A strange angel: William Norman Illingworth [1902–1980] and Sangreal School – towards a history of conservative alternative schools in 20th-century Britain

Christianity, and specifically Roman Catholicism, is experiencing a period of global growth at the same time as declining affiliation and practice of the Christian faith is evident in many developed nations (Hackett, Stonawski, Potancokova, Grim, & Skirbekk, 2015b). This decline is evident in Australia (Australian Bureau of Statistics (ABS), 2017b). The Roman Catholic Church has responded to the decline in affiliation and practice through an initiative called the New Evangelisation (Pope John Paul II, 1991). The emphasis on the New Evangelisation by the Catholic Church has contributed to the decision by Australian ecclesial and educational leaders to incorporate the New Evangelisation explicitly into the mission of Catholic schools (Catholic Bishops of New South Wales and the Australian Capital Territory, 2007). Moreover, programs have been introduced into schools to engage school communities as Centres of the New Evangelisation (Catholic Bishops of New South Wales and the Australian Capital Territory, 2007). Consequently, teachers in Catholic schools are expected to be the primary conduits for New Evangelisation initiatives (Pope John Paul II, 2001b, No. 33). The research problem underpinning this study concerns teachers’ understanding of and engagement with the New Evangelisation in Catholic secondary schools. The purpose of this research is to explore how teachers in Catholic secondary schools experience the New Evangelisation. The major research question is: How do teachers in Catholic secondary schools experience the New Evangelisation? The following specific research questions focus the conduct of the research: 1. How do teachers in Catholic secondary schools experience the contemporary expression of Catholicism? 2. How do teachers understand the New Evangelisation? 3. How do teachers respond to the New Evangelisation in Catholic secondary schools? This study is of significance because it may assist in preparing school leaders and teachers appropriately to implement the New Evangelisation by addressing the paucity of research regarding teachers understanding and implementation of the New Evangelisation in Catholic schools. Given the purpose of this study, the research paradigm of interpretivism is adopted. The epistemological framework of constructionism is appropriate as the study explores teachers’ experiences of the New Evangelisation. Symbolic interactionism is the theoretical perspective for this research using case study methodology. Participants are selected purposively from among teachers in a bounded context and data are gathered through the use of documentary analysis and semi-structured interviews. The limitations of this study include the case study limitations together with the responsiveness of the participants. A delimitation of the research is the purposive selection of participants. It is the researcher’s intention to ensure a reliable, voluntary and stress-free environment for all participants during the research. Processes to ensure participant confidentiality as well as the reliability and truthfulness of the research are established. This research generates eight conclusions relating to new knowledge, policy and practice. First, teacher participants distinguish between the experience of contemporary Catholicism within the Catholic secondary school and the experience of Catholicism in parishes and the institutional Catholic Church. Second, Catholic schools ensure appropriate expressions of Catholic practice for staff and students and that for many Catholics, the Catholic school is the only community in which they worship. Third, the Australian Royal Commission into Institutional Responses to Child Sexual Abuse (ARCIRCSA) has exacerbated the disinterest in, if not rejection of Catholicism by many Catholic students, families and staff. Further, the study concludes that the ARCIRCSA has exacerbated the challenges which teachers experience concerning evangelising in a secular context. Fourth, the concept of the New Evangelisation is problematic for some teachers who are charged with its implementation. Fifth, teacher participants exhibit multiple, contestable and contrasting understandings of the concept of the New Evangelisation. Sixth, the study concludes that there are five distinct issues which mitigate against Australian Catholic secondary schools’ implementation of the New Evangelisation. Seventh, teacher participants implement the New Evangelisation according to their individual understandings of what constitutes the New Evangelisation. Since teachers do not share an agreed purpose for the New Evangelisation, they have multiple and at times conflicting responses to it. Finally, this study concludes that a relatively small number of teachers are responsible for the implementation of the New Evangelisation in Australian Catholic secondary schools.

