Student Priorities for Topics, Pedagogies, and Outcomes in Senior Secondary Religious Education: An Australian Perspective

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

What Matters Most in Senior Secondary Religious Education: Student Priorities for Content, Pedagogy and Outcomes

This paper contains interesting and relevant content and is worthy of attention. The paper is significant in terms of the associated and underlying study. Given the nature of the study, the paper contributes to a much-needed discussion about the nature and role of Religious Education in Catholic schools in Australia and possibly abroad. The presented findings and the analysis of those findings appear clear and relevant. The conclusions drawn from lines 408 to 418 substantiate the significance of the paper. The theoretical propositions proposed in response to the study are clearly defined, categorised according to the findings and provide realistic implications for system leaders and school-based practitioners.

However, fine tuning such as clarifying statements need to be added, and structural issues and in-text referencing need to be addressed before the paper is published. The author cannot assume that the reader is fully aware of the context and specifics of the study.

Aspects of the paper that require attention

1.      Abstract – For example:

a.      rephrase first sentence – This paper reports on one part of a larger longitudinal study …

b.      clarify the country in which the study was conducted. When referring to national RE guidelines, state the country of origin from the beginning of the paper.

c.      rephrase how the issues are to be addressed and by whom. e.g. Do system administrators of Religious Education address the issues or do school-based leaders responsible for Religious Education address the issues or do classroom teachers address the issues?

d.      clarify what ‘innovative senior school curriculum’ refers to.

e.      be more consistent with the use of present and past tense.

f.       attend to the second half of the abstract beginning with data analysis. The findings appear not to be expressed clearly and sequentially.

2.      Structure

a.      attend to a more detailed context that includes the study’s nature, location and research questions, at the start of the paper

b.      check for consistency of the use of present and past tense when referring to research and the findings

c.      avoid using pronouns such as referring to RE as ‘it’. e.g. Line 48 – What actually exercises a wider partnership?

d.      clarify line 50 – In what light …?

e.      attend to comments that need clarification. e.g. line 108 … RE has expanded to include personal spirituality and the applied aspects of faith. Wasn’t RE always about spirituality, religiosity and education? When did RE expand into spirituality? Who said that RE now includes spirituality?

f.       remove the word ‘term’ from line 170. In summary, …

g.      be consistent when using the word, ‘data’ – if plural, keep to plural. e.g. lines 185 and then 188.

h.      attend to formatting from line 262 – student perceptions identified but perhaps the format should align to how student perceptions were categorised in the next sections on pedagogies and outcomes.

i.       avoid, such phrases as ‘detailed analysis’ on line 358 if clarification is not provided. What makes the analysis so detailed?

j.       Attend to paragraphing issues from line 369 – 374. Is there a need for a new paragraph?

 

3.      Methodology and Results

a.      perhaps attend to Table 1 as it does not clearly differentiate between student perceptions regarding the RML program and the NCEC, Framing Paper. There is also an assumption that the reader is aware of both contexts.

b.      perhaps attend to Table 2 by including the related p values.

c.      attend to the analysis of the survey data. Providing the means to Likert scale items does not appear to add value nor provide substantial evidence for your  conclusions. Table 2 provides the reader with a better reference point.

d.      consider rephrasing sentences that refer to statistics to draw a conclusion about what students reported. For example, line 254 states that students reported that Ethics (mean 3.6) … were the most relevant studied. Did the students report or did the data suggest this finding?

 

4.      Referencing

a.      attend to in paragraph 2, lines 35 to 44 - n.111 not required twice and perhaps refer to the section in the paper rather than number.

b.      attend to references regarding Rossiter from line 87 - there is some confusion regarding the distinct articles from Rossiter.

c.      provide a reference from line 157.

d.      provide references for the statements from line 174.

Comments on the Quality of English Language

The quality of the English language used in the article is appropriate and fairly accurate. I would suggest that the author(s) be consistent in their use of either the present or past tense. For example, and in terms of the findings, I would suggest that the present tense be used. 

