The teacher as moral educator: comparative study of secondary teachers in Catholic schools in Australia and Ireland
Tài liệu tham khảo
Abbott, 2009
ACARA, Australian Curriculum, Assessment and Reporting Authority, 2012
Aspin, 2007, The ontology of values and values education, 27
Australian Catholic Bishops Conference, 2013
Australian Government, 2005
BCE, Brisbane Catholic Education, 2008
Boeve, 2012, Religious education in a post-secular and post-Christian context, Journal of Beliefs & Values: Studies in Religion & Education, 33, 143, 10.1080/13617672.2012.694058
Brady, 2011, Teacher values and relationship: factors in values education, Australian Journal of Teacher Education, 36, 56, 10.14221/ajte.2011v36n2.5
Breen, 2011, The rise of secularism and the decline of religiosity in Ireland: the pattern of religious change in Europe, The International Journal of Religion and Spirituality in Society, 1, 195, 10.18848/2154-8633/CGP/v01i02/51157
Brien, 2010, Charism: promise and possibility (part 1), Journal of Religious Education, 58, 3
Brien, 2011, Charism: promise and possibility (Part 2), Journal of Religious Education, 59, 4
Brown, 2007, A vision splendid? the national initiative in values education for Australian schooling, 217
Bullough, 2011, Ethical and moral matters in teaching and teacher education, Teaching and Teacher Education, 27, 21, 10.1016/j.tate.2010.09.007
Byrne, 2010
Campbell, 2003
Campbell, 2008, The ethics of teaching as a moral profession, Curriculum Inquiry, 38, 357, 10.1111/j.1467-873X.2008.00414.x
Catechism of the Catholic Church, 1994
CEB, Curriculum and Examinations Board, 1984
Clement, 2010, Student wellbeing at school: the actualization of values in education, 37
Cochran-Smith, 1999, Learning to teach for social justice, 114
Cohen, 2011
Congregation for Catholic Education, 1998
Congregation of Catholic Education, 2014
Conway, 2009
Cook, 2011, The charism of 21st-century catholic schools: building a culture of relationships, Catholic Education: A Journal of Inquiry and Practice, 14, 318
Coolahan, 2014, The shaping of Ireland's faith-based school system and contemporary challenges to it
Coolahan, 2012
Cornbleth, 1990
Crabb, 2009, Invoking religion in Australian politics, Australian Journal of Political Science, 44, 259, 10.1080/10361140902862784
Creswell, 1994
Cummings, 2007, Moral reasoning of in-service and pre-service teachers: a review of the research, Journal of Moral Education, 36, 67, 10.1080/03057240601185471
Cummings, 2010, Moral reasoning of education students: the effects of direct instruction in moral development theory and participation in moral dilemma discussion, Teachers College Record, 112, 621, 10.1177/016146811011200305
Department of Education, 1967
DES, Department of Education and Science, 1997
DES, Department of Education and Skills, 2005
DES, Department of Education and Skills, 2012
Dewey, 1916
Dewey, 1938
Dowling, 2009
Dumas, 2014, Qualitative research as policy knowledge: framing policy problems and transforming education from the ground up, Qualitative Inquiry, Education policy analysis archives, 22, 34
Dunne, 2006, The Catholic school, the democratic state and civil society: exploring the tensions, 190
FitzGerald, 2007, Civic republicanism: vision and values in 21st century Ireland. Le Chéile, Journal of the National Association of Principals and Deputy Principals, 1, 29
Fuller, 2002
Fuller, 2005, Religion, politics and socio-cultural change in Twentieth-century Ireland, The European Legacy, 10, 41, 10.1080/1084877052000321976
Gilleece, 2009
Gleeson, 2004, Cultural and political contexts of Irish post-primary curriculum: influences, interests and issues, 101
Gleeson, 2008, The influence of school and policy contexts on the implementation of CSPE, 74
Gleeson, 2015, Critical challenges and dilemmas for Catholic education leadership internationally, International Studies in Catholic Education, 7, 145, 10.1080/19422539.2015.1072955