Background/Context This article considers the role of Catholic schools, an institution born of the adaptation of previous immigrant waves, in the education of new immigrants and their native-born counterparts. The new immigrants enter a landscape in which education plays a much bigger role than it did for their predecessors and yet faces many challenges. Public schools, particularly in urban centers, struggle with financial difficulties and new standards of accountability. Although scholars and the media have praised Catholic schools for performing better than public schools in promoting academic achievement among urban low-income minority students, the Catholic system also faces fiscal difficulties, declining enrollments, and school closings. Purpose/Objective/Research Questions/Focus of Study We examine the use of Catholic school by families of different ethnic backgrounds and how attendance relates both to religious affiliation and to socioeconomic class. We also analyze whether attending or graduating from Catholic high school has a positive effect on educational attainment and on the incidence of arrest and incarceration for men, and early childbearing for women. Finally, we seek to understand why immigrant families choose Catholic schools and how their children experience them. Research Design We draw on data collected for the Immigrant Second Generation in Metropolitan New York Study (ISGMNY). The study includes survey data on 3,415 young adults aged 18–32 who were interviewed between 1998 and 2001. Respondents include second-generation immigrants and native-born individuals. The study also includes qualitative data from in-depth interviews. For this article, we use interviews conducted with 74 respondents from immigrant and native-born groups who attended Catholic high schools, and those who referenced Catholic schools in their educational history even if they did not attend. Conclusions/Recommendations For immigrant families who have arrived recently, religion seems to be more or less irrelevant to the decision to send their children to Catholic school. Instead, like many native Blacks and Latinos, these families choose Catholic schools to avoid what they see as a seriously deficient public school system. To some extent, this represents a rational choice, but for many immigrant families, it also reflects a lack of knowledge about the public education system. Although many low-income families would like to send their children to Catholic school, cost is an insurmountable barrier for many. With the exception of native-born Whites, socioeconomic factors are very important in shaping who can go to Catholic school and whether students can stay until graduation. In many cases, families were forced to withdraw their children by high school, when costs rise sharply. Nonetheless, overall, the data show a benefit in terms of educational attainment for nearly all groups, and also a positive impact in terms of avoiding of certain problems, such as early pregnancy for girls and trouble with police for boys.

The Catholic Diocese of Lismore is situated in the north-east coastal area of New South Wales, Australia. Catholic education in this diocese is based on the premise that school and parish work together in partnership for the personal and spiritual development of students. This premise relies on the assumption that teachers and clergy share a common view of the mission of Catholic schools. However, some recent studies highlight a lack of shared vision and indicate that teachers and clergy frequently have different expectations of what Catholic schools should be. This study examines similarities and differences in perceptions of the religious dimension of the mission of Catholic schools among the teachers and clergy in the Lismore Diocese. It identifies areas in which there is a significant lack of congruence. The study also explores the relationships and the quality of partnerships between teachers and clergy and identifies issues that are potential sources of tension. Furthermore, it considers implications for change. Self-completion questionnaires were given to the target population which consisted of all the full time teachers in Catholic schools and all the clergy on active duties in the Lismore Diocese at the beginning of 1997. Subsequent semi-structured interviews were conducted with all the clergy in the group and with thirty two teachers chosen through random sampling. Data yielded little evidence of sustained dialogue between teachers and clergy on issues related to the religious orientation of Catholic schools. Although there were some similarities in the teachers' and priests' perceptions of the religious dimension of the mission of Catholic schools, there was a considerable variation in their perceptions of priorities for these schools. Some of these differences could be linked to teachers' individual relationships with the institutional Catholic Church.;Teachers and priests were found to differ significantly in their understanding of the effectiveness of Catholic secondary schools. The study also found that ecclesiastical language used to describe the mission of Catholic schools is not always understood by teachers who work principally out of an educational context. Moreover, the study found that relationships between teachers and clergy were often hindered by poor communication, lack of clarity with regard to roles and expectations and very different perceptions of the structures and practice of authority. Many teachers believed that clergy were 'out of touch' and unrealistic in their expectations of schools and teachers. Many priests, on the other hand, considered that teachers had generally lost a sense of 'vocation' and religious motivation for their involvement in Catholic schools. Priests were generally more interested in forming partnerships with schools than were teachers in forming partnerships with parish communities. The perception that secondary school communities did not relate to parishes as well as their primary counterparts was widespread among clergy. This study makes several recommendations for the improvement of communication and dialogue between teachers and priests. It also recommends that similar research be carried out in dioceses where the parish-school authority structure differs. As part of this study the initial findings were presented to a significant gathering of clergy and school principals. The resulting discussion led to the proposal of strategies for improvement in communication and partnership. In this way the applied research in the study became an agency of change itself, working in the direction of a better culture of communication and collaboration regarding the religious mission of Catholic schools.