Author Response

Reviewer 1	Response
Abstract:
rephrase first sentence – This paper reports on one part of a larger longitudinal study …	Done
clarify the country in which the study was conducted. When referring to national RE guidelines, state the country of origin from the beginning of the paper.	Australia added
rephrase how the issues are to be addressed and by whom. e.g. Do system administrators of Religious Education address the issues or do school-based leaders responsible for Religious Education address the issues or do classroom teachers address the issues?	Addressed
clarify what ‘innovative senior school curriculum’ refers to.	Addressed with clarification that the program is new.
be more consistent with the use of present and past tense.	Addressed throughout
attend to the second half of the abstract beginning with data analysis. The findings appear not to be expressed clearly and sequentially.	Good point. Changes made for clarity.
Structure
attend to a more detailed context that includes the study’s nature, location and research questions, at the start of the paper	Very good point. We have lifted the first paragraph from the research context 1.4 to the beginning of the Introduction.
avoid using pronouns such as referring to RE as ‘it’. e.g. Line 48 – What actually exercises a wider partnership?	This is a quote with quotation marks now added.
clarify line 50 – In what light …?	These words have been removed.
attend to comments that need clarification. e.g. line 108 … RE has expanded to include personal spirituality and the applied aspects of faith. Wasn’t RE always about spirituality, religiosity and education? When did RE expand into spirituality? Who said that RE now includes spirituality?	Words removed.
remove the word ‘term’ from line 170. In summary, …	removed
attend to formatting from line 262 – student perceptions identified but perhaps the format should align to how student perceptions were categorised in the next sections on pedagogies and outcomes.	adjusted
avoid, such phrases as ‘detailed analysis’ on line 358 if clarification is not provided. What makes the analysis so detailed?	adjusted
Attend to paragraphing issues from line 369 – 374. Is there a need for a new paragraph?	adjusted
.      Methodology and Results
perhaps attend to Table 1 as it does not clearly differentiate between student perceptions regarding the RML program and the NCEC, Framing Paper. There is also an assumption that the reader is aware of both contexts.	Reference to NCEC removed
perhaps attend to Table 2 by including the related p values.	Not pursued due to similarity of outcomes. Inferential analyses outcomes reported within regression analyses.
attend to the analysis of the survey data. Providing the means to Likert scale items does not appear to add value nor provide substantial evidence for our conclusions. Table 2 provides the reader with a better reference point.	With regard to Table 1, within each item distribution analysis is not pursued as our focus was on comparison of means.  In Table 2 we have included distribution to demonstrate it is relatively consistent across overall items within each focus area.
consider rephrasing sentences that refer to statistics to draw a conclusion about what students reported. For example, line 254 states that students reported that Ethics (mean 3.6) … were the most relevant studied. Did the students report or did the data suggest this finding?	This has been changed for each of Topics, Pedagogies and Outcomes.
Referencing
.      attend to in paragraph 2, lines 35 to 44 - n.111 not required twice and perhaps refer to the section in the paper rather than number.	Deleted as suggested
attend to references regarding Rossiter from line 87 - there is some confusion regarding the distinct articles from Rossiter.	Amended
.      provide a reference from line 157.	Reference to Harris and Moran removed.
provide references for the statements from line 174.	Reference to Pollefeyt and Richards moved to the beginning of the discussion on their work.
be consistent in their use of either the present or past tense.	Present tense will be used.

Reviewer 2 Report

Comments and Suggestions for Authors

The article is entitled to be published but it must be improved according to the points I indicate below:

1.  The title, summary, and introduction are missing a territorial and temporal delimitation for the marker Religious Education; 

2. In the fragment "Catholic Schools are built upon a Unique model and Vision that Fosters a sense of community and Shared values" - even though there is an idea of universalization in Catholicism also adheres to regional elements, so it is worth highlighting which geographies referred to in the article;

3. In the fragment we find in the text: "Consequently, the mission of Catholic schools is to facilitate the holistic development of individuals and communities, guided by the Gospel of Christ" - special care should be taken to a direct Catholic narrative. For Example, it should at least indicate the importance of different pedagogical traits. In a footnote, I suggest the incorporation of the critique of a certain standardization of thought that can, in the end, assist in the authoritarian pedagogical/social constructions, such as the figure of Father Paulo Ricardo in Brazil, which was described in Py, Fábio: “The Current Political Path of an Ultra-Catholic Agent of Brazilian Cristofanism Father Paulo Ricardo”. In: International Journal of Human Rights, v.5, p. 332-345, 2021. He went through the complete Catholic formation in the Americas and then assisted in the formulation of the authoritarian government of Jair Messias Bolsonaro in Brazil;

