The Journal of Catholic Education (formerly Catholic Education: A Journal of Inquiry and Practice), is currently managed and edited by the University of Notre Dame and digitally hosted by Loyola Marymount University. We are an open access journal representing Catholic colleges and universities, Catholic education leaders, and scholars from a variety of disciplines who are collectively committed to contributing research and encouraging best practice in Catholic elementary, secondary, and higher education by advancing the field of Catholic educational research.
The Journal of Catholic Education is a refereed, open access, online journal that promotes and disseminates scholarship about the purposes, practices, and issues in Catholic education at all levels.
- Boston College
- Creighton University
- DePaul University
- Fordham University
- Loyola Marymount University
- Loyola University Chicago
- Saint Louis University
- University of Dayton
- University of Notre Dame
- University of San Diego
- University of San Francisco
Current Issue: Volume 25, Issue 1 (2022)
IntroductionWelcome to the newest issue of the Journal of Catholic Education. In this issue we include a set of top notch open submission essays, as well as a Focus Section, organized by Dr. Quentin Wodon, on the "value add" of Catholic schools, beyond academic achievement and faith formation. We Editors hope you are edified by this research, and encourage submission of your own research in the future.
Last but far from least, we would like to acknowledge the outstanding work of our entire copy editing team, led by Kate Kennedy, and particularly Elaina DiCorpo who made extensive and essential contributions to the final production of this issue. Many thanks to all of you!
Effects of Instructor Accent on Undergraduate Evaluations and Learning at a Catholic College
Aubrey Scheopner Torres, Kevin Doran, Chih-Chien Huang, and Elizabeth Rickenbach
Understanding Leadership for Adaptive Change in Catholic Schools: A Complexity Perspective
Andrew F. Miller, Anna Noble, and Patrick McQuillan
A Phenomenology of the Job-Related Experiences of Early Career Catholic Elementary School Principals
Sarah K. Kerins and Lucinda Spaulding
Views of Catholic Middle School Students on Handling Peer Aggression
Ishita Khemka, Linda Hickson, and Lina Gilic
On the Catholic Identity of Students and Schools: Value Propositions for Catholic Education
Daniel Lapsley and Katheryn Kelley
The School to Family Pipeline: What Do Religious, Private, and Public Schooling Have to Do with Family Formation?
Patrick J. Wolf, Albert Cheng, Wendy Wang, and W. Bradford Wilcox