This issue of the Journal of Catholic Education marks a return of the Journal to one of its former institutional homes, the University of Notre Dame. The Journal was originally housed at the University of Dayton (1997-2003), and then moved to Notre Dame (2003-2008) and Boston College (2008-2013) before its most recent host, Loyola Marymount University (2013-2021). The founders of the Journal imagined it rotating its institutional location every five years. Loyola Marymount just completed an eight year term which included a worldwide pandemic and numerous challenging issues in Catholic education. We in the field of Catholic education owe LMU a great debt of gratitude for its leadership during that period, most especially that of Dr. Rebecca Stephenson and Dr. Mary McCullough.
Any such transition invites reflection on goals, strategy, and configuration of the Journal. This issue represents a transition point, where accepted articles in the pipeline are published as the new editorial team (including its significant continuity with the prior team) discerns targeted areas of research, the role of special issues and Focus sections, and the place of book reviews. Our primary goal is to promote outstanding research in Catholic education in service to scholars and practitioners in the field. As we reflect on how to best do that, the mission of Catholic education continues, as does the work of scholars supporting that mission. This issue is evidence of that scholarship. We are grateful to the authors of this issue’s research for the work they do, and to our readership that is so committed to the mission of Catholic education in myriad venues all over the world.
Achievement Growth in K-8 Catholic Schools Using NWEA Data
Julie W. Dallavis, Megan Kuhfeld, Beth Tarasawa, and Stephen Ponisciak
Theorizing a Catholic Hispanic-Serving Institution (C-HSI) Identity Through Latinx Theological Lenses of Lo Cotidiano and Traditioning
Gina A. Garcia, John DeCostanza Jr, and Jaqueline Romo
Cultivating Catholic Classroom Communities During Remote Teaching
John L. Beltramo, Krizia Layam, Julia Lucas, and John Schmitt
Marianist Educational Associates: Advancing and promoting the mission of Catholic and Marianist Universities
Corinne Brion and Allison Leigh
As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
Rebekka J. Jez, Julie C. Cantillon, Lauren H. Ramers, and Melissa M. Burgess