4.   In the fragment: "At the same time it Exercises a wider Partnership with parents and interfaces with the totality of the school’s Religious Dimension and the wider Parish, and Church community", the author should flag as the question of non-Parishreligious may or may not participate in Religious Education. In addition, this is another important issue to be noted in the footnote;

5. In the fragment: "The Nature of Religious Education, Across Different Contexts is also made Complex by Definitions as to what Might be included in Religious Education" - I believe in the importance of questioning whether the name "Religious Education" is the best nomenclature, or "Studies of Religion". Because Religious Teaching has a still catechetical tone because the author indicates that most Australians think of a spiritual positivity;

Therefore, the article is worthy of publication, but we need to first consider the signaled parts and attach the indications to the five points signaled above.

Author Response

Reviewer 2
The title, summary, and introduction are missing a territorial and temporal delimitation for the marker Religious Education;  In the fragment "Catholic Schools are built upon a Unique model and Vision that Fosters a sense of community and Shared values" - even though there is an idea of universalization in Catholicism also adheres to regional elements, so it is worth highlighting which geographies referred to in the article;	Amendment made.   Amendment completed
In the fragment we find in the text: "Consequently, the mission of Catholic schools is to facilitate the holistic development of individuals and communities, guided by the Gospel of Christ" - special care should be taken to a direct Catholic narrative. For Example, it should at least indicate the importance of different pedagogical traits. In a footnote, I suggest the incorporation of the critique of a certain standardization of thought that can, in the end, assist in the authoritarian pedagogical/social constructions, such as the figure of Father Paulo Ricardo in Brazil, which was described in Py, Fábio: “The Current Political Path of an Ultra-Catholic Agent of Brazilian Cristofanism Father Paulo Ricardo”. In: International Journal of Human Rights, v.5, p. 332-345, 2021. He went through the complete Catholic formation in the Americas and then assisted in the formulation of the authoritarian government of Jair Messias Bolsonaro in Brazil;	Point well made. We have qualified the wording in the paper to reflect Australian context.
In the fragment: "At the same time it Exercises a wider Partnership with parents and interfaces with the totality of the school’s Religious Dimension and the wider Parish, and Church community", the author should flag as the question of non-Parishreligious may or may not participate in Religious Education. In addition, this is another important issue to be noted in the footnote;	Quote has been removed to focus on curriculum as distinct from wider outreach.

Reviewer 3 Report

Comments and Suggestions for Authors

Summary

The authors address fundamental issues regarding RE in Catholic schools and its social and educational significance in general. According to the cited reconceptualist approach as a theoretical background, religious education should not primarily aim to be a religious experience but rather teach about religion, spirituality and moral issues - in this case, from a Catholic perspective. The knowledge and skills imparted can resource the students' spirituality and development.

The well-structured paper uses an online survey and semi-structured group interviews in 17 Australian Catholic schools to examine senior RE students' attitudes towards the content, pedagogy, and outcomes of their RE lessons. The study results clearly show what students value most: ethics and religions, dialogue, and, consequently, listening to and dialoguing with each other—information and interaction. Another positive assertion is that RE fosters critical and reflective thinking. Students see the afternoon RE lessons as beneficial for community building.

The significance of these findings extends beyond just Catholic private schools. The paper's theoretical and practical propositions and implications at the end provide pertinent suggestions.

General concept

a) Article

The data presented are part of a larger research project to explore students', teachers', and parents' perceptions of the current RE programs. The study is technically sound and professionally designed, with five research questions but no underlying hypothesis. Data collection, analysis, assessment (Regression Analysis), and conclusions are sufficiently and comprehensibly presented.

b) Review

The study's focus on the religious landscape worldwide and the resulting changes in attitudes and expectations towards religion and RE determine its relevance. Therefore, the outcome will be of greater interest and advance current knowledge.

The cited references are appropriate and relevant, including several recent publications.

Author Response

Thank you for your positive and reflective feedback.

Reviewer 4 Report

Comments and Suggestions for Authors

The paper What Matters Most in Senior Secondary Religious Education: Student Priorities for Content, Pedagogy and Outcomes identifies key factors in the Religion Meaning and Life (RML) program that contribute to its effectiveness and consider potential adaptations for the content, pedagogy, and outcomes of traditional Religious Education (RE). The author/authors explore the influences that students perceive as those that make a difference.

