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International Journal of Children's Spirituality Volume 5, 2000 - Issue 1
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Original Articles

Catholic Head Teachers: The importance of culture building in approaches to spiritual and moral development and the transmission of faith tradition

Hellen Johnson The University of Surrey
&
Mike Castelli The University of Surrey
Pages 75-90 | Published online: 21 Jul 2010

Citations (10)

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Read on this site (9)

Andrew B. Morris. (2014) Some social benefits of English Catholic schools. International Studies in Catholic Education 6:1, pages 75-90.
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Grant Stanley, Marion Jones & Jan Murphy. (2012) Implementing the Opening Minds curriculum in a secondary school in England: an alternative to the one-size-fits-all National Curriculum?. The Curriculum Journal 23:3, pages 265-282.
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Andrew B. Morris, Alison Clark & Helen Potter. (2012) The spiritual, moral, social and cultural development of pupils in Catholic schools in England. International Journal of Children's Spirituality 17:2, pages 117-135.
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AndrewB. Morris, Maggie McDaid & Hugh Potter. (2011) Promoting community cohesion in England. School Leadership & Management 31:3, pages 281-296.
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Peter J. Hemming. (2011) Meaningful encounters? Religion and social cohesion in the English primary school. Social & Cultural Geography 12:1, pages 63-81.
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Andrew Morris. (2010) Parents, pupils and their Catholic schools: evidence from school inspections in England 2000–2005. International Studies in Catholic Education 2:1, pages 80-94.
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Roisín Coll. (2009) Catholic school leadership: exploring its impact on the faith development of probationer teachers in Scotland. International Studies in Catholic Education 1:2, pages 200-213.
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Lynn Revell. (2008) Spiritual Development in Public and Religious Schools: A Case Study. Religious Education 103:1, pages 102-118.
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Helen Johnson. (2002) Three Contrasting Approaches in English Church/Faith Schools: Perspectives from headteachers. International Journal of Children's Spirituality 7:2, pages 209-219.
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Articles from other publishers (1)

Glenys Woods. (2016) The ‘Bigger Feeling’. Educational Management Administration & Leadership 35:1, pages 135-155.
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