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Doctoral Dissertations on Catholic Schools in the United States, 1988-1997

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Doctoral Dissertations on Catholic Schools in the United States, 1988-1997 DOCUMENT RESUME ED 430 307 EA 029 831 AUTHOR Hunt, Thomas J. TITLE Doctoral Dissertations on Catholic Schools in the United States, 1988-1997. INSTITUTION National Catholic Educational Association, Washington, DC. ISBN ISBN-1-55833-212-X PUB DATE 1998-00-00 NOTE 110p. AVAILABLE FROM National Catholic Educational Association, Publications Dept., 1077 30th Street, NW, Suite 100, Washington, DC 20007-3852; Web site: http://www.ncea.org PUB TYPE Reference Materials Directories/Catalogs (132) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Catholic Schools; Catholics; *Doctoral Dissertations; Educational Assessment; Elementary Secondary Education; Higher Education; Profiles ABSTRACT This booklet provides synopses of 302 dissertations, all written in the period from 1988 to 1997, that focus on Catholic schooling. Of the total, 156 of the dissertations originated at non-Catholic universities, with 106 of these authored at state-supported, public institutions. The dissertations are grouped under the following categories: administration, leadership, principals, supervision; bishops, pastors, priests; boards, governance community; curriculum, academic programs; diversity-ethnic, innercity, international, minority, multicultural, racial, special needs; elementary education; finance; gender; history; identity mission; justice; law; parents; planning; reform, restructuring; religion, faith, morality, values; religious orders; school choice; secondary education; students; teachers; and technology. Each entry features the name of the author, the title of the work, the institutional affiliation of the author, and the year of completion. The entries also include a summary of the dissertation. When considered chronologically, the publication rate of dissertations did not vary much by year, ranging from 27 to 36. Of all the categories listed, administration, leadership, principals, supervision contained the most dissertations, 40, followed closely by history at 35. Only two of the dissertations addressed the subject of technology. (RJM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** DOCTORAL DISSERTATIONS ONCATHOLIC SCHOOLS IN THEUNITED STATES 1988-1997 BY THOMAS C. HUNT U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1;4:i:documenthas been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES Az INFORMATION CENTER (ERIC) J Published by National Center for Research in Catholic Education Sponsored by Department of Chief Administrators of Catholic Education of the National Catholic Educational Association DOCTORAL DISSERTATIONS ONCATHOLIC SCHOOLS IN THEUNITED STATES 1988-1997 PREPARED BY THOMAS C. HUNT DEPARTMENT OF TEACHER EDUCATION SCHOOL OF EDUCATION THE UNIVERSITY OF DAYTON NATIONAL CATHOLIC EDUCATIONAL ASSOCIATION 3 Copyright 1998 National Catholic Educational Association, Washington, DC 20007 1077 30th Street, NW, Suite 100 Washington, DC 20007-3852 ISBN 1-55833-212-X 4 TABLEOF CONTENTS FOREWORD INTRODUCTION vi ADMINISTRATION, LEADERSHIP, PRINCIPALS, SUPERVISION 1 BISHOPS, PASTORS, PRIESTS 13 BOARDS, GOVERNANCE 15 COMMUNITY 19 CURRICULUM, ACADEMIC PROGRAMS 21 DIVERSITY-ETHNIC, INNER-CITY, INTERNATIONAL, MINORITY, MULTICULTURAL, RACIAL, SPECIAL NEEDS 27 ELEMENTARY EDUCATION 35 FINANCE 41 GENDER 45 HISTORY 51 IDENTITY, MISSION 61 JUSTICE 67 LAW 69 PARENTS 71 PLANNING 77 REFORM, RESTRUCTURING 79 RELIGION, FAITH, MORALITY, VALUES 81 RELIGIOUS ORDERS 89 SCHOOL CHOICE 93 SECONDARY EDUCATION 97 STUDENTS 105 TEACHERS 109 TECHNOLOGY 115 In 5 FOREWORD For a number of years, the National Catholic Educational Association has published listings of doctoral dissertations related to Catholic education. This publication, prepared by Dr. Thomas C. Hunt of the School of Education at the University of Dayton, includes dissertation summaries thatare derived directly from the authors' abstracts of their dissertations. All involved in Catholic schooling, especially teachers, administrators and researchers, will find this publi- cation a valuable resource. The National Center for Research in Catholic Education is grateful to Dr. Thomas C. Hunt for this valuable contribution to those in leadership and administrative positions in Catholic education. Lourdes Sheehan, RSM Executive Director Department of Chief Administrators of Catholic Education INTRODUCTION Renewed interest in Catholic schooling in recent times is evidenced by the number and kind of