Abstract
This article presents the results of a study of teacher education practices at 80 Catholic colleges and universities. The impetus for this work was the many Church documents in support of Catholic schools and the cooperative work of diocesan superintendents and educational leaders in the matter of teacher education. The goal of the study was to investigate questions fundamental to the role of Catholic higher education in the preparation of teachers: From where will the next generation of teachers to serve Catholic schools come? How does the preparation of teachers in Catholic institutions of higher education relate to the unique opportunities Catholic schools afford their communities? Do these programs serve Catholic schools? Given the dearth of research and professional literature specific to these questions, the study and data analysis were exploratory with the goal of identifying themes and issues for continued The U.S. Supreme Court has ruled in support of the constitutionality of the Cleveland voucher program. Will urban Catholic schools soon become filled with voucher students? Catholic school leaders have some important decisions to face, decisions which can be clarified by taking a historical view. research, dialogue, and professional action.
Highlights
The U.S Supreme Court has ruled in support of the constitutionality of the Cleveland voucher program
Simmons-Harris (2002) began in January 1996, when Doris Simmons-Harris, the mother of a public school student, and others challenged the Ohio Pilot Project Scholarship Program (OPPSP) by arguing that it violated the separation of church and state provisions of both the federal and state constitutions
Turning to the Catholic schools in Cleveland and to their involvement in the vouchers debate, it is worth noting that the OPPSP has operated there since the 1996-1997 school year
Summary
Operational Paradoxes: Vouchers and Catholic Elementary Schools. The Supreme Court's upholding of the Cleveland voucher program in Zelman v. Much of the discussion surrounding vouchers overlooks the religious identity issues and organizational culture of Catholic schools by referring to them as private schools. Such an approach negates the theological, philosophical, and historical underpinnings of Catholic elementary schools (Jacobs, 1998). In an attempt to arrive at a better understanding of the impact that vouchers might have on Catholic elementary schools, this article is divided into three sections. The final part of the article raises questions about the paradoxes that Catholic educational leaders must consider in the post-Zelman world of vouchers
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