Gleeson, 2009, Strategic planning and accountability in Irish education: strategy statements and the adoption and use of performance indicators, Irish Education Studies, 28, 27, 10.1080/03323310802597291
Gleeson, 2015
Government of Ireland, 1998
Grace, 2010, Renewing spiritual capital: an urgent priority for the future of Catholic education internationally, International Studies in Catholic Education, 2, 117, 10.1080/19422539.2010.504017
Grace, 2013, Catholic social teaching should permeate the Catholic secondary school curriculum an agenda for reform, International Studies in Catholic Education, 5, 99, 10.1080/19422539.2012.754591
Halstead, 2005, Muslims in the UK and education, 101
Halstead, 2014, Values and values education: challenges to faith schools, 65
Hansen, 1999, Conceptions of teaching and their consequences, 91
Hansen, 2001
Hargreaves, 1996, Teachers' professional lives: aspirations and actualities, 1
Hewer, 2001, Schools for Muslims, Oxford Review of Education, 27, 515, 10.1080/03054980120086211
Hitchcock, 1989
Husu, 2007, Developing whole school pedagogical values – a case of going through the ethos of ‘‘good schooling’’, Teaching and Teacher Education, 23, 390, 10.1016/j.tate.2006.12.015
Hyland, 1993
Hyland, 2011, Entry to higher education in Ireland in the 21st Century
Inglis, 2007, Catholic identity in contemporary Ireland: belief and belonging to tradition, Journal of Contemporary Religion, 22, 205, 10.1080/13537900701331064
Johnson, 2002
Johnson, 2010, The impact of social interdependence on values education and student wellbeing, 825
Kane, 1996, The power of paradigms: social science and intellectual contributions to public discourse in Ireland
Kellaghan, 2005
Lane, 2006, Challenges facing Catholic education in Ireland, 111
Lee, 1989
Lee, 1997
Lewins, 2008, Computer assisted qualitative data analysis (CAQDAS), 394
Lewis, 2009, Redefining qualitative methods: believability in the fifth moment, International Journal of Qualitative Methods, 8, 1, 10.1177/160940690900800201
Lingard, 2010, Policy borrowing, policy learning: testing times in Australian schooling, Critical Studies in Education, 51, 129, 10.1080/17508481003731026
Lovat, 2008, Quality teaching and values education: coalescing for effective learning, Journal of Moral Education, 37, 1, 10.1080/03057240701803643
Lovat, 2014, So who has the values? Challenges for faith-based schools in an era of values pedagogy’, 567
Lumpkin, 2008, Teachers as role models teaching character and moral virtues, Journal of Physical Education, Recreation & Dance, 79, 45, 10.1080/07303084.2008.10598134
Lunn, 2011
Lydon, 2009, Transmission of the charism: a major challenge for Catholic education, International Studies in Catholic Education, 1, 42, 10.1080/19422530802605481
Lynch, 1987, Dominant ideologies in Irish educational thought: consensualism, essentialism and meritocratic individualism, The Irish Economic and Social Review, 18, 110
Lynch, 1989
Lynch, 2012
Maddox, 2014
Mahony, 2009, Should ‘ought’ be taught?, Teaching and Teacher Education, 25, 983, 10.1016/j.tate.2009.04.006
McCormack, 2010, An examination of pre-service teachers' attitudes towards the inclusion of development education into post-primary schools, Teaching and Teacher Education, 26, 1332, 10.1016/j.tate.2010.02.008
MCEECDYA, Ministerial Council on Education, Employment, Training & Youth Affairs, 2008
Miles, 1994
Murphy, 2009
Narvaez, 2013, The future of research in moral development and education, Journal of Moral Education, 42, 1, 10.1080/03057240.2012.757102
NCCA, National Council for Curriculum and Assessment, 1997
Noddings, 1997, A morally defensible mission for schools in the 21st century, 27
Noddings, 1997, Thinking about standards, Phi Delta Kappan, 79, 184
O'Toole, 2009
OECD, Organisation for Economic Co-operation and Development, 1991
OECD, Organisation for Economic Co-operation and Development, 2010
OECD, Organisation for Economic Co-operation and Development, 2014
Osguthorpe, 2008, On the reasons we want teachers of good disposition and moral character, Journal of Teacher Education, 59, 288, 10.1177/0022487108321377
