Reports on a survey of 111 classroom volunteers in nine Catholic elementary schools. Finds that most volunteers: (1) were female, age 36 or older; (2) worked between 80-200 hours each year in a first grade classroom; and (3) were not employed and had earned at least a bachelor's degree. (CJW)

Discusses how the deadline for Roman Catholic theologians at Catholic colleges to gain bishops' approval of their teaching passed without the uproar over academic freedom that many had expected. (EV)

Many principals want to respond to their faculty's increasing interest in and need for meaningful community prayer. This publication was prepared for the teaching community with selections of prayer forms and programs, and plans for extending the program to spouses and family. Part 1, "Introduction," is comprised of scriptural…

Outlines the responsibility of the skilled teacher in spreading the Word of God--by directing attention to the mystery of God's presence, arousing curiosity, fostering respect, providing an example of response. Uses Christ's example as a model teacher and through the Scriptures explains what is unique about the teaching ministry. (Author/RK)

This is the first of four articles tracing the history of the National Catholic Educational Association through the contributions made by six leaders of the association. This article focuses on the work of Thomas J. Conaty and Francis W. Howard, 1899-1920. (Editor)

Suggests an augmented role for reading and comprehension in the expansion of students' knowledge base and the development of ethical values. Suggests that one class hour each day be spent reading works of high literary quality reflecting the mores and moral standards of civilized society. (DMM)

Mary Hatwood Futrell, President, National Education Association; Gorden M. Ambach, President, University of the State of New York; Marian Wright Edelman, President, Children's Defense Fund; Rene C. Gonzalez, Office of Educational Research and Improvement; and Nancy Reagan identify students' noninstructional needs. (DMM)

Urges parents and teachers to face the topic of death realistically and naturally, discussing how and when the subject should be raised with children. Considers forms of grief, age differences in children's understanding, theological explanations, and the importance of helping children name/describe their feelings and allowing them to grieve. (DMM)

Provides a personal account of the experiences of an American nun while teaching at Fu Jen Catholic University in Taiwan. Explains the Taiwanese educational system and the role of Catholic education within it. (CBC)

Asks whether Machiavelli or St. Benedict of Nursia provides the better model for school administration and student discipline. Finds Benedict's teachings, which stress love, prudence, and the avoidance of extremes, better suited to the traditions and spirituality of Catholic education. (DMM)

Examines the implications of the bishops' pastoral, "The Challenge of Peace," for Catholic schools and analyzes issues and problems in responding to the pastoral. Recommends clarification of philosophical positions, development of archdiocesan guidelines, varied teacher in-service opportunities, and global concept development. (DMM)

Suggests that religion teachers develop mentor-friend relationships with their students, as characterized by being available to students outside of class, sharing oneself in a personal way, expressing interest in the student's life, and sharing faith. Discusses acceptable and unacceptable types of relationships. (DMM)

Offers basic understandings about conflict and the steps in conflict resolution. Lists resources useful in helping elementary, middle, and secondary teachers develop an intentional approach to educating students about conflict and dealing with the conflicts students experience. (LAL)

The curriculum development in Catholic schools was the concern of a conference on the "Intercultural Dimension in Catholic Education" held in New York in 1975. The conference was intended to bring a unique Christian perspective to the building of group identity and a pluralistic society. (Author/RK)