Canadian Journal of Educational Administration and Policy最新文献_第4页

Accommodation Dispensing or Course Design Consulting?: Views and Experiences of Accessibility Consultants Contributing to Inclusive Course Redesigns in Postsecondary Education 住宿分配还是课程设计咨询?:无障碍顾问对高等教育包容性课程重新设计的看法和经验

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-01-12 DOI: 10.7202/1095484ar

P. Burge, Josephine Mazzuca

引用次数: 0

Canadian K-12 Schooling During the COVID-19 Pandemic: Lessons and Reflections 新冠肺炎大流行期间加拿大K-12学校教育：经验教训与反思

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-01-12 DOI: 10.7202/1095485ar

Jessica Rizk, R. Gorbet, Janice Aurini, Allyson Stokes, J. McLevey

引用次数: 0

(In)Stability of Test Scores (六)考试成绩的稳定性

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-01-12 DOI: 10.7202/1095480ar

S. Merchant, J. Rich, D. Klinger

引用次数: 0

Institutional Approaches to Evaluate Teaching Effectiveness: The Role of Summative Peer Review of Teaching for Promotion and Tenure 评估教学效能的制度方法:同侪评议对晋升及终身教职的作用

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-01-12 DOI: 10.7202/1095479ar

Keif Godbout-Kinney, Gavan P. L. Watson

{"title":"Institutional Approaches to Evaluate Teaching Effectiveness: The Role of Summative Peer Review of Teaching for Promotion and Tenure","authors":"Keif Godbout-Kinney, Gavan P. L. Watson","doi":"10.7202/1095479ar","DOIUrl":"https://doi.org/10.7202/1095479ar","url":null,"abstract":"A growing body of literature has identified student evaluations of teaching (SETs) as introducing bias against minority faculty members and not serving as a reliable or valid measure of teaching effectiveness. This lack of reliability and validity presents issues for university tenure and promotion committees, as these institutional processes necessarily require accurate, objective, and holistically informed modes of evaluation to recognize teaching achievements. Summative peer review of teaching (SPRT) is an alternative mode of assessment that aims to provide evidence of teaching effectiveness to inform promotion and tenure. SPRT, as an institutional practice, has been adopted at a small cohort of institutions of higher education, marking a potential shift in practice. This article examines SETs to articulate the problematic elements introduced by SETs, specifically to examine if SPRT can serve as a viable alternative. By describing the SPRT processes that four institutions have taken, the authors aim to articulate these emerging approaches to collecting evidence of teaching effectiveness. In this descriptive work, it is our secondary contention that SPRT, through intentional design and facilitation, can offer a process that does not introduce bias in the same way as SETs and thus, can also be used to satisfy the growing need for practices that help achieve, in part, institutional goals related to equity, diversity, and inclusion (EDI).","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46820545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Internationalization of Post-Secondary Education in Manitoba: A Critique of Two Government Policy Approaches, 1999 - 2021 马尼托巴省高等教育的国际化:1999 - 2021年两种政府政策方法的批判

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Canadian Journal of Educational Administration and Policy Pub Date : 2022-02-17 DOI: 10.7202/1086428ar

Kimberly F. Browning, Abdelhady Elnagar

{"title":"The Internationalization of Post-Secondary Education in Manitoba: A Critique of Two Government Policy Approaches, 1999 - 2021","authors":"Kimberly F. Browning, Abdelhady Elnagar","doi":"10.7202/1086428ar","DOIUrl":"https://doi.org/10.7202/1086428ar","url":null,"abstract":"International education has become a policy sector of increasing importance to the Canadian province of Manitoba. Provincial governments with opposing political ideologies can impact international education policy differently. Using narratives as an analytical framework, we identify themes by examining the approaches taken to the international post-secondary education (PSE) sector in Manitoba under the last two governments that held office. The analysis reveals that while both governments’ policies are underpinned by neoliberalism reflecting the economic benefits of international student recruitment and retention, key differences are identified. While cultural diversity and global understanding, policy coordination and collaboration, associated leadership, strategy, and a regulatory framework were important components of international PSE policy, there has been a discernible shift towards an austerity agenda, free market policies, and a reconceptualization of international PSE as an immigration-focused policy. The paper concludes that the current government’s focus on labour markets and immigration when it comes to international PSE means that other aspects of internationalization are little understood and supported.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48415512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Differentiated Visions: How Ontario Universities See and Represent Their Futures 差异化愿景：安大略大学如何看待和代表其未来

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Canadian Journal of Educational Administration and Policy Pub Date : 2022-02-17 DOI: 10.7202/1086430ar

M. Buzzelli, Emmanuel Songsore

{"title":"Differentiated Visions: How Ontario Universities See and Represent Their Futures","authors":"M. Buzzelli, Emmanuel Songsore","doi":"10.7202/1086430ar","DOIUrl":"https://doi.org/10.7202/1086430ar","url":null,"abstract":"This paper is concerned with long term strategic planning in higher education and focuses on Ontario’s strategic mandate agreement (SMA) sector planning framework. In 2012, the province initiated its new SMA planning process by requiring all higher education institutions to propose their own strategies for their academic visions, missions, and objectives. The proposals submitted by Ontario’s universities furnish the empirical content of this paper: a historically unique, comprehensive and comparable set of documents capturing institutions’ self-understanding and plans for their respective futures. Using concepts from organizational theory, content analysis of universities’ SMA proposals reveals divergent strategies, both in terms of institutional administrative responsiveness to the SMA process as well as the academic (i.e., education and scholarship) content of the submissions. In addition, two further sub-themes are analysed: proposals for experiential learning and so-called town-gown connections. Both themes also reveal very different visions amongst institutions. In general, the proposals appear to be independent of institution type and community size/location. Setting the stage for future research, the paper concludes with policy discussion of: (i) the possibilities for institutional diversity in the context of policy discourses on institutional differentiation; (ii) implications for system planning given the structure and process of Ontario’s ongoing SMA framework.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46112196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Work-Integrated Learning Policy in Alberta: A Post-Structural Analysis 阿尔伯塔省工作整合学习政策:后结构分析