van Oudenhoven, 2008
O'Donoghue, 1999
O'Donoghue, 2004
O'Donoghue, 2008, God's antipodean teaching force: an historical exposition on Catholic teaching religious in Australia, Teaching and Teacher Education, 24, 180, 10.1016/j.tate.2006.10.011
O'Flaherty, 2014, Longitudinal study of levels of moral reasoning of undergraduate students in an Irish university: the influence of contextual factors, Irish Educational Studies, 33, 57, 10.1080/03323315.2013.874544
O'Mahony, 2011
O'Sullivan, 2005
Parker-Jenkins, 2013, No longer ‘Catholic, White and Gaelic’: schools in Ireland coming to terms with cultural diversity, Irish Educational Studies, 32, 477, 10.1080/03323315.2013.851438
Perry, 2014, Access to academic curriculum in Australian secondary schools: a case study of a highly marketised education system, Journal of Education Policy, 29, 467, 10.1080/02680939.2013.846414
Pollefeyt, 2010, Framing the identity of Catholic schools: empirical methodology for quantitative research on the Catholic identity of an education institute, International Studies in Catholic Education, 2, 193, 10.1080/19422539.2010.504034
Prendergast, 2003, Time to begin anew, 11
Pring, 2001, Education as a moral practice, Journal of Moral Education, 30, 101, 10.1080/03057240120061360
Proctor, 2015, Heresy and orthodoxy in contemporary schooling: Australian education policy and global neo-liberal reform, 1
Queensland College of Teachers, 2006
Reynolds, 2006, Trusteeships of schools: some perspectives, 47
Rossiter, 2013, Perspective on the use of the construct ‘Catholic identity’ for Australian Catholic schooling. Part 1: the sociological background and the literature, Journal of Religious Education, 61, 1
Rowley, 2002, Using case studies in research, Management Research News, 25, 16, 10.1108/01409170210782990
Sahlberg, 2007, Education policies for raising student learning: the Finnish approach, Journal of Education Policy, 22, 147, 10.1080/02680930601158919
Sanderse, 2013, The meaning of role modelling in moral and character education, Journal of Moral Education, 42, 28, 10.1080/03057240.2012.690727
Sanderse, 2015, Developing the whole child in an age of academic measurement: can this be done according to U.K. teachers?, Teaching and Teacher Education, 47, 195, 10.1016/j.tate.2015.01.010
Sanger, 2011, Teacher education, preservice teacher beliefs, and the moral work of teaching, Teaching and Teacher Education, 27, 569, 10.1016/j.tate.2010.10.011
Sanger, 2013, Modelling as moral education: documenting, analyzing, and addressing a central belief of preservice teachers, Teaching and Teacher Education, 29, 167, 10.1016/j.tate.2012.08.002
Scanlan, 2008, The grammar of Catholic schooling and radically “Catholic” schools, Journal of Catholic Education, 12, 10.15365/joce.1201032013
Scottish Executive, 2006
Sennett, 1998
Sexton, 2007, Evaluating teaching as a profession/implications of a research study for the work of the Teaching Council, Irish Educational Studies, 26, 79, 10.1080/03323310601125310
Skilbeck, 2004
Sockett, 2008, The moral and epistemic purposes of teacher education. Enduring questions in changing contexts, 45
Teaching Council of Ireland, 2012
Thornberg, 2013, Teachers' views on values education: a qualitative study in Sweden and Turkey, International Journal of Educational Research, 59, 49, 10.1016/j.ijer.2013.03.005
Tuohy, 2006, Issues in Catholic education in Ireland, 20
Tuohy, 2008, Catholic schools: schools for Catholics?, Studies: An Irish Quarterly Review, 97, 125
Tuohy, 2013
Van Veen, 2001, Professional orientations of secondary school teachers towards their work, Teaching and Teacher Education, 17, 175, 10.1016/S0742-051X(00)00050-0
Walford, 2002, Classification and framing of the curriculum in evangelical christian and muslim schools in England and The Netherlands, Educational Studies, 28, 403, 10.1080/0305569022000042417
White, 2004, Should religious education be a compulsory school subject?, British Journal of Religious Education, 26, 151, 10.1080/01416200420042000181929
Wilkinson, 2013