Language, religion, and educational rights in Ontario, 1980‐1990

Lawton, Stephen B.; Leithwood, Kenneth

doi:10.1080/0268093910060208

Cited by 3 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Little research has been undertaken to explore its Catholic nature, with a few rare exceptions (Homes, 2008;Meaney, Rye, Wood, & Solovieva, 2009;Raphael, Wahlstrom, & McLean, 1988). What does exist tends to be historical and predominantly focuses on the struggle Catholic school systems have endured in gaining and maintaining public funding and recognition (Lawton & Leithwood, 1991;Peters, 1998;Shapiro, 1986;Zinga, 2008). Research that moves beyond historical review can be divided into two groups: (1) research on Catholic schools that does not find its way into mainstream research and academic publishing (Black, 2010;Kostoff, 2010;Mulligan, 2005Mulligan, , 1999; and (2) secular research that includes Catholic schools and teachers in studies but totally ignores the catholicity of their work (Brackenreed, 2008;De Wit, Karioja, & Rye, 2010;Eagles & Richardson, 1992;Killoran, 2002;Leroux, 1997;).…”

Section: Catholic Education In Ontario Canadamentioning

confidence: 99%

Administrator and Teachers' Perceptions of School Success in a Publicly Funded Catholic School in Ontario, Canada

Pollock

2013

JOCE

View full text Add to dashboard Cite

School success is a complex and abstract notion. Asking questions about what is meant by school success is important, since the ways in which educators and administrators define school success tends to guide their practice, and may have implications for current and future policy initiatives. This qualitative case study explores how one publicly funded Catholic school in Ontario, Canada, conceives of school success. First, a brief historical description of publicly funded Catholic schooling in Ontario is given, followed by a short introduction of the contemporary school success discourse. Next, the methodological approach is described, leading into a detailed account of the study's findings. Last, a comprehensive discussion follows around a particular publicly funded Catholic school's notions of success in their local context. This study pays particular attention to the question of whether or not narrow achievement priorities from the provincial government dominate local school discourse and practices.

show abstract

Section: Catholic Education In Ontario Canadamentioning

confidence: 99%

Administrator and Teachers' Perceptions of School Success in a Publicly Funded Catholic School in Ontario, Canada

Pollock

2013

JOCE

View full text Add to dashboard Cite

show abstract

“…This Protestant educational orientation was usually defined as one in which no specific religious doctrine would be fostered in the schools and no particular value stmcture advanced. Lawton and Leithwood (1991) speak of public school boards as those boards "into which the 'Protestant' school boards had evolved over the years " (p. 206). While the disappearance of Protestant schools within the public school system of Ontario was tacitly accepted by many and may have been openly welcomed by many more, the evolution to which Lawton and Leithwood refer clearly encompassed a change in the goveming stmcture of education in that province.…”

mentioning

confidence: 99%