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Br Marcellin Flynn’sBr Marcellin Flynn’s
Catholic Schools Catholic Schools
1972-20001972-2000A Longitudinal PerspectiveA Longitudinal Perspective
A resource prepared by the Catholic Education Commission, NSWA resource prepared by the Catholic Education Commission, NSW
Catholic Schools 1972-2000 A Catholic Schools 1972-2000 A Longitudinal PerspectiveLongitudinal Perspective
Students’ practice of the Faith in terms of Mass and Students’ practice of the Faith in terms of Mass and the Sacramentsthe Sacraments
Impact of the schools on studentsImpact of the schools on students Factors determining the effects of Catholic schools Factors determining the effects of Catholic schools
on studentson students The quality of school life in Catholic schoolsThe quality of school life in Catholic schools
Key concernsKey concerns
Catholic Schools 1972-2000 A Catholic Schools 1972-2000 A Longitudinal PerspectiveLongitudinal Perspective
The studies reflect the perspectives of the time and the The studies reflect the perspectives of the time and the particular concerns of the Church and Catholic educatorsparticular concerns of the Church and Catholic educators
1972: Do we need the schools now?1972: Do we need the schools now? 1978: A rationale for the schools.1978: A rationale for the schools. 1985: How good are the schools?1985: How good are the schools? 1993: Culture explains why the schools are so effective.1993: Culture explains why the schools are so effective. 2000: The continuing importance of the schools2000: The continuing importance of the schools
OverviewOverview
Catholic Schools 1972-2000Catholic Schools 1972-2000
• 1972: Catholic schools struggled for credibility which the 1972: Catholic schools struggled for credibility which the
Church enjoyed Church enjoyed
• 1972-present: Support for the schools financially and 1972-present: Support for the schools financially and
politically allowed them to expand beyond congregational politically allowed them to expand beyond congregational
modelsmodels
• Catholic schools are broadly accepted for contribution to Catholic schools are broadly accepted for contribution to
AustraliaAustralia
• Now, the Church struggles for credibility which Catholic Now, the Church struggles for credibility which Catholic
schools enjoyschools enjoy
Historical perspectiveHistorical perspective
Catholic Schools 1972-2000Catholic Schools 1972-2000
A story of the struggle of the people A story of the struggle of the people of God to educate their children to of God to educate their children to
live their lives according to the live their lives according to the GospelGospel
Historical summaryHistorical summary
1972: 1972: Some Catholic Schools in Some Catholic Schools in ActionAction
A sociologically defensible reason for A sociologically defensible reason for the schoolsthe schools
Catholic schools effective witnesses Catholic schools effective witnesses to the Wordto the Word
Social structure of the Catholic Social structure of the Catholic school supports Faith dimensionschool supports Faith dimension
Effective Faith transmission needs a Effective Faith transmission needs a supportive Christian communitysupportive Christian community
Aim and findingsAim and findings
1978: 1978: Catholic schools and the Catholic schools and the Communication of FaithCommunication of Faith
Articulated a relationship Articulated a relationship between faith in God and between faith in God and work of Catholic schools.work of Catholic schools.
Provided rationale and Provided rationale and theory for Catholic schoolstheory for Catholic schools
PurposePurpose
1985: 1985: The Effectiveness of The Effectiveness of Catholic SchoolsCatholic Schools
A status for Catholic schools in A status for Catholic schools in AustraliaAustralia
Effective Catholic schools have Effective Catholic schools have outstanding social climatesoutstanding social climates
Catholic identity of the schools crucialCatholic identity of the schools crucial Teachers central to good schoolsTeachers central to good schools Both R.E. and climate advance Both R.E. and climate advance
religious purposes of Catholic religious purposes of Catholic schools schools
FindingsFindings
1993: 1993: The Culture of Catholic The Culture of Catholic SchoolsSchools
Culture is pervasive Culture is pervasive Religious and academic influenceReligious and academic influence Partnership with parentsPartnership with parents Committed Catholic teachers vital Committed Catholic teachers vital
to effectivenessto effectiveness Students positive about their Students positive about their
schools and teachersschools and teachers Students ambivalent about Church Students ambivalent about Church
structures and some teachingsstructures and some teachings
FindingsFindings
1998: 1998: Catholic Schools 2000Catholic Schools 2000
Follow-up and development of research Follow-up and development of research conducted 1972- 1990.conducted 1972- 1990.
