"Beg, Borrow, and Steal": School Division Perspectives of Assessment Policy Creation in Saskatchewan

Autor/inn/en	Hebert, Cristyne; LeNouail, Kent
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 Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Foreign Countries; Educational Policy; Policy Formation; Policy Analysis; Instructional Program Divisions; Institutional Autonomy; Canada + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Politische Betätigung; Politikfeldanalyse; Institutionelle Autonomie; Kanada
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