Literaturnachweis - Detailanzeige
Autor/inn/en | Hebert, Cristyne; LeNouail, Kent |
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Titel | "Beg, Borrow, and Steal": School Division Perspectives of Assessment Policy Creation in Saskatchewan |
Quelle | In: Alberta Journal of Educational Research, 69 (2023) 2, S.182-206 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-4805 |
Schlagwörter | Foreign Countries; Educational Policy; Policy Formation; Policy Analysis; Instructional Program Divisions; Institutional Autonomy; Canada |
Abstract | This study focused on school division needs pertaining to classroom-based assessment policies in Saskatchewan. Using a critical policy analysis framework, this project narrowed in on the creation of assessment policies within school divisions in the province through the lens of superintendents (n = 16). Applying Verhoest et al.'s (2004) organizational autonomy framework, school divisions were interpreted as having both a minimum level of financial autonomy and a higher (though ultimately ambiguous) level of policy autonomy. Interviews revealed a tension between policy creation at the school-division level and within the Ministry, highlighted the impact of higher policy autonomy and lower financial autonomy on policy development and implementation at the division level, and called attention to a desire from school divisions for provincial guidance. (As Provided). |
Anmerkungen | University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |