"It's More than Just Religion:" Teaching History in a Catholic School

Autor/in	Fitzpatrick, Colleen
Titel	"It's More than Just Religion:" Teaching History in a Catholic School
Quelle	In: Journal of Catholic Education, 22 (2019) 1, Artikel 22 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Religious Education; Catholic Schools; History Instruction; Institutional Mission; Religious Factors; Identification (Psychology); Middle School Teachers; World History; Teacher Attitudes; Teaching Methods; Social Studies; Curriculum + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Katholische Schule; History lessons; Geschichtsunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Weltgeschichte; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; Curricula; Lehrplan; Rahmenplan
Abstract	Research in Catholic schools has focused on how the promotion of Catholic identity influences the leadership of the school (Wallace, 2000; Scanlan, 2011) and how the leadership of the school influences the Catholic identity of the school (Fuller & Johnson, 2014), but little attention has been given to how this purpose influences the classroom and pedagogical decisions of teachers in any subject. History classrooms provide an interesting lens for exploring how Catholic identity is incorporated into content of the class because of the interconnectedness of religion and history. History is potentially the content area that students would most likely interact with issues relating to religion and Catholicism, outside of their religion course. This study examines the day-to-day instructional choices of one history teacher in a Catholic School setting and explores how these decisions relate to the expressed purpose of the mission of Catholic schools. The question is important because of the connection between religion and history and whether (and how) teachers enact the purpose of Catholic identity has the most immediate and significant impact on students. (ERIC).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01