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Indicators Program. Ottawa: Canadian Education Statistics Council. Clark, B.R. 1987. The Academic life: Small worlds, different worlds. Princeton: Carnegie Foundation for the Advancement of Teaching. Carroll, W.K. and M. Shaw. 2001. Consolidating a neoliberal policy bloc in Canada, 1976-1996. Canadian Public Policy, 27: 195-217. Fisher, D., and G. Edwards. 1999. The legitimation of educational studies in Canadian universities: A social history of the Canadian Society for the Study of Education. In M. Allard, J. Covert, C. Dufresne-Tassé A. Hildyard, and M. Jackson (Eds.), A challenge met: The defi nition and recognition of the fi eld of education (8-118). Ottawa: Canadian Society for the Study of Education. Fisher, D. and K. Rubenson. 1998. The Changing Political Economy: The Private and Public Lives of Canadian Universities, in Currie. J. and Newson, J. (Eds.), Universities and Globalization: Critical Perspectives (77-98). Thousand Oaks, Ca: Sage Publications. Freidson, E. 1994. Professionalism reborn: Theory, prophecy and policy. Chicago: University of Chicago Press. Gale, T. 1999. Policy Trajectories: treading the discursive path of policy analysis. Discourse, 20:3, 393-407. Gale, T. 2001. Critical policy sociology: historiography, archaeology and genealogy of policy analysis. Journal of Education Policy, 16:5, 379-393. Gieryn, Thomas F. 1999. Cultural Boundaries of Science: Credibility on the Line. Chicago: University of Chicago Press. Ozga, J. 2000. Policy Research in Educational Settings: Contested Terrain. Philadelphia, PA: Open University Press. Perkin, H. 1989. The rise of professional society: England since 1880. New York: Routledge. Rothstein, B. 1999. Institutions Matter. Oxford: Oxford University Press. Taylor, S. 1997. Critical Policy Analysis: Exploring Contexts, Texts, and Consequences. Discourse: Studies in the Cultural Politics of Education. 18 (19), pp. 23-35. Taylor, S. et al. 1997. Educational policy and the politics of change. London and New York: Routledge. Williams, R. 1973. Base and Superstructure in Marxist Cultural Theory. New Left Review, 83:3-16. Williams, R.1977. Marxism and Literature. Oxford: Oxford University Press. Introduction 9
10 Introduction
Page 3 and 4: The evolution of professionalism: e
Page 5 and 6: Table of Contents Preface iii Intro
Page 7 and 8: iv Introduction
Page 9 and 10: The Context The history of teaching
Page 11 and 12: work to the different forms of capi
Page 13 and 14: describes May 1968 as a “historic
Page 15: simultaneously reacts to and create
Page 19 and 20: profession of teaching, standards,
Page 21 and 22: In 1991, the New Democratic Party w
Page 23 and 24: diversify their teaching skills and
Page 25 and 26: Policy required all students in Gra
Page 27 and 28: 18, 2002, reported a current defi c
Page 29 and 30: Table 1. 1990-91 to 2002-03 Operati
Page 31 and 32: accompanied by acknowledged standar
Page 33 and 34: the number of teachers new to the B
Page 35 and 36: Lyon, D.R., and K.S. Douglas. 1999.
Page 37 and 38: 30 Section 1: The West
Page 39 and 40: means of a resource manual. Three a
Page 41 and 42: schools followed a model already po
Page 43 and 44: and secure environments for all Alb
Page 45 and 46: from Kindergarten to Grade 3, 25 fr
Page 47 and 48: formed to assist the government wit
Page 49 and 50: • Develop and implement comprehen
Page 51 and 52: although principals and assistant p
Page 53 and 54: Alberta Learning. 2000. Shaping the
Page 55 and 56: 48 Section 1: The West
Page 57 and 58: Saskatchewan’s educational polici
Page 59 and 60: As Tymchak (2001) has noted, this c
Page 61 and 62: The Government of Saskatchewan iden
Page 63 and 64: population (Saskatchewan Learning,
Page 65 and 66: As has been stated elsewhere in thi
Page 67 and 68:
tests and Saskatchewan curriculum o
Page 69 and 70:
) policy ideas begin as realization
Page 71 and 72:
-- 2004a. Province responds to Boug
Page 73 and 74:
In 1990, Filmon and his party were
Page 75 and 76:
Outcomes-based Curricula The “New
Page 77 and 78:
The last major alteration of school
Page 79 and 80:
• The availability of qualifi ed
Page 81 and 82:
of Manitoba Education and Youth (ww
Page 83 and 84:
Levin, B. and J. Wiens. 2003. There
Page 85 and 86:
78 Section 3: Central Canada
Page 87 and 88:
Policy Trends 1960-1990 During a 30
Page 89 and 90:
Within six months of the Royal Comm
Page 91 and 92:
Bill 160 mandated greater restricti
Page 93 and 94:
the specifi city in curriculum expe
Page 95 and 96:
ecommended a funding increase of $1
Page 97 and 98:
Secretariat, and committed $160 mil
Page 99 and 100:
enable this to happen. This shift i
Page 101 and 102:
from Liberals, to New Democrats, to
Page 103 and 104:
-- 2003a. 97 percent of teacher can
Page 105 and 106:
Page 107 and 108:
schools. Finally, the last section
Page 109 and 110:
The Commission identifi ed 10 areas
Page 111 and 112:
énoncé de politique et plan d’a
Page 113 and 114:
• Twelve professional competencie
Page 115 and 116:
tongue. In 2001, as part of the imp
Page 117 and 118:
-- 1993. La décentralisation en é
Page 119 and 120:
-- 1996. Rapport du groupe de trava
Page 121 and 122:
Rulings Régime pédagogique de l
Page 123 and 124:
personnel enseignant. La sixième p
Page 125 and 126:
Troisième partie : le curriculum d
Page 127 and 128:