8,310 Year 12 students. 8,310 Year 12 students. Study provides insight into the lives of Study provides insight into the lives of
Year 12 students and teachers across Year 12 students and teachers across NSW and ACT in 1998.NSW and ACT in 1998.
Monitors changes in schools over a 26-Monitors changes in schools over a 26-year period.year period.
Br MarcellinBr Marcellin and and Dr Magdalena Mok Dr Magdalena Mok co-workers and authorsco-workers and authors
Design of the StudyDesign of the Study
1998: 1998: Catholic Schools 2000Catholic Schools 2000
1. The characteristics, home background, life-goals and values of 1. The characteristics, home background, life-goals and values of
Year 12 students and teachers? Year 12 students and teachers?
2. Students’ and teachers’ expectations of Catholic schools? 2. Students’ and teachers’ expectations of Catholic schools?
3. Quality of school life in Catholic schools? 3. Quality of school life in Catholic schools?
4. Level of religious development of Year 12 students? 4. Level of religious development of Year 12 students?
5. Students’ and teachers’ experiences of the quality of school life 5. Students’ and teachers’ experiences of the quality of school life
in Catholic schools?in Catholic schools?
Research QuestionsResearch Questions
1998: 1998: Catholic Schools 2000Catholic Schools 2000
6. Students’ attitudes towards the educational dimension of Catholic 6. Students’ attitudes towards the educational dimension of Catholic
schools? schools?
7. Students’ and teachers’ experiences of daily life in the classrooms 7. Students’ and teachers’ experiences of daily life in the classrooms
of Catholic schools? of Catholic schools?
8. Religious Education in Catholic schools? 8. Religious Education in Catholic schools?
9. Conclusions and implications can be drawn from this research? 9. Conclusions and implications can be drawn from this research?
10. Recommendations for Catholic schools in the Third Millennium?10. Recommendations for Catholic schools in the Third Millennium?
Research Questions Research Questions (continued)(continued)
1998: 1998: Catholic Schools 2000Catholic Schools 2000
Sample of Year 12 students from 70 Catholic High Schools in NSW Sample of Year 12 students from 70 Catholic High Schools in NSW and ACT :and ACT :
Criterion 1: Comparisons across the years 1972-1982-1990-1998 Criterion 1: Comparisons across the years 1972-1982-1990-1998 should be possibleshould be possible
Criterion 2: Each Diocese of NSW and each Region of the Criterion 2: Each Diocese of NSW and each Region of the Archdiocese of Sydney represented by roughly equal numbersArchdiocese of Sydney represented by roughly equal numbers
Criterion 3: Representative of boys, co-ed and girls students and Criterion 3: Representative of boys, co-ed and girls students and schoolsschools
SampleSample
1998: 1998: Catholic Schools 2000Catholic Schools 2000SampleSample
1998: 1998: Catholic Schools 2000Catholic Schools 2000MethodologyMethodology::
AnalysisAnalysis• Multilevel analysis of data with a nested structure. This Multilevel analysis of data with a nested structure. This involves methods that explain each student’s response to an involves methods that explain each student’s response to an item in terms of item in terms of two sources of two sources of variationvariation: school culture : school culture and and thethe student student..