This study examined the relationship between strong instructional leadership, as measured by the Principal Instructional Measurement Rating Scale (PIMRS) and high student academic outcomes in 35 Mid-Atlantic Catholic elementary schools. In addition, the research explored the role of Catholic identity in supporting instructional leadership behaviors in Catholic elementary schools. The purpose of the study was to examineA) instructional leadership behaviors in principals with high versus low student academic outcomes, and B) to use a measure of Catholic identity to differentiate the extent to which principals can focus on instructional leadership This research focused on ways Catholic schools can both improve themselves and inform charter and traditional public schools. The study consisted of over 100 principals and teachers in Mid-Atlantic Catholic elementary schools. The participants completed the PIMRS and Framework for Catholic Identity (FCI) to identify instructional leadership behaviors and level of Catholic identity. To document student academic achievement in aggregate, the research used a value added growth model. Using factor analysis, the researcher identified behaviors associated with schools in different levels of student growth and performance on standardized assessment in relation to outcomes on the PIMRS and FCI. Research on principal leadership behavior is extensive and focuses on either traditional public schools, using an instructional leadership model supported by top-down leadership or public charter schools that focus on transformational leadership. The research provided evidence that Catholic schools reside in between instructional and transformational leadership, with Catholic culture supporting instructional leadership. Since Catholic schools lack an organized and systemic top-down leadership model, there is a gap in knowledge of the unique environment of site-based leadership management in Catholic schools. In addition, the research informs school improvement across all sectors of K-12 education. This research is designed to identify best practices in site-based leadership, as practiced in Catholic (P)K-8 elementary schools, to help improve education in public, charter, and non-public schools. With many organizations, such as the Bill and Melinda Gates Foundation, supporting transformational leadership model to expand charter school across the country, there is a need to understand in what context it is possible to scale a site-based leadership model. Catholic schools benefit from having a Catholic culture drive their goals and purpose, which unlike charter schools, is not dependent on a single person or group. The implications of this study will inform Catholic school central offices on principal behaviors within its unique structure. In addition, the research will inform school reformers on how to harness the most effective elements of both instructional and transformational leadership to improve student academic outcomes for all students.

The article, based on the analysis of historical and pedagogical sources, found that the content of educational and methodological provision for students of institutions of higher education has much in common in the coverage of the history of Ukrainian pedagogy, the genesis of Ukrainian school, taking into account the achievements and trends; in determining the theoretical and methodological foundations of the history of Ukrainian pedagogy as a science; in substantiation of the substantive aspects of Ukrainian higher education within the chronological limits of a certain historical period through the prism of the general development of education. In the course of the comparative analysis of manuals and manuals on the history of pedagogy, published in Ukraine over the last twenty years, it is found that the content of the discipline in them is represented in three variants: the first covers the history of the formation of a foreign school and pedagogy XX; in the second, only the history of pedagogical thought and education in Ukraine; the third presents the history of the development of world pedagogical thought and the history of the development of the Ukrainian school and pedagogy. It is researched that the history of Ukrainian pedagogy is covered by the authors of manuals in general in the one-vector content range, in particular: the emergence and development of the Ukrainian family, family education, folk pedagogy and ethno-pedagogy, scientific-pedagogical theory and practice, educational and educational institutions of Ukraine from ancient times to the present. It is stated that the history of Ukrainian pedagogy as a powerful social-spiritual phenomenon has a rich and distinctive history, which deserves a thorough study in retrospect in order to activate its effective resources in the sphere of modern educational practice. Keywords: comparative analysis, histories of pedagogy as a discipline, textbooks and manuals, history of Ukrainian school and pedagogy.

