A Case of Teacher Opposition to School District Assessment and Evaluation Policy

Autor/in	Fushell, Marian
Titel	A Case of Teacher Opposition to School District Assessment and Evaluation Policy
Quelle	In: Canadian Journal of Educational Administration and Policy, (2013) 142, S.18-32 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Educational Policy; Policy Analysis; Resistance to Change; Teacher Attitudes; Program Implementation; Student Evaluation; Intervention; Case Studies; Principals; Policy Formation + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politikfeldanalyse; Lehrerverhalten; Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Principal; Schulleiter; Politische Betätigung
Abstract	Better School District introduced its assessment and evaluation policy and regulations in 2006. Three years later, the Director of Education learned that the policy was not fully implemented in all schools. The main issue was teacher noncompliance with the provision of interventions for students who miss assignments and tests or submit work late. Principals were aware of this issue in their schools yet did not address it. In 2010, the district commenced a review of the policy and developed regulations to support it. When released in 2011, the revised policy met with opposition. This case focuses on the district's process for policy development, teacher engagement in policy development, and the role of principals and other leaders in implementing change. (As Provided).
Anmerkungen	Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10