Karen M. Watt


The article presents the results of a qualitative study extracted from the dissertation The Impact of Catholic Schooling on Low-Income Mexican-American Students (Watt, 1999). This study explored four case studies of third-grade teachers, their schools, and their classrooms, in a Hispanic cultural context. Findings revealed that the Border Catholic Schools were communities of consensus with regard to the nature and mission of Catholic schooling. All stakeholders “held the same stake,” agreeing on the curriculum, instruction, and operation of the Border Catholic Schools. Part one of this study was published as “Border Catholic Schools: Unique Stakeholder Alliances (Part 1)” (Watt, 2002) in Volume 6, Number 1.

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