Abstract
This study investigates those characteristics of the written curricula for selected diocesan elementary schools that distinguish the curricula as uniquely Catholic. Findings from the study indicate the presence of three values that serve as common themes: 1) acquiring Catholic faith knowledge; 2) engaging in Catholic faith practices; and 3) recognizing from a holistic perspective the multiple needs of students. The different approaches or “looks” of the curricula examined represent a variety of curriculum development approaches on a continuum of centralization/decentralization.
Highlights
SCHUTTLOFFEL The Catholic University of America. This study investigates those characteristics of the written curricula for selected diocesan elementary schools that distinguish the curricula as uniquely Catholic
The different approaches or "looks" of the curricula examined represent a variety of curriculum development approaches on a continuum of centralization/decentralization
Considering the school's unique reason for being, it is reasonable to assume that the written curricula for diocesan elementary schools reflect an emphasis on this unique purpose
Summary
This study investigates those characteristics of the written curricula for selected diocesan elementary schools that distinguish the curricula as uniquely Catholic. Catholic schools have a mission common to all schools, public and private. They have a unique purpose congruent with their role as an extension of the Church's educational function: to help students synthesize faith and culture and faith and life. Considering the school's unique reason for being, it is reasonable to assume that the written curricula for diocesan elementary schools reflect an emphasis on this unique purpose. The researcher sought to test this assumption and to address the questions: (1) are the written curricula developed for diocesan elementary schools coherent with the mission of Catholic education?
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