1,721,045 research outputs found
Superintendent and Stakeholder Perceptions Regarding Catholic Superintendents' Role as Cataylst for Improving Catholic School Sustainability
No full textThis paper explores the perceived role of the Catholic School superintendent as catalyst for improving the sustainability of Catholic education. On a national level, Catholic education has been in a state of decline since 1965, experiencing a 60% enrollment loss and closing nearly half of all schools (McDonald & Shultz, 2014). Little research has been conducted on the role of Catholic school superintendents. The role is one that predominantly serves schools in an advisory capacity, with little authority afforded to the superintendent to drive necessary change. Contrary to national averages, some Catholic dioceses are realizing enrollment gains and new models of operation that are leading to improved sustainability of Catholic education. This paper studies two dioceses that began experiencing such success upon the arrival of new superintendent leadership. The study finds that the superintendents inspired stakeholders around an exciting vision of growth. Capacity building in the diocesan central office, new strategic initiatives, improved philanthropic support, and communication were all crucial attributes to turning the vision into action. Outcomes of these efforts included enrollment gains and an improved sense of systemness or collaboration among the schools in the dioceses.|Keywords: Catholic school, superintendent, Catholic school sustainability, Catholic school leadershipProQuest Traditional Publishing Optio
Slattery, Patrick, Curriculum Development in the Postmodern Era. Hamden, CT: Garland, 1995. 2nd ed., Routledge, 2006.
No full textPresents a postmodern conception of curriculum which is framed in a wide range of analyses of philosophical, historical, social, ecological, critical, multicultural, phenomenological, and curricular thought. 2nd edition adds much new material
Slattery, Patrick A Postmodern Vision of Time and Learning: A Response to the National Education Commission Report, Prisoners of Time, Harvard Educational Review, 65(WInter, 1995), 612-633.*
No full textCritiques the view of time in curriculum as something to be restructured more efficiently in favor of a view of time as something infused with meaning and grounded in the present, cosmic, and quantum in its qualitites, integrated with self and place
Slattery, Patrick, Committing to Critical Inquiry: Curriculum Studies and Social Consequences of Value, Journal of Critical Inquiry into Curriculum and Instruction, 3(Spring, 2001), 43-45.
No full textUrges curriculum scholars to speak and write with a critical prophetic voice; gives examples--Huebner and others
Slattery, Patrick, and Dana Rapp, Ethics and the Foundations of Education: Teaching Convictions in a Postmodern World. Boston: Allyn & Bacon, 2003.
No full textAddresses from critical, activist, and postmodern perspectives several particular examples of ethical, hermeneutic, aesthetic, theological, and ecological issues facing curriculum and takes a stand on them
Slattery, Patrick, Postmodernism as a Challenge to Dominant Representations of Curriculum, pp. 132-151 in Jeffrey Glanz and Linda S. Behar-Horenstein, eds., Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Wesport, CT: Bergin & Garvey, 2000.
No full textExplains and argues for a postmodern paradigm for curriculum scholarship and offers implications
Slattery, Patrick, Toward an Eschatological Curriculum Theory, JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring, 1992), 7-21. Reprinted pp. 278-288 in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999.
No full textAdvocates a curriculum focused on an eschatological theology of hope
Slattery, Patrick, Hermenuetics, Subjectivity, and Aesthetics: Internationalizing the Interpretive Process in U. S. Curriculum Research, pp. 651-665 in William F. Pinar, ed., International Handbook of Curriculum Research. Mahwah, NJ: Lawrence Erlbaum, 2003.
No full textDiscusses six approaches to hermenuetics and proposes a postmodern hermenuetics of subjectivity and aesthetics
Slattery, Patrick, and Kevin Daigle, Curriculum as a Place of Turmoil: Deconstructing the Anguish in Walker Percy\u27s \u27Feliciana\u27 and Ernest Gaines\u27 \u27Pointe Coupee\u27, Curriculum Inquiry, 24(Winter, 1994), 437-461.
No full textTreats place and context in literary works as curriculum content
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