociones a partir de la escritura de un “emociodiario” [Evaluation of the teaching emotional competence of student teachers in practices: Learning to regulate emotions from the writing of an “emotional diary”].Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(2), 145-157. https://doi.org/10.6018/reifop.509581Benito AmbronaTMessina AlbarenqueCAndrés ViloriaCFernandes ProcópioL2022Evaluación de la competencia emocional docente del alumnado de magisterio en prácticas: aprender a regular emociones a partir de la escritura de un “emociodiario” [Evaluation of the teaching emotional competence of student teachers in practices: A psychometric analysis of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) using item response theory.Journal of Personality Assessment, 92(5), 449-457. https://doi.org/10.1080/00223891.2010.497426CooperAPetridesK. V.2010A psychometric analysis of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) using item response theoryJournal of Personality Assessment92544945710.1080/00223891.2010.497426 Conroy, M. A., Sutherland, K. S., Algina, J., Ladwig, C., Werch, B., Martinez, J., Jessee, G., & Gyure, M. (2019).
Journal Article
Critical Transformation: A Conceptual Framework for Examining the Impact of UCCE Programs on Latinx Catholic School Teachers
Our paper represents a conceptual framework designed to (a) help current stakeholders within the University Consortium of Catholic Education (UCCE) critically reflect on their respective programs’ support of Latinx Catholic school teachers and (b) provide guidance for Catholic education researchers in their future inquiry into the UCCE model of teacher formation. Our conceptual framework centers on three principles derived from both critical theory and empirical research into the support of Latinx teachers: critical consciousness and praxis, dialogue, and partnership. We use these principles to raise issues and pose reflection questions that can help UCCE stakeholders and Catholic education researchers explore how UCCE programs can further transform their efforts in developing the next generation of Latinx Catholic school teachers.
Journal Article