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Canadian Journal of Educational Administration and Policy Pub Date : 2022-02-17 DOI: 10.7202/1086429ar

Noah Arney, Hilary P. Krygsman

{"title":"Work-Integrated Learning Policy in Alberta: A Post-Structural Analysis","authors":"Noah Arney, Hilary P. Krygsman","doi":"10.7202/1086429ar","DOIUrl":"https://doi.org/10.7202/1086429ar","url":null,"abstract":"In late 2020 the Government of Alberta’s Ministry of Advanced Education sent a guidance document to Alberta post-secondary institutions to lay out how work-integrated learning was to be conducted. This document also informed the institutions that work-integrated learning should be included in all future program proposals. The guidelines were sent without the context or purpose stated. This paper applies Carol Bacchi’s “What’s the Problem Represented to be” post-structural policy discourse analysis to the Ministry of Advanced Education guidelines. There is a broad consensus in work-integrated learning research that work-integrated learning is beneficial for participants beyond employment outcomes. However, this analysis shows the Ministry of Advanced Education’s representation of the problem displays an assumption that the purpose of work-integrated learning is to improve labour market outcomes. The analysis also spotlights that the likely effects of the policy have more to do with making work-integrated learning programs easier to assess than to improve student education. This paper proposes an alternative framework that would integrate the constructivist and humanistic origin of work-integrated learning and allow institutions to develop appropriate experiential learning components for their programs while still standardizing work-integrated learning components across and within institutions. This proposed framework can improve work-integrated learning programs in Canada by widening the focus beyond human capital theory.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Critical Response to "A Short History of K-12 Public School Spending in British Columbia" 对“不列颠哥伦比亚省K-12公立学校支出简史”的批判性回应

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Canadian Journal of Educational Administration and Policy Pub Date : 2022-02-17 DOI: 10.7202/1086423ar

Dan Laitsch, J. Malcolmson, Larry Kuehn

引用次数: 1

Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario Over 25 Years 为种族正义而改革:25年来安大略省地区改革文献的叙事综合与批判

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Canadian Journal of Educational Administration and Policy Pub Date : 2022-02-17 DOI: 10.7202/1086426ar

Vidya Shah, Gisele Cuglievan-Mindreau, J. Flessa

{"title":"Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario Over 25 Years","authors":"Vidya Shah, Gisele Cuglievan-Mindreau, J. Flessa","doi":"10.7202/1086426ar","DOIUrl":"https://doi.org/10.7202/1086426ar","url":null,"abstract":"Ontario school districts are struggling to respond to racism in schooling and society. How has the literature on school district reform in Ontario addressed these ongoing and growing concerns? Through a narrative synthesis and a systematic literature review, we map and characterize the existing literature on school district reform in Ontario in the past 25 years. By combining systematic searches in main online databases with key journal and author search, we analyzed and coded a total of 95 documents. Framed through Critical Race Theory (CRT) and in conversation with recent studies on anti-racist district reforms in the United States, we conceptualize four approaches to district reform literature in Ontario: The Politics of Race Evasion, the Politics of Illusory Equity, the Politics of Representation and Recognition, and the Politics of Anti-Racist Resistance. The authors conclude with a commentary on the use of these conceptualizations in district operations and policies, as well as directions for future research. They also propose a potential fifth approach to district reform, The Politics of Regeneration.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48452633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Incorporating Indigenous Content Into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces 将土著内容纳入K-12课程:在省和地区政策和高等教育空间中对教师的支持

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Canadian Journal of Educational Administration and Policy Pub Date : 2022-02-17 DOI: 10.7202/1086427ar

Denise Webb, Angela Mashford‐Pringle

{"title":"Incorporating Indigenous Content Into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces","authors":"Denise Webb, Angela Mashford‐Pringle","doi":"10.7202/1086427ar","DOIUrl":"https://doi.org/10.7202/1086427ar","url":null,"abstract":"In an era of learning truth and working towards reconciliation with Indigenous peoples, education institutions across Canada are in the midst of decolonizing their education spaces. Fundamental to this process are the Truth and Reconciliation Commission Calls to Action to educate settler teacher candidates to develop culturally appropriate curricula and incorporate Indigenous content into their teaching practices. Little research has reviewed institutional responses to these recommendations. To fill this gap, this study compiles recent efforts to inform Ministries of Education and post-secondary education institutions of effective and culturally safe methods to incorporate Indigenous content in curricula, based on current interventions and the lived experiences of teachers navigating the decolonization process. Two rapid reviews of grey and academic literature are completed. The findings shed light onto course-, professional workshop-, and policy-based interventions to support teachers in teaching Indigenous content. Interventions often prioritize cultural safety to underline teaching practices and focus on addressing settler biases, racism, and harmful stereotypes. Many Bachelor of Education programs offer mandatory courses on how to infuse Indigenous worldviews into curriculum, and emphasize building relationships, challenging positionalities, and establishing safe spaces to ask questions. Many teachers benefit from cultural safety training and resources, however, some continue to face challenges in confronting their roles and responsibilities as settlers within education spaces. As decolonizing education is an ongoing process, this research aims to provide key information to advance its progress. To that end, future research needs to investigate the long-term impacts of existing interventions on teaching practices and curriculum development.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46213207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2