The main contribution of the paper is the theoretical propositions and practice implications specified in the conclusion of the article.

The paper presents a part of the result of a larger longitudinal empirical study.  The longitudinal research deals with the level of satisfaction by students with topics, pedagogies, and outcomes. Research is based on the senior school curriculum., Religion Meaning and Life (RML) and national RE guidelines.

Participants and the methods of the research are clearly described. Participants were students from 17 Catholic schools. The data were collected through anonymous surveys and semi-structured focus group interviews with students.  

In the introduction, the author emphasizes the role and mission of Catholic schools and describes a place for religious education according to the Congregation for Catholic Education and the National Catholic Education Commission.

The author also refers to the changing role of religion in society and its relationship with the younger generation.

Based on the recent research, the author describes the evolving nature of RE. The author concluded that the evolution and application of RE are centered on pedagogies that enrich content, blend experiences, empower reflection, and foster the integration of the whole person. In this process, the teachers are responsible for understanding, moderating, and reinforcing the curriculum through their witness. The author in the next part of the article stresses that the teachers demonstrate the value they place on their personal beliefs through their search for meaning and purpose. The author proposes the Reconceptualist approach to Religious Education. In the Reconceptualist approach to Religious Education teachers are „challenged to maintain a critical distance between themselves and the content they are teaching, allowing space for authentic dialogue and giving students the freedom to investigate, inquire, and use their religious imagination.“

 In the context of the Reconceptualist approach, the author explores the effectiveness of RML curriculum.

All statements and conclusions in the article are coherent and supported by the listed citations.

The research questions are relevant and clear. Data tables properly show the data, and they are easy to interpret and understand.

Results are concise and precise, well-interpreted, and connected with the aim. The reference list is organized alphabetically and cited publications are relevant to the paper.

The paper What Matters Most in Senior Secondary Religious Education: Student Priorities for Content, Pedagogy and Outcomes considers a question of the special issue Engaging Religious Plurality within Australian and New Zealand Catholic Schools: Particularity in Dialogue with Diversity, and makes a significant contribution to this special issue.

Although the paper What Matters Most in Senior Secondary Religious Education: Student Priorities for Content, Pedagogy and Outcomes brings a specific Australian situation, the questions of the paper are important for RE in all Catholic schools in the world. Also, the proposed Reconceptualist approach is possible for RE in public schools in countries outside Australia.

 

Author Response

Thank you for your positive and reflective feedback.

Round 2

Reviewer 2 Report

Comments and Suggestions for Authors

The article is entitled to be published however for this it needs to be improved, revised, and with adhesion of missing materials. I point in the points below:

1.  There is a lack of a more precise description of the temporality, the focus territory of the analysis in the title. Furthermore, the title is not very indicative of the content of the article; 

2.  Although the term "Religious Education" for a curricular component is common. It is important, at least in a footnote, the signaling of its controversial data by the apologetic question of the term;

3.   In the text’s fragment "At the heart of this model is the example of Jesus, whose teachings emphasize the importance of justice, peace, liberation and compassion as a foundation for authentic human existence". Implicit in this detail, it is important to indicate that besides justice, peace, and liberation the great Christian sectors helped in social accommodation of controversial systems of social war and against justice, as, signaled in article F. Py, The Current Political Path of an Ultra-Catholic Agent of Brazilian Christofacism Father Paulo Ricardo, International Journal of Latin American Religions, v.5, p. 332-345, 2021. This signaling, at least in a footnote, is academically important because it indicates the contradiction of the structures and education of Christianity;

4.   In the text’s fragment "As stated by the Congregation for Catholic Education (CCE) in 1977," ‘The Catholic school is committed to the development of every person because in Christ perfect human values find their fulfillment and unity’ - it is important to tension the documents if material too;

5.  In the part "What will be the contribution of religion to educate younger generations for peace" - what does this clause education for peace mean? This should be unplugged along with the material;

6.  It is important to explain the meaning of plural religious teaching in Australia;

Hence, the article deserves to be published; however, before you will need to consider the parts marked, attach the indications on the points signaled above.

Author Response

Please find comments attached.

Author Response File: Author Response.pdf

Round 3

Reviewer 2 Report

Comments and Suggestions for Authors

The paper has been appropriately adjusted.