The success of Catholic education depends largely on teachers’ performance within their roles, and how they meet the multiple stakeholder expectations for students’ intellectual, social and personal, and faith development. How teachers make sense of this complex set of expectations and understand their roles in promoting students’ development is central to their performance. However, this issue has to date received little attention within the literature, and the limited understanding of how teachers in Catholic secondary schools understand their roles in promoting student development is the research problem addressed by this study. It is a significant research problem because conceptualising how teachers understand their roles may provide insights for stakeholders to collaboratively engage with teachers in Catholic secondary schools on their fundamental responsibility of promoting student development, and may also support teachers themselves to reflect more deeply on the nature of their professional identity. The purpose of this research then is to investigate how teachers in Catholic secondary schools understand their roles in promoting student development. A review of the literature located this issue within the broader topic of teacher professional identity and a body of associated research was synthesised to generate the research questions. This included research exploring teacher cognitions, emotions, biographical narratives, reflection and reflexivity, context and professional identity, teacher agency, and teacher–teacher and teacher–student relationships. It also considered frameworks for understanding the nature of spirituality and faith. The study addresses one major research question and four specific research questions (SRQs). The major research question is How do teachers in contemporary Catholic secondary schools understand their roles in promoting student development? The SRQs are as follows: • SRQ1: How do teachers in contemporary Catholic secondary schools understand their roles in promoting students’ intellectual development? • SRQ2: How do teachers in contemporary Catholic secondary schools understand their roles in promoting students’ social and personal development? • SRQ3: How do teachers in contemporary Catholic secondary schools understand their roles in promoting students’ faith development? • SRQ4: How do teachers understand the influence that working in contemporary Catholic secondary schools has on how they understand their roles in promoting students’ development? This research employed constructivist grounded theory methodology within an interpretivist research paradigm and a symbolic interactionist theoretical perspective. The data xiv How Teachers in Catholic Secondary Schools Understand Their Roles in Promoting Student Development collection and analysis generated a grounded theory called situated pedagogical agency, and this grounded theory was used to provide answers to the research questions. This research found that teachers in Catholic secondary schools are active agents in promoting their students’ development, and they interpret and prioritise goals and ideals for this development through their own ideals and understandings. Hence, the title of the grounded theory – situated pedagogical agency – reflects teachers’ understanding that they exercise pedagogical agency in the promotion of their students’ development through two core pedagogical processes situated between their own pedagogical attributes and the school’s pedagogical determinants. Given the predominantly qualitative nature of the methodology and researcher positionality, the limitations of the study include issues of generalisation of the findings, authenticity of the data and analysis, and representativeness of the sample of teacher participants. Each of these limitations is addressed in the final chapter. Finally, there are seven recommendations arising from the study: • Recommendation 1: Engage teachers in schools to explore and develop their pedagogical attributes. • Recommendation 2: Support teachers in their efforts to build and maintain positive relationships with their students. • Recommendation 3: Encourage teachers to consider the nature and significance of authentic dialogue for promoting students’ spiritual and faith development. • Recommendation 4: Develop situated pedagogical agency as a conceptual tool for analysing enablers and disablers in teachers’ efforts to promote their students’ development. • Recommendation 5: Conduct further research to verify and develop situated pedagogical agency as a theory for explaining how teachers in Catholic secondary schools understand their roles in promoting student development. • Recommendation 6: Conduct research to explore how others understand their and the teachers’ roles in promoting student development. • Recommendation 7: Develop a contemporary Catholic theory of education to underpin teacher formation.