dissertations on Catholic schools in the United States and its territories which havebeen conducted in the last ten years. Numbering 302 in all, these dissertations reflect the changes that have enveloped Catholic schools and their per- sonnel and patrons. There are several phenomena which merit mention in this brief "Introduction." First, of the 302 dissertations conducted from 1988 through 1997, 156 (about 51.5%) were written at non-Catholic universities, with 106 of these authored at state-supported, public institutions. Second, only two focused on aspects of technology. Thirty- nine (approximately 13%) were published under the auspices of the Institute for Catholic Educational Leadership of The University of San Francisco, where Sister Mary Peter Traviss, 0.P., has been a leader in research conducted on Catholic education for some years. Chronologically, the publication rate of dissertations has not varied much by year, ranging from 27 to 36, with the exception of 1992 (a low of 19). Further breakdowns reveal that Administration, Leadership, Principals, Supervision (ALPS) leads the categories with 40, followed closely by History with 35, and at some distance by Religion, Faith, Morality, Values (RFMV) with 25 and Diversity with 23. Finally, a caveat. The placing of dissertations in certain categories sometimes involved more than a little judgment. For instance, a dissertation on the challenges of faith leadership involving the lay elementary urban principalship in the history of Catholic schooling could have been placed in ALPS, Diversity, Elementary Educa- tion, History, or RFMV. The compiler hopes that the publication of this data will prove helpful to students seeking fruitful studies on Catholic schooling, to their advisors, and to the cause of Catholic schools, which serve both the Church and the nation. He acknowledges with gratitude the support of the National Catholic Educational Association, without which this document could not have been produced. NOTE: The following summaries are derived directly from the authors' abstracts of their dissertations, taken from Dissertation Abstracts International, UMI databases. 7 vi ADMINISTRATION, LEADERSHIP, PRINCIPALS, SUPERVISION Anastasio, Patricia Ann. "The Recruitment, Selection and Preparation of Catholic School Principals in Six Dioceses in the United States." Ed.D., Fordham University, 1996. Sought to understand how dioceses have assumed responsibility of recruiting, selecting, and preparing prin- cipals from the laity. Also attempted to understand how dioceses are responding to goals of 1991 National Con- gress on Catholic Schools for the 21st Century. Sought further to understand how sensitive dioceses are to emerg- ing understandings of lay leadership and spirituality. Six dioceses selected; case study method utilized. Results revealed that over one half of the dioceses in U.S. have recruitment programs andmore than two thirds have selection and preparation programs. Findings further suggested that dioceses relyon local colleges and universi- ties to impart theoretical, while they prepare personnel in technical areas particular to theirown diocese. Revealed further that diocesan directors perceive no distinction in leadership and spirituality exercised by laity; thatpro- grams are strengthened when dioceses collaborate with other dioceses, with pastors and search committees, and with colleges and universities; and that diocesan programs incorporate principles and elements of similarpro- grams in public education. Byrd, Pamela Ann. "Job Satisfaction of Catholic School and Public School Principals in Arkansas." Ed.D., University of Arkansas, 1997. Twofold purpose to: 1) determine if there was a relationship between job satisfaction of Catholic school principals in the Diocese of Little Rock and job factor variables and 2) determine if therewas a relationship between job satisfaction of public school principals in Arkansas and job factor variables. Questionnaire with accompanying letter explaining purpose of study given to the 35 principals in Catholic schools of Little Rock Diocese and 35 public school principals. Number Crunchers Statistical Software (NCSS) usedto conduct follow- ing tests: 1) Pearson Correlation; 2) Spearman Correlation; and 3) Cross Tabulation. Study found significant relationships between job satisfaction of Catholic school principals and job factor variables of number ofyears as principal and perceived support from their pastor. Similarly, study found significant relationship between job satisfaction and the job factor variable of superintendent support of
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