Studies have shown how digital communications impact administrators’ work, but few have looked at the reputational risks to school administrators incurred through social media and digital communications. This Alberta case study looks at risk through Kasperson et. al’s (1988) social amplification of risk framework for an exclusion room controversy. Twitter responses are analyzed and interpreted over a longitudinal, 5-year period. Despite school administrators’ perceptions that risk might be generated on social media from community-led, grass-roots sources, traditional figures and agencies such as provincial news media and politicians appear more influential than school administrators, teachers, or parents in the Twitterverse. Implications are drawn for educational administrative behaviour and policy.
{"title":"Texts, Lies, and Mediascapes: Communication Technologies and Social Media as Risk in the Educational Landscape","authors":"Sam Pelkey, B. Stelmach, Darryl M. Hunter","doi":"10.7202/1078515ar","DOIUrl":"https://doi.org/10.7202/1078515ar","url":null,"abstract":"Studies have shown how digital communications impact administrators’ work, but few have looked at the reputational risks to school administrators incurred through social media and digital communications. This Alberta case study looks at risk through Kasperson et. al’s (1988) social amplification of risk framework for an exclusion room controversy. Twitter responses are analyzed and interpreted over a longitudinal, 5-year period. Despite school administrators’ perceptions that risk might be generated on social media from community-led, grass-roots sources, traditional figures and agencies such as provincial news media and politicians appear more influential than school administrators, teachers, or parents in the Twitterverse. Implications are drawn for educational administrative behaviour and policy.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45273293","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}
Gabriela Alonso-Yanez, A. P. Preciado-Babb, Barb Brown, Sharon Friesen
The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: 1) complexity thinking in education, which has recently focused on school system change and, 2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.
{"title":"Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership","authors":"Gabriela Alonso-Yanez, A. P. Preciado-Babb, Barb Brown, Sharon Friesen","doi":"10.7202/1078518ar","DOIUrl":"https://doi.org/10.7202/1078518ar","url":null,"abstract":"The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: 1) complexity thinking in education, which has recently focused on school system change and, 2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47270627","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}
{"title":"Sibbald, T. M., & Handford, V. (Eds.). (2020). Beyond the Academic Gateway: Looking Back on the Tenure-Track Journey","authors":"S. Cowley","doi":"10.7202/1078522ar","DOIUrl":"https://doi.org/10.7202/1078522ar","url":null,"abstract":"<jats:p />","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41570175","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}
{"title":"Bridgstock, R., & Tippett, N. (Eds.). (2019). Higher Education and the Future of Graduate Employability: A Connectedness Learning Approach","authors":"Darcia Roache","doi":"10.7202/1078523ar","DOIUrl":"https://doi.org/10.7202/1078523ar","url":null,"abstract":"<jats:p />","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43359206","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}
This paper presents case studies of teacher union-government relationships in three Canadian provinces – British Columbia, Ontario, and Alberta – where teacher organizations have undertaken divergent strategic positions relative to educational reform. It identifies critical factors that may lead teacher unions to challenge government reforms, how and when a teacher organization might instead accommodate governmental reform, and under what circumstances union renewal drives an organization to establish reform strategies of its own. The paper demonstrates the results of these varied strategies and suggests that teacher unions’ stances, including when they are resistant, are rational and, arguably, necessary.
{"title":"Teachers’ Organizations and Educational Reform: Resistance and Beyond","authors":"Sachin Maharaj, Nina Bascia","doi":"10.7202/1078516ar","DOIUrl":"https://doi.org/10.7202/1078516ar","url":null,"abstract":"This paper presents case studies of teacher union-government relationships in three Canadian provinces – British Columbia, Ontario, and Alberta – where teacher organizations have undertaken divergent strategic positions relative to educational reform. It identifies critical factors that may lead teacher unions to challenge government reforms, how and when a teacher organization might instead accommodate governmental reform, and under what circumstances union renewal drives an organization to establish reform strategies of its own. The paper demonstrates the results of these varied strategies and suggests that teacher unions’ stances, including when they are resistant, are rational and, arguably, necessary.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41771914","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}
This article looks at fifty years’ worth (1970-2020) of public K-12 education expenditure data from the Canadian province of British Columbia. It asks if spending has increased or decreased in this period and examines the causes and correlates of spending changes. Previous research has tended to assume that spending has decreased during this “neoliberal” period. However, historical and empirical research in this article gives a much different picture. K-12 public education spending in British Columbia – adjusted for inflation – is 250 percent higher in 2020 than it was in 1970. Meanwhile, enrolment in 2020 is only 110 percent of 1970 enrolment. The main cause of spending growth is increase in the number of teachers the system employs, which depended in no small part on the British Columbia Teachers’ Federation (BCTF)’s successful attempts to negotiate class size and composition rules. Other causes of spending growth are provincial and district spending priorities. Successive provincial governments have tried to rein in education spending by legislating cost controls on district spending and teacher contracts but have seldom achieved reductions for long. Spending increases and attempts at cost control are at best only linked partially to governing party ideology, with right-wing and left-wing provincial governments both initiating years of increases and cutbacks. More empirical research is needed, especially into spending’s effects on educational equity and quality, to complete the picture of education finance in British Columbia.
