Catholic Education: A Journal of Inquiry &amp; Practice: A Ten-Year Retrospective Review of Catholic Educational Research

Frabutt, James M.; Nuzzi, Ronald J; Hunt, Thomas C.; Solic, Margaret A.

doi:10.15365/joce.1104032013

Cited by 3 publications

(4 citation statements)

References 16 publications

(12 reference statements)

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“…Based on the content and primary focus of the source, each entry was assigned up to three topic codes. A list of topical codes, derived from an earlier review of 10 years of Catholic educational research (Frabutt, Nuzzi, Hunt, & Solic, 2008), guided this portion of the coding process. Topics-more than 90 possible in all-ranged from adolescence and Australia to violence and women's studies.…”

Section: Eligibility Assessment and Codingmentioning

confidence: 99%

What are they Saying about Catholic Schools? Discourse on PK-12 Catholic Education, 2005 to 2010

Frabutt

Holter

Nuzzi

2013

Journal of Research on Christian Education

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Section: Eligibility Assessment and Codingmentioning

confidence: 99%

What are they Saying about Catholic Schools? Discourse on PK-12 Catholic Education, 2005 to 2010

Frabutt

Holter

Nuzzi

2013

Journal of Research on Christian Education

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“…These directives reverberate through every aspect of Catholic higher education, and since its release the range of stakeholders from boards of trustees, college presidents, chief academic officers, faculty, students, and, more specifically, the faculty teaching religion and theology in U.S. colleges have discussed what Ex corde Ecclesiae means to their respective colleges (Langan, 1993 versities, 2003;Estanek et al, 2006;Frabutt, Nuzzi, Hunt, & Solic, 2008;Gray & Cidade, 2010). For example, colleges reexamined their mission statements, student academic outcomes, student life activities, co-curricular activities, hiring practices of both staff and faculty, and, probably the most controversial, the preparation and practice of theology faculty.…”

Section: Catholic Identitymentioning

confidence: 99%

Nature and Extent of Catholic Identity Communicated through Official Websites of U.S. Catholic Colleges and Universities

Gambescia¹,

Paolucci²

2011

JOCE

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“…In summary, this study is unique because it examines the stability of self-concept for the time interval between elementary school and junior high school specifically for students in Catholic schools that contain students from kindergarten through eighth grade. There have been few longitudinal studies of the effects of Catholic education (Frabutt, Nuzzi, Hunt, & Solic, 2008) and even fewer studies that begin when the students are in elementary school. Most of the longitudinal studies have been national studies and have focused on outcomes in and after high school.…”

Section: Importance Ratings and Self-conceptmentioning

confidence: 99%

“…As others have called for (Frabutt et al, 2008), more longitudinal studies of Catholic school children are needed. These studies need to examine not just the outcomes but the day-to-day functioning of Catholic school children while they are in school as well as their parents' and teachers' perceptions.…”

Section: Future Directionsmentioning

confidence: 99%

The Stability of Self-Concept between Elementary and Junior High School in Catholic School Children

Scott¹,

Barona²

2011

JOCE

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Researchers have found that self-concept in students fluctuates during times of change, such as the physical transition between elementary school and junior high. Since Catholic school students typically do not have the physical transition or social network changes in junior high, it was hypothesized that their self-concepts would not fluctuate. One hundred ninety-five ethnically diverse Catholic school students rated how they think and feel about their general, self-image, academic, and social self-concepts, as well as how important each item was to their self-concept. Students were initially in fourth, fifth, and sixth grade and subsequently in sixth, seventh, and eighth grade at the time of the longitudinal study. Overall, the results indicated that ratings of self-concept and the importance of the items remained stable between elementary and junior high school and for students of varying ethnicities. The results are compared to the findings from other studies. The lack of a physical transition and social network changes from elementary school to junior high may assist students from developing significantly lower self-concept in junior high, especially in academic and social self-concept. E ducational, developmental, and social psychologists have been interested in self-concept over the last 5 decades. Researchers have found that self-concept is relatively and possibly increasingly stable, but fluctuates during times of change, such as the transition between elementary and junior high school and between junior high and high school (Harter, 2006). Few studies have examined the importance students place on the self-concept domains and ethnic differences in self-concept amongst elementary or junior high students. Therefore, the purpose of this study is to examine if self-concept and the importance students place on domains of self-concept change in Catholic school children who do not have to make a physical transition to junior high and to examine if there are differences in self-concept as reported

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Catholic Education: A Journal of Inquiry & Practice: A Ten-Year Retrospective Review of Catholic Educational Research

Cited by 3 publications

References 16 publications

What are they Saying about Catholic Schools? Discourse on PK-12 Catholic Education, 2005 to 2010

What are they Saying about Catholic Schools? Discourse on PK-12 Catholic Education, 2005 to 2010

Nature and Extent of Catholic Identity Communicated through Official Websites of U.S. Catholic Colleges and Universities

The Stability of Self-Concept between Elementary and Junior High School in Catholic School Children

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