On October 4—7, 2021, the world's first World Congress of School History Teachers was held in Moscow. The initiative to hold the Congress came from the Academy of the Ministry of Education of Russia, the Institute of World History of the Russian Academy of Sciences, the All-Russian Public Organization “Association of Teachers of History and Social Studies” and the State Academic University for the Humanities. The European Association of History Teachers “Euroclio” acted as a co-organizer of the Congress. During the Plenary session of the Congress and 7 sections, Russian and foreign history teachers discussed the most pressing issues of pedagogical practice: the experience of creating concepts for teaching history at school in different countries, issues of the correlation of national and world history in school curricula, the feasibility of dividing the educational process into basic and advanced levels, problems and prospects of the distance form of teaching history in schools, the format and structure of modern school textbooks. Special attention was paid to the discussion of teaching the history of the Second World War in different countries of the world and the history of revolutions. Also during the work of the Congress, the IV Congress of Russian History Teachers was held. Within the framework of the congress, the participants discussed topical issues and problems of teaching history in Russian secondary schools: expanding ties and exchange of experience between teachers from different regions of Russia, experience and further prospects for the introduction of the Historical and Cultural Standard as part of the concept of teaching history at school, issues of synchronization of national and of general history in the school curriculum, improvement of evaluation procedures in history, methodological support and development of programs for teaching regional history as part of the course of national history.

Accreditation Requirements and the Global History of Architecture

IN NOVEMBER, 1982, a group of historians, social studies professionals, school teachers and representatives of interested professional associations met in Boston to discuss the status of history in the schools.' The Conference on the Status of History in the Schools, funded by the National Endowment for the Humanities, was sponsored by the Special Interest Group for History Teachers (SIGHT) of the National Council for the Social Studies. The purpose of the meeting was to share information about the teaching of history and to consider methods for collecting data about the status of history in the nation's schools. One of the central concerns on the agenda was what constitutes minimum requirements in history set forth by the fifty states for teacher certification? Initially, the focus of participants was limited to the certification of secondary social studies teachers, but the discussion quickly expanded to include requirements for elementary teachers who share with their secondary colleagues the responsibility for history and social studies instruction. The general perception of a serious recent decline in the time and emphasis assigned to social studies in the elementary schools raised fears that the status of history and social sciences in the preparation of elementary

Public and private schools experience teacher shortages today, but the problem is acute in Catholic schools. Reasons given for the shortage in Catholic schools include salaries and benefits. Have teachers’ views of teaching in a Catholic school changed from teaching as ministry or vocation to teaching as merely a job? This study discusses the sense of teaching as vocation among a sample of Catholic high school and elementary school teachers in the state of New York. It ascertains the sense of vocation among these teachers; correlates financial considerations with the sense of vocation; and illustrates that religious preference and practice, years of teaching and ownership, and presence of religious men and women affect how teachers see their job as ministry.

