Literaturnachweis - Detailanzeige
| Autor/in | Wodon, Quentin |
|---|---|
| Titel | Heterogeneity in Parental Priorities for What Children Should Learn in Schools and Potential Implications for the Future of Catholic Schools |
| Quelle | In: Journal of Catholic Education, 25 (2022) 1, S.178-205, Artikel 9 (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Catholic Schools; Futures (of Society); Student Recruitment; Parent Attitudes; Declining Enrollment; Family Characteristics; Religious Education; Social Values; Moral Values; Academic Achievement; Kindergarten; Elementary Secondary Education; Skill Development; Critical Thinking; College Preparation |
| Abstract | Do parental priorities for what children should learn in school differ depending on the type of school chosen by parents? Does this, in turn, have potential implications for the future of Catholic schools in the United States? This article considers these questions in the context of the long-term decline in enrollment in U.S. Catholic schools. Specifically, the article considers three questions: 1) What are the priorities of parents for what their children should learn in school in the overall population? 2) Do these priorities differ between different groups of parents, including parents with children in Catholic schools and parents willing to consider Catholic schools for their children but not having enrolled their children in one? And 3) Are there individual parental characteristics associated with particular views about what children should learn in schools? Implications of the findings are discussed, specifically concerning targeted efforts to attract new students. The analysis is based on a market research survey implemented in 2017. (As Provided). |
| Anmerkungen | University of Notre Dame. 4110 Jenkins Nanovic Bldg, Notre Dame, IN 46556. Tel: 574-631-1861; e-mail: JCE@nd.edu; Web site: http://digitalcommons.lmu.edu/ce |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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