{"title":"A Short History of K-12 Public School Spending in British Columbia, 1970-2020","authors":"Jas Ellis","doi":"10.7202/1078520ar","DOIUrl":"https://doi.org/10.7202/1078520ar","url":null,"abstract":"This article looks at fifty years’ worth (1970-2020) of public K-12 education expenditure data from the Canadian province of British Columbia. It asks if spending has increased or decreased in this period and examines the causes and correlates of spending changes. Previous research has tended to assume that spending has decreased during this “neoliberal” period. However, historical and empirical research in this article gives a much different picture. K-12 public education spending in British Columbia – adjusted for inflation – is 250 percent higher in 2020 than it was in 1970. Meanwhile, enrolment in 2020 is only 110 percent of 1970 enrolment. The main cause of spending growth is increase in the number of teachers the system employs, which depended in no small part on the British Columbia Teachers’ Federation (BCTF)’s successful attempts to negotiate class size and composition rules. Other causes of spending growth are provincial and district spending priorities. Successive provincial governments have tried to rein in education spending by legislating cost controls on district spending and teacher contracts but have seldom achieved reductions for long. Spending increases and attempts at cost control are at best only linked partially to governing party ideology, with right-wing and left-wing provincial governments both initiating years of increases and cutbacks. More empirical research is needed, especially into spending’s effects on educational equity and quality, to complete the picture of education finance in British Columbia.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42772892","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}
Information about the use of physical restraint, seclusion, and time-out rooms in Canadian schools has primarily been anecdotal (media reports and anonymous survey data) due to uneven and non-existent mandates for reporting, transparency and public accountability. The absence of clearly articulated mandates to provide written documentation and publicly available data has allowed this issue to remain obscured from public scrutiny and has severely hampered advocacy efforts for students with disabilities, who are disproportionately impacted. Building upon a prior policy analysis that investigated the policy landscape of physical restraint, seclusion, and time-out in Canadian educational jurisdictions, the current policy analysis explores an additional variable, which was not previously considered, notably the degree to which educational jurisdictions provide clear regulatory requirements to document, report, and review incidents of physical restraint, seclusion, and time-out rooms in schools. Findings indicate that inconsistent reporting requirements have created glaring gaps and loopholes in accountability mechanisms that severely disadvantage students with disabilities. Recommendations include problematizing the institutionalized structures that enable information about the use of restraint, seclusion, and time-out to be filtered and concealed, and identifying guiding principles, which are grounded in research, that can provide a framework for much needed regulatory standards relative to this issue.
{"title":"Policies Matter: Closing the Reporting and Transparency Gaps in the use of Restraint, Seclusion, and Time-Out Rooms in Schools","authors":"N. Bartlett, T. Ellis","doi":"10.7202/1078514ar","DOIUrl":"https://doi.org/10.7202/1078514ar","url":null,"abstract":"Information about the use of physical restraint, seclusion, and time-out rooms in Canadian schools has primarily been anecdotal (media reports and anonymous survey data) due to uneven and non-existent mandates for reporting, transparency and public accountability. The absence of clearly articulated mandates to provide written documentation and publicly available data has allowed this issue to remain obscured from public scrutiny and has severely hampered advocacy efforts for students with disabilities, who are disproportionately impacted. Building upon a prior policy analysis that investigated the policy landscape of physical restraint, seclusion, and time-out in Canadian educational jurisdictions, the current policy analysis explores an additional variable, which was not previously considered, notably the degree to which educational jurisdictions provide clear regulatory requirements to document, report, and review incidents of physical restraint, seclusion, and time-out rooms in schools. Findings indicate that inconsistent reporting requirements have created glaring gaps and loopholes in accountability mechanisms that severely disadvantage students with disabilities. Recommendations include problematizing the institutionalized structures that enable information about the use of restraint, seclusion, and time-out to be filtered and concealed, and identifying guiding principles, which are grounded in research, that can provide a framework for much needed regulatory standards relative to this issue.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42081375","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}
While there is now an extensive literature related to the internationalization of post-secondary education in Canada, developments within K-12 public schooling have received much less attention. This article explores recent developments in international education in Canadian public school systems, with specific attention to developments in Manitoba. In doing so it argues that these developments incorporate three distinct policy interests – trade, immigration and education – resulting in strong federal influences on provincial education policies and practices. The article examines two major international education initiatives: the recruitment of international students; and, the establishment of affiliate school agreements overseas. It argues that these recent developments reflect a particular notion of “the internationalization of public schooling” where a historical notion of “international education” as a learning-focused concept has been supplanted by an economic and market-driven notion that has trade and immigration considerations as its primary interests.
