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This paper is a follow up to a previous article published online in this journal (Fincham; 2019) in which the writer describes the first phase of research into contemporary challenges facing headteachers in Catholic schools in England as expressed from the perspective of headteachers within one diocese. It was evident from the first phase that leaders in Catholic schools are subject not only to pragmatic concerns about funding and recruitment but also to both implied and overt challenges to Catholic identity and integrity, which are tested by pressures of social media, which have an impact upon the mental and emotional health of young people, and a pervasive secular mind-set, which impinges on faith practice in families and in the community. It was noted that the reduction in the number of priests in Catholic dioceses in England has also often left the school as the single focus of the Catholic community, which has implications for sustaining spiritual capital. The first phase of the investigation examined responses to an open question in which headteachers at a Catholic diocesan conference were invited to indicate their three most pressing challenges. The responses were subject to a process of Thematic Analysis (TA), as a result of which five pre-eminent issues were identified. The opportunity was also taken to investigate the extent to which spiritual capital was being renewed in Catholic schools. These 'categories of discourse' informed the face-to-face interviews that were conducted with five primary headteachers and four secondary headteachers in the second phase of the investigation. The data gathered enabled the researcher to ascribe meaning to headteachers' unique experiences. [For "Headteachers in Catholic Schools in England: Contemporary Challenges. A Follow-Up Research Study: Part 1," see EJ1338202.]

Headteachers of Catholic schools in England in the early twenty-first century are facing unprecedented challenges in exercising their role. In addition to concerns about funding and recruitment, leaders in Catholic schools are subject to challenges about Catholic identity and integrity, which are tested by pressures such as social media that have an impact not only upon the mental and emotional health of young people but on faith practice in families and in the community. Traditionally, the Catholic school community comprised a balance across the home, the parish and the school. However, pressures on home life and the reduction in the number of priests have often left the school as the single focus of the Catholic community. Catholic education, moreover, has been open to challenges from what Cardinal Cormac Murphy O'Connor called 'aggressive secularism', which questions the very existence of Catholic schools. In this paper, the writer explores contemporary challenges for headteachers in Catholic schools as expressed from the perspective of headteachers in one diocese in England. The research was conducted in two phases. In the first phase of the investigation, an open question was distributed at a diocesan conference of Catholic headteachers and deputy headteachers, inviting participants to indicate their three most pressing challenges. A phenomenological approach was adopted, and, through a process of Thematic Analysis (TA), five pre-eminent issues were identified.

There has been a growing interest in the application of information and communication technology (ICT) as a means of improving and extending participation in Higher Education and in its impact on pedagogy. Six years ago, two students were recruited to a Masters Degree programme at St Mary's University, London, as Full Distance Learners. Full Distance Learning implies that through asynchronous participation, students are not required to be together at the same time but can access course materials and communicate with tutors and other students flexibly at their own time and convenience through a virtual learning environment (VLE). Numbers have grown exponentially and, currently, there are more than fifty Full Distance Learners engaged at some point in the programme. This paper sets out to explore the personal reflections of the experiences of Full Distance Learners who have successfully completed the course. Adopting a phenomenological approach, it was possible for the researcher to explore individual perceptions of students in order to evaluate their particular experiences, which are not often studied. Consequently, it was possible to interpret the benefits and limitations of studying as Full Distance Learners from their own experiences. It was hoped that an examination of the experiences and perceptions of individuals from their own personal points of view would indicate to what extent they would support, inform and challenge conventional practice.

Within the context of a national shortage of high quality applicants for senior leadership posts, there is a need to nurture future leaders in Catholic primary and secondary schools and to promote their professional development and formation. If they are to be fully effective, teachers in Catholic schools need continually to develop their leadership skills and, crucially, they need to understand how they can best support the educational mission of the Catholic Church. This paper tells the story of the establishment and continuing development of a unique M-level programme, which sets out to combine a Catholic philosophy of education with the principles and practice of effective school leadership.

During 1999-2000, the writer carried out a survey of six randomly selected Catholic secondary schools in England to examine the attitudes of stakeholder groups towards Citizenship and Personal, Social and Health Education. Questionnaires were completed by six governors, 12 parents, 139 pupils, 12 teachers and six school leaders, providing insight into perceptions of the purposes of selected components of Citizenship and Personal, Social and Health Education, viz. Citizenship Education, Moral Education and Sex Education. Drawing on Hornsby-Smith's (1996) definition of contrasting perspectives, which he characterises as "Open" and "Closed" Catholicism, the enquiry located attitudes of the stakeholder groups along a continuum of values. While there was evidence of consensus across stakeholder groups within each component, differences in attitudes were also identified. The results indicated that governors and school leaders adopt more "Open" attitudes towards Citizenship Education compared with pupils, teachers and parents; that school leaders adopt more "Open" attitudes towards Moral Education compared with pupils; and that pupils and teachers adopt more "Open" attitudes towards Sex Education compared with governors. One conclusion is that these results demonstrate that, when traditional religious values are challenged by rapid social and technological changes, stakeholder groups in faith schools are faced with added tensions to resolve.

Discusses the implementation and use of computer-assisted learning in a traditional university physics course at Keele University (England), its effect on traditional course structure, and the effective use of academic staff time. Highlights SToMP (Software Teaching of Modular Physics), based on distance learning principles that permit self-paced learning within a conventional university context. (PEN)

In comparing and contrasting the year (horizontal) and house (vertical) systems of pastoral (guidance) organization and management in British secondary schools, this article examines a model combining pastoral and academic concerns by establishing a vertical system. This system is proposed as the most effective way to integrate these two concerns. (23 references) (MLH)

Headteachers of Catholic schools in England in the early twenty-first century are facing unprecedented challenges in exercising their role. In addition to concerns about funding and recruitment, leaders in Catholic schools are subject to challenges about Catholic identity and integrity, which are tested by pressures such as social media that have an impact not only upon the mental and emotional health of young people but on faith practice in families and in the community. Traditionally, the Catholic school community comprised a balance across the home, the parish and the school. However, pressures on home life and the reduction in the number of priests have often left the school as the single focus of the Catholic community. Catholic education, moreover, has been open to challenges from what Cardinal Cormac Murphy O'Connor called 'aggressive secularism', which questions the very existence of Catholic schools. In this paper, the writer explores contemporary challenges for headteachers in Catholic schools as expressed from the perspective of headteachers in one diocese in England. The research was conducted in two phases. In the first phase of the investigation, an open question was distributed at a diocesan conference of Catholic headteachers and deputy headteachers, inviting participants to indicate their three most pressing challenges. A phenomenological approach was adopted, and, through a process of Thematic Analysis (TA), five pre-eminent issues were identified. [ABSTRACT FROM AUTHOR]

Rapid changes in social circumstances and conditions will have a profound effect on ideas and attitudes concerning the role of the school. Schools ought to take account of these considerations and to examine critically their relationship with the wider society. (Falmer Press, Falmer House, Barcombe, Nr Lewes, East Sussex, BN8 5DL, UK) (SSH)

Examines a model in which a school sets out to combine pastoral and academic concerns by establishing a vertical (House) system. Components of St. Paul's catholic school system; Implications for pastoral work of an educational institution; Practical implications; Conclusions.