Marcellin Windows Final

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  • This presentation outlines the results of Br Marcellin Flynn’s 1998 study of Year 12 students within the context of his longitudinal study of the Catholic schools. This study is unique in Catholic education. It not only provides valuable insight into Catholic schools, it also provides a series of snapshots of the Church in the last 30 years of the last century. Br Marcellin’s work raises key concerns for Catholic schools communities. To address these concerns, it is important that the nature of the longitudinal study is clearly understood.
  • Marcellin Windows Final

    1. 1. Br Marcellin Flynn’s Catholic Schools 1972-2000 A Longitudinal Perspective A resource prepared by the Catholic Education Commission, NSW
    2. 2. Catholic Schools 1972-2000 A Longitudinal Perspective <ul><li>Students’ practice of the Faith in terms of Mass and the Sacraments </li></ul><ul><li>Impact of the schools on students </li></ul><ul><li>Factors determining the effects of Catholic schools on students </li></ul><ul><li>The quality of school life in Catholic schools </li></ul>Key concerns
    3. 3. Catholic Schools 1972-2000 A Longitudinal Perspective <ul><li>The studies reflect the perspectives of the time and the particular concerns of the Church and Catholic educators </li></ul><ul><li>1972: Do we need the schools now? </li></ul><ul><li>1978: A rationale for the schools. </li></ul><ul><li>1985: How good are the schools? </li></ul><ul><li>1993: Culture explains why the schools are so effective. </li></ul><ul><li>2000: The continuing importance of the schools </li></ul>Overview
    4. 4. Catholic Schools 1972-2000 <ul><li>1972: Catholic schools struggled for credibility which the Church enjoyed </li></ul><ul><li>1972-present: Support for the schools financially and politically allowed them to expand beyond congregational models </li></ul><ul><li>Catholic schools are broadly accepted for contribution to Australia </li></ul><ul><li>Now, the Church struggles for credibility which Catholic schools enjoy </li></ul>Historical perspective
    5. 5. Catholic Schools 1972-2000 A story of the struggle of the people of God to educate their children to live their lives according to the Gospel Historical summary
    6. 6. 1972: Some Catholic Schools in Action <ul><li>A sociologically defensible reason for the schools </li></ul><ul><li>Catholic schools effective witnesses to the Word </li></ul><ul><li>Social structure of the Catholic school supports Faith dimension </li></ul><ul><li>Effective Faith transmission needs a supportive Christian community </li></ul>Aim and findings
    7. 7. 1978: Catholic schools and the Communication of Faith <ul><li>Articulated a relationship between faith in God and work of Catholic schools. </li></ul><ul><li>Provided rationale and theory for Catholic schools </li></ul>Purpose
    8. 8. 1985: The Effectiveness of Catholic Schools <ul><li>A status for Catholic schools in Australia </li></ul><ul><li>Effective Catholic schools have outstanding social climates </li></ul><ul><li>Catholic identity of the schools crucial </li></ul><ul><li>Teachers central to good schools </li></ul><ul><li>Both R.E. and climate advance religious purposes of Catholic schools </li></ul>Findings
    9. 9. 1993: The Culture of Catholic Schools <ul><li>Culture is pervasive </li></ul><ul><li>Religious and academic influence </li></ul><ul><li>Partnership with parents </li></ul><ul><li>Committed Catholic teachers vital to effectiveness </li></ul><ul><li>Students positive about their schools and teachers </li></ul><ul><li>Students ambivalent about Church structures and some teachings </li></ul>Findings
    10. 10. 1998: Catholic Schools 2000 <ul><li>Follow-up and development of research conducted 1972- 1990. </li></ul><ul><li>8,310 Year 12 students. </li></ul><ul><li>Study provides insight into the lives of Year 12 students and teachers across NSW and ACT in 1998. </li></ul><ul><li>Monitors changes in schools over a 26-year period. </li></ul><ul><li>Br Marcellin and Dr Magdalena Mok co-workers and authors </li></ul>Design of the Study
    11. 11. 1998: Catholic Schools 2000 <ul><li>1. The characteristics, home background, life-goals and values of Year 12 students and teachers? </li></ul><ul><li>2. Students’ and teachers’ expectations of Catholic schools? </li></ul><ul><li>3. Quality of school life in Catholic schools? </li></ul><ul><li>4. Level of religious development of Year 12 students? </li></ul><ul><li>5. Students’ and teachers’ experiences of the quality of school life in Catholic schools? </li></ul>Research Questions
    12. 12. 1998: Catholic Schools 2000 <ul><li>6. Students’ attitudes towards the educational dimension of Catholic schools? </li></ul><ul><li>7. Students’ and teachers’ experiences of daily life in the classrooms of Catholic schools? </li></ul><ul><li>8. Religious Education in Catholic schools? </li></ul><ul><li>9. Conclusions and implications can be drawn from this research? </li></ul><ul><li>10. Recommendations for Catholic schools in the Third Millennium? </li></ul>Research Questions (continued)
