Response to Student Literacy Needs at Mother of Sorrows Catholic School

Beltramo, Jennifer A.

doi:10.15365/joce.1502102013

Cited by 2 publications

(3 citation statements)

References 12 publications

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“…Thus, the staffing required at each school was relatively small: one principal, one teacher-AP, and nine full-time classroom teachers. Like many of the Catholic schools in the surrounding area (e.g., Beltramo, 2012), student achievement at Mustard Seed and Apostles remained lower than national averages. To begin addressing this problem and to better align its schools with national and state movements of standardization, the local Catholic diocese (or district) overseeing Apostles and Mustard Seed adopted a series of reforms aimed at improving instruction.…”

Section: Participants and Their Settingsmentioning

confidence: 79%

A Case of Teacher–Assistant Principals

Beltramo

2016

Journal of School Leadership

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Increasingly, teacher leaders are being asked to undertake administrative practices, particularly around instructional policy implementation. Yet little is known about this approach to teacher leadership in current educational contexts or how it may support teachers' work as boundary spanners between administration and faculty. This case study explores the duties and collegial interactions of two teacher-assistant principals (teacher-APs) and examines the challenges and resources activated through their professional endeavors. Findings suggest that the teacher-APs served as consiglieres, instructional leaders, and mediators between faculty and administration. This work positioned the participants as boundary spanners, who activated resources around policy alignment but also faced substantial challenges like ambiguity, overload, and instructional trade-offs.

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Section: Participants and Their Settingsmentioning

confidence: 79%

A Case of Teacher–Assistant Principals

Beltramo

2016

Journal of School Leadership

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“…Some studies investigated curricular, community-based, or organizational interventions and programs designed to enhance the experiences of stakeholder groups in current Catholic schools (Beltramo, 2012;Gibbs et al, 2009;Madden, 2017;Palomino-Bach & Fisher, 2017;Proehl et al, 2013;Rieckhoff, 2014;Scanlan, 2017;Suhy, 2012). As established in previous sections, urban Catholic educators are very aware their schools have not consistently provided stakeholders supportive or educative environments, particularly the low-income communities and communities of color these schools consider themselves mission-bound to serve.…”

Section: Categories Of Reform Efforts Designed To Sustain the Legacy Of Urban Catholic Schoolingmentioning

confidence: 99%

“…However, these studies were methodologically limited to particular local contexts that had already self-identified the need for the efforts being investigated. For example, Beltramo (2012), Madden (2017), Proehl et al (2013), and Suhy (2012) conducted action research within their own school communities to design more effective service delivery models for individualized student intervention, rigorous mathematics instruction, enhanced social-emotional support, and linguistically responsive parent engagement, respectively. These studies persuasively demonstrated the actions taken by the practitioner researchers conducting the studies enhanced the experiences of the stakeholder groups receiving the intervention, but their privileged position as school practitioners meant they were uniquely positioned to offer this support in this way.…”

Section: Categories Of Reform Efforts Designed To Sustain the Legacy Of Urban Catholic Schoolingmentioning

confidence: 99%

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

et al. 2021

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Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and students of color. In an era of declining Catholic school enrollments, urban Catholic school advocates have argued that urban Catholic school closures would deny these students one of the best educational opportunities available to them. However, there have been few attempts in recent years to synthesize research in, on, and about urban Catholic schools to see if the sector's historical legacy is still present. In this article, we systematically reviewed 80 recently published empirical research studies focused at some level on the effects, operations, and reforms currently present in urban Catholic education. We found that while positive effects of urban Catholic schools on student outcomes can still be identified, these effects are not consistently present in all urban Catholic schools and there is little evidence to suggest that the sector as a whole has enacted the social justice mission for which it is best known. In light of these findings, we conclude our review with suggestions for future research that connects urban Catholic schooling to contemporary issues present across all U.S. urban education.

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Response to Student Literacy Needs at Mother of Sorrows Catholic School

Cited by 2 publications

References 12 publications

A Case of Teacher–Assistant Principals

A Case of Teacher–Assistant Principals

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

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