{"title":"International Education and the Internationalization of Public Schooling in Canada: Approaches and Conceptualizations","authors":"Abdelhady Elnagar, Jon Young","doi":"10.7202/1075674AR","DOIUrl":"https://doi.org/10.7202/1075674AR","url":null,"abstract":"While there is now an extensive literature related to the internationalization of post-secondary education in Canada, developments within K-12 public schooling have received much less attention. This article explores recent developments in international education in Canadian public school systems, with specific attention to developments in Manitoba. In doing so it argues that these developments incorporate three distinct policy interests – trade, immigration and education – resulting in strong federal influences on provincial education policies and practices. The article examines two major international education initiatives: the recruitment of international students; and, the establishment of affiliate school agreements overseas. It argues that these recent developments reflect a particular notion of “the internationalization of public schooling” where a historical notion of “international education” as a learning-focused concept has been supplanted by an economic and market-driven notion that has trade and immigration considerations as its primary interests.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46871642","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}
This qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program’s coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio & Powell, 1991) constituted the theoretical framework that guided the methodology as well as the analysis of the findings. The study revealed that the coordinators’ understanding and practices around the existing inclusion and teacher education policies emerge from their own experiences in this particular program, intermingled with their beliefs about how inclusion should be enacted in teacher education and schools. Key findings included coordinators developing inclusive mindsets among pre-service teachers, negotiating their logics towards inclusion through modeling inclusive teaching practices in the university classroom, and engaging them in critical discussions around inclusion policy practice in schools, and coordinators calling for a curriculum policy change. Recommendations for future teacher education programming in response to the evolving inclusive education are offered.
{"title":"A New-Institutional Analysis of Inclusion Policy Enactment in Teacher Education: A Case from Ontario","authors":"Ayman Massouti","doi":"10.7202/1075670AR","DOIUrl":"https://doi.org/10.7202/1075670AR","url":null,"abstract":"This qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program’s coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio & Powell, 1991) constituted the theoretical framework that guided the methodology as well as the analysis of the findings. The study revealed that the coordinators’ understanding and practices around the existing inclusion and teacher education policies emerge from their own experiences in this particular program, intermingled with their beliefs about how inclusion should be enacted in teacher education and schools. Key findings included coordinators developing inclusive mindsets among pre-service teachers, negotiating their logics towards inclusion through modeling inclusive teaching practices in the university classroom, and engaging them in critical discussions around inclusion policy practice in schools, and coordinators calling for a curriculum policy change. Recommendations for future teacher education programming in response to the evolving inclusive education are offered.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43758105","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}
Despite the potential instructional benefits of integrating devices such as cell phones into schools and classrooms, research reveals that their improper use can negatively impact student behaviour, learning, and well-being. This paper reviews the literature and litigation on cell phone use in schools due to controversies over cheating, cyberbullying, sexting, and searches of student cell phones. Recent studies suggested that the presence of cell phones and related technologies in classrooms could detract from students’ academic performances while contributing to higher rates of academic dishonesty and cyberbullying. The growing prevalence of cyberbullying is especially concerning because it can have severely negative, even tragic, effects on student mental health and safety. However, given the relatively discreet nature of cell phone use, regulations about their use can be difficult to enforce. After reviewing literature and litigation on the potential risks associated with inappropriate cell phone use in schools, this paper offers suggestions for educators to consider when devising or revising policies balancing students’ individual rights with their safety and well-being before ending with a brief conclusion.
{"title":"Cell Phones, Student Rights, and School Safety: Finding the Right Balance","authors":"William T. Smale, Ryan Hutcheson, C. Russo","doi":"10.7202/1075672AR","DOIUrl":"https://doi.org/10.7202/1075672AR","url":null,"abstract":"Despite the potential instructional benefits of integrating devices such as cell phones into schools and classrooms, research reveals that their improper use can negatively impact student behaviour, learning, and well-being. This paper reviews the literature and litigation on cell phone use in schools due to controversies over cheating, cyberbullying, sexting, and searches of student cell phones. Recent studies suggested that the presence of cell phones and related technologies in classrooms could detract from students’ academic performances while contributing to higher rates of academic dishonesty and cyberbullying. The growing prevalence of cyberbullying is especially concerning because it can have severely negative, even tragic, effects on student mental health and safety. However, given the relatively discreet nature of cell phone use, regulations about their use can be difficult to enforce. After reviewing literature and litigation on the potential risks associated with inappropriate cell phone use in schools, this paper offers suggestions for educators to consider when devising or revising policies balancing students’ individual rights with their safety and well-being before ending with a brief conclusion.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42302874","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}
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