Describes a study examining the characteristics of an exemplary urban all-boys Catholic high school by identifying the cultural factors affecting norms and examining campus relationships. Indicates that dynamic academic activities, sense of community, agreement on goals, a highly motivational climate, and an open environment are keys to the…

The author believes that body prayer (prayer that involves the whole body, involves us physically) needs to be relearned; the best way that can be done is to create an atmosphere of freedom and trust in which new ways of worshipping can be explored. (KC)

Argues that Catholic schools need to consider what makes a school Catholic when confronting issues of architectural design. Addresses differences in needs between elementary, middle, and high schools, and offers a case study that illustrates a successfully designed urban Catholic high school. (NB)

What started as a summer arts and crafts program in the predominantly Mexican-American lower west side of St. Paul, Minnesota, has developed into a "dropouts" school accepted into the public school system. The small school emphasizes strictness, caring, basic skills, and student responsibility. (SJL)

Explores changes that have taken place in the Catholic Church's understanding of the concepts of "religion" and "faith." Discusses the effects of these changes on the ministry of religious education. Makes suggestions concerning the development of a suitable environment and atmosphere for approaching religious education within…

Calls three lessons to be learned from John Goodlad's book, "A Place Called School," to the attention of Catholic educators: public schools are doing a satisfactory job, school climate is an important factor in satisfaction, and researchers' personal biases may influence their recommendations. (DMM)

The building of a new school is considered not only a benefit for the teachers and students, but also the community. (MF)

Reviews the implications of James Coleman's report, "Public and Private High Schools" for education reform and Catholic schools, focusing on issues related to free choice between public and private schools, school organization, parent involvement, and values. (DMM)

Considers ways in which Catholic educational leaders can help students, parents, faculty, and staff make full use of their capabilities. Highlights instructional strategies based on exploration, the development of competence, reciprocity, and emulation. (DMM)

States that schools should be a safe haven for children and urges society to return schools to the safe, secure places they once were. Discusses the need to keep media far away from children in the event of a campus emergency and perform full background checks on all potential school employees. Reports that Catholic schools are providing…

Addresses how the Catholic school environment and instructional program help students internalize values by fostering values growth, values formation, critical thinking skills, and skills application. Stresses the importance of faculty incorporating thinking skills and Christian values into teaching objectives and taking responsibility for…

Presents a relatively simple, completely unscientific, occasionally amusing, and obviously novel scale for a principal to use in appraising his or her school. (Author/SJL)

Asserts that the real message of the 1981 Coleman report is the importance of school social climate, whether the school is public or private. Urges Catholic schools not to imitate public schools, but to retain their "private school" climate. One of three theme articles: "Reflections on the 1981 Coleman study". (SJL)

Reviews findings from James Coleman's report, "Public and Private High Schools," comparing public and private schools with respect to curriculum, student achievement and knowledge levels, dropout rates, minority group achievement, and students' postsecondary choices. Urges Catholic school principals to provide a school climate that…