    13. 13. 1998: Catholic Schools 2000 <ul><li>Sample of Year 12 students from 70 Catholic High Schools in NSW and ACT : </li></ul><ul><li>Criterion 1: Comparisons across the years 1972-1982-1990-1998 should be possible </li></ul><ul><li>Criterion 2: Each Diocese of NSW and each Region of the Archdiocese of Sydney represented by roughly equal numbers </li></ul><ul><li>Criterion 3: Representative of boys, co-ed and girls students and schools </li></ul>Sample
    14. 14. 1998: Catholic Schools 2000 Sample
    15. 15. 1998: Catholic Schools 2000 Methodology : <ul><li>Analysis </li></ul><ul><li>Multilevel analysis of data with a nested structure. This involves methods that explain each student’s response to an item in terms of two sources of variation : school culture and the student . </li></ul><ul><li>Instruments </li></ul><ul><li>Students' Questionnaire (Part 1) </li></ul><ul><li>Students' Questionnaire (Part 2) </li></ul><ul><li>Staff Questionnaire </li></ul>
    16. 16. 1998: Catholic Schools 2000 Findings: Year 12 Students’ attitudes <ul><li>Percentage of Catholics in Year 12 classes is 78% and “no religion” is 6% </li></ul><ul><li>Increase in students who considered religion to be “very important” </li></ul><ul><li>Decline in celebration of the Eucharist </li></ul><ul><li>Decline in student morale </li></ul><ul><li>Discipline not a major issue </li></ul><ul><li>Student/teacher relationships appear sound </li></ul>
    17. 17. 1998: Catholic Schools 2000 Findings: Students’ highest expectations <ul><li>Prepare students for the HSC as well as possible (92%) </li></ul><ul><li>Prepare students for future careers (91%) </li></ul><ul><li>Offer a wide range of learning experiences (89%) </li></ul><ul><li>Teach students things important for them in their future careers (88%) </li></ul><ul><li>Prepare students for future employment (88%) </li></ul><ul><li>Develop students’ knowledge and skills (87%) </li></ul><ul><li>Assist students to perform well in their schoolwork (87%) </li></ul><ul><li>Develop students’ skills that will enable them to get a good job (86%) </li></ul>
    18. 18. 1998: Catholic Schools 2000 Findings: Students’ highest expectations 1998
    19. 19. 1998: Catholic Schools 2000 Findings: Teachers’ Expectations <ul><li>Atmosphere of Christian community where people are concerned for one another </li></ul><ul><li>Develop Christian values in students’ lives </li></ul><ul><li>Academic development </li></ul><ul><li>Balance of all dimensions of human and religious development as the best preparation for students’ later lives. </li></ul>
    20. 20. 1998: Catholic Schools 2000 Findings: Quality of school life, students and staff <ul><li>Quality of school life impressive </li></ul><ul><li>Staff appreciate sense of community </li></ul><ul><li>Student alienation not a cause of concern </li></ul><ul><li>Sources of stress are teachers’ workloads, student discipline issues and secularisation </li></ul><ul><li>Students’ quality of school life is partly determined by home background </li></ul>
    21. 21. 1998: Catholic Schools 2000 Findings: Students’ faith and practice <ul><li>Mass attendance is less regular and consistent </li></ul><ul><li>Reconciliation is little used </li></ul><ul><li>Personal prayer is less regular </li></ul><ul><li>Belief in God is high </li></ul><ul><li>Christ’s reality in student’s lives has increased </li></ul><ul><li>Christological doctrinal positions are less accepted </li></ul><ul><li>Students very negative about compulsory R.E. in Year 12. </li></ul><ul><li>Retreats are becoming less popular </li></ul>
    22. 22. Catholic Schools 1972-2000: A longitudinal perspective <ul><li>Students consistently value Catholic schools </li></ul><ul><li>Students’ satisfaction with school is sound and little changed </li></ul><ul><li>Student attitudes towards discipline more positive </li></ul><ul><li>Student mass attendance has declined </li></ul><ul><li>Student personal prayer has declined </li></ul><ul><li>Students’ religious development increasingly influenced by parents and peers </li></ul>
    23. 23. Catholic Schools 1972-2000: Some points for discussion from the studies <ul><li>Why are the schools respected by parents and students? </li></ul><ul><li>What is the nature of student religious practice and belief? </li></ul><ul><li>What is the nature and causes of student disenchantment with the institutional Church? </li></ul><ul><li>What is the benefit to students of making R.E. compulsory in Year 12? </li></ul>
    24. 24. Catholic Schools 1972-2000: Some issues for reflection from the studies <ul><li>Decline or transformation? </li></ul><ul><li>Less institutional Faith, more personal Faith </li></ul><ul><li>Cultural changes of our time </li></ul><ul><li>Less authority, more personal integrity </li></ul><ul><li>Schools as preservers of the “chain of memory” for the people of God </li></ul><ul><li>Others…? </li></ul>
    25. 25. Catholic Schools: towards the future … . with hope and the Good News!

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