Instruments Instruments • Students' Questionnaire (Part 1)Students' Questionnaire (Part 1)• Students' Questionnaire (Part 2)Students' Questionnaire (Part 2)• Staff QuestionnaireStaff Questionnaire
1998: 1998: Catholic Schools 2000Catholic Schools 2000Findings: Year 12 Students’ attitudesFindings: Year 12 Students’ attitudes
• Percentage of Catholics in Year 12 classes is 78% and “no Percentage of Catholics in Year 12 classes is 78% and “no
religion” is 6%religion” is 6%
• Increase in students who considered religion to be “very Increase in students who considered religion to be “very
important”important”
• Decline in celebration of the EucharistDecline in celebration of the Eucharist
• Decline in student moraleDecline in student morale
• Discipline not a major issueDiscipline not a major issue
• Student/teacher relationships appear soundStudent/teacher relationships appear sound
1998: 1998: Catholic Schools 2000Catholic Schools 2000
Findings: Students’ highest expectationsFindings: Students’ highest expectations
• Prepare students for the HSC as well as possible (92%)Prepare students for the HSC as well as possible (92%)
• Prepare students for future careers (91%)Prepare students for future careers (91%)
• Offer a wide range of learning experiences (89%)Offer a wide range of learning experiences (89%)
• Teach students things important for them in their future careers (88%)Teach students things important for them in their future careers (88%)
• Prepare students for future employment (88%)Prepare students for future employment (88%)
• Develop students’ knowledge and skills (87%)Develop students’ knowledge and skills (87%)
• Assist students to perform well in their schoolwork (87%)Assist students to perform well in their schoolwork (87%)
• Develop students’ skills that will enable them to get a good job (86%)Develop students’ skills that will enable them to get a good job (86%)
1998: 1998: Catholic Schools 2000Catholic Schools 2000Findings: Students’ highest expectations 1998Findings: Students’ highest expectations 1998
1998: 1998: Catholic Schools 2000Catholic Schools 2000Findings: Teachers’ ExpectationsFindings: Teachers’ Expectations
• Atmosphere of Christian community where people Atmosphere of Christian community where people are concerned for one anotherare concerned for one another
• Develop Christian values in students’ livesDevelop Christian values in students’ lives
• Academic developmentAcademic development
• Balance of all dimensions of human and religious Balance of all dimensions of human and religious development as the best preparation for students’ development as the best preparation for students’ later lives.later lives.
1998: 1998: Catholic Schools 2000Catholic Schools 2000Findings: Quality of school life, students and Findings: Quality of school life, students and
staffstaff• Quality of school life impressive Quality of school life impressive
• Staff appreciate sense of communityStaff appreciate sense of community
• Student alienation not a cause of concern Student alienation not a cause of concern
• Sources of stress are teachers’ workloads, student Sources of stress are teachers’ workloads, student
discipline issues and secularisationdiscipline issues and secularisation
• Students’ quality of school life is partly determined by Students’ quality of school life is partly determined by
home backgroundhome background
1998: 1998: Catholic Schools 2000Catholic Schools 2000Findings: Students’ faith and practiceFindings: Students’ faith and practice
• Mass attendance is less regular and consistent Mass attendance is less regular and consistent
• Reconciliation is little usedReconciliation is little used
• Personal prayer is less regularPersonal prayer is less regular
• Belief in God is highBelief in God is high
• Christ’s reality in student’s lives has increasedChrist’s reality in student’s lives has increased
• Christological doctrinal positions are less acceptedChristological doctrinal positions are less accepted
• Students very negative about compulsory R.E. in Year 12.Students very negative about compulsory R.E. in Year 12.
• Retreats are becoming less popularRetreats are becoming less popular
Catholic Schools 1972-2000: A Catholic Schools 1972-2000: A longitudinal perspectivelongitudinal perspective
• Students consistently value Catholic schoolsStudents consistently value Catholic schools
• Students’ satisfaction with school is sound and Students’ satisfaction with school is sound and
little changedlittle changed
• Student attitudes towards discipline more positiveStudent attitudes towards discipline more positive
• Student mass attendance has declinedStudent mass attendance has declined
• Student personal prayer has declinedStudent personal prayer has declined
• Students’ religious development increasingly Students’ religious development increasingly
influenced by parents and peersinfluenced by parents and peers
Catholic Schools 1972-2000: Some Catholic Schools 1972-2000: Some points for discussion from the studiespoints for discussion from the studies
• Why are the schools respected by parents and Why are the schools respected by parents and
students? students?
• What is the nature of student religious practice What is the nature of student religious practice
and belief?and belief?
• What is the nature and causes of student What is the nature and causes of student
disenchantment with the institutional Church?disenchantment with the institutional Church?
• What is the benefit to students of making R.E. What is the benefit to students of making R.E.
compulsory in Year 12?compulsory in Year 12?
Catholic Schools 1972-2000: Some Catholic Schools 1972-2000: Some issues for reflection from the studiesissues for reflection from the studies
• Decline or transformation?Decline or transformation?
• Less institutional Faith, more personal FaithLess institutional Faith, more personal Faith
• Cultural changes of our timeCultural changes of our time
• Less authority, more personal integrityLess authority, more personal integrity
• Schools as preservers of the “chain of memory” Schools as preservers of the “chain of memory”
for the people of Godfor the people of God
• Others…?Others…?
Catholic Schools: towards the futureCatholic Schools: towards the future
……. with hope and the Good News!. with hope and the Good News!