| Title: |
'It's More than Just Religion:' Teaching History in a Catholic School |
| Language: |
English |
| Authors: |
Fitzpatrick, Colleen |
| Source: |
Journal of Catholic Education. Spr 2019 22(1). |
| Availability: |
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 |
| Peer Reviewed: |
Y |
| Page Count: |
26 |
| Publication Date: |
2019 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Religious Education; Catholic Schools; History Instruction; Institutional Mission; Religious Factors; Identification (Psychology); Middle School Teachers; World History; Teacher Attitudes; Teaching Methods; Social Studies; Curriculum |
| ISSN: |
2164-0246 |
| 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. |
| Abstractor: |
ERIC |
| Entry Date: |
2019 |
| Accession Number: |
EJ1218339 |
| Database: |
ERIC |