In the History of Education, religion has largely been ignored in the last 20years in the need to incorporate class, gender, and race relations into historical analysis. Consequently in Australia, Catholic schooling and in particular those run by female religious orders remains relatively untouched. In this paper I initiate an analysis of the roles played by female religious principals and the contradictions inherent in such a lifestyle. I focused my research on the period 1880–1925, because it was then that Catholic female religious had the opportunities to open and develop school representing a wide socio-economic range in South Australia. Irish Dominicans, English Dominicans and Sister of Mercy established superior school, in addition to their ‘poor school’, in the city, suburbs and country towns of South Australia between 1869–1925. In these early y ears, when communication and transport were very difficult, the resulting geographic isolation from authority both at home and overseas, resulted in a great deal of scope for individuality. In addition opportunities for potential leaders were provided by the Orders ‘forms of governance, their need for economic and business acumen, and the professional qualities required in the development and maintenance of their school. Furthermore in the History of Education, it b generally argued that “women teach and men manage”. My analysis of female religious principals qualified this notion, because this was not so in Catholic convent high school. There was no such division of labour in these school. In fact there were several avenues leading to opportunities for supervisory status, culminating in a principal's position. Evidence available demonstrates the regular and significant use of resourcefulness and initiative in the fulfilment of the vision and ambition of many such women. Whilst we may not always agree with their goals or the strategies employed, nevertheless this paper will provide several examples of out spoken dynamic women, sometimes manipulative, but always with considerable authority, providing spiritual or professional direction in their varied and changing roles.

This article discusses highlights from the Catholic Higher Education Collaborative conference (CHEC) held at Loyola Marymount University (LMU) in January 2009. The conference, a result of a 2007 dialogue on Catholic schooling hosted by the Carnegie Foundation for the Advancement of Teaching, was the first of six to be held at Catholic colleges and universities throughout the country. The purpose of the conference was to seek new and creative ways for Catholic higher education to partner with the nation’s K-12 Catholic schools. The theme of the LMU conference was “Catholic Schools and The Immigrant Church: Lessons from the Past and a Bridge to the Future.” This article includes information about the development of CHEC, a brief review of the history of immigrants and Catholic schools, an overview of conference keynote talks, and concludes with future initiatives developed from the conference in support of Catholic schools.

This study explores how one teacher, Rebecca, makes sense of teaching history in a Catholic school. This Catholic school had a clear religious mission and did not have required curriculum or high-stakes tests. Yet, findings indicate that Rebecca did not attend to the religious mission in her teaching and, in absence of curricula or high-stakes tests, she relied heavily on the textbook. Findings demonstrate the need for a greater understanding of what curricular content is being taught and learned in Catholic elementary and secondary schools and how it aligns with the mission and purpose of Catholic schools.

One of the more provocative findings from the 1980 – 1982 High School and Beyond comparisons of public and Catholic high school students was the apparent lower effects of social class and race on achievement test scores in Catholic schools. A number of changes in American society and public education since that time suggest that relationships may have changed either in the direction of greater or lesser Catholic school benefits for less-advantaged youth. The analyses presented here represent an update of the High School and Beyond public-Catholic comparisons using the 1988 – 1992 National Education Longitudinal Study (NELS:88). As in the early 1980s, results indicate that Catholic high schools in the early 1990s had positive effects on student achievement test score gains. Without adjusting for other public-Catholic background differences, Catholic school minority and lower-SES students finished high school with higher average test scores than their public school counterparts. When adjustments for the effects of prior achievement and other background variables are made, however, differential benefits of Catholic schools for minority and lower-SES students are not found. Instead, Catholic schools appear to confer roughly equal benefits to students from more- and less-advantaged social backgrounds.

The history of education is an extraordinarily rich field in European historiography. This annotated bibliography offers one map of the field. The article starts in the Renaissance and focuses on the history of formal education—that is, education in schools. The early modern period raises questions about the effectiveness of the scattered institutions that predated the compulsory mass education that 19th-century states sought to create. Together, Early Modern Education and The Nineteenth Century tell the story of centralization: how home education with tutors and governesses, on-the-job training at the workshop, convent schools, Jesuit colleges, unlicensed schools of practical literacy, and various other institutions merged into the modern school. Diversity also diminished at the continental level, with institutions like the German-language Gymnasium and the French-language Lycée becoming models for reforms elsewhere. The twentieth century saw continued efforts to realize the ideal of mass education while facing the challenge of radical politics, which often sought to reshape schooling entirely. The final section of the article addresses contemporary issues such as gender, nationalism, and colonialism across time. To address the broadest readership possible, the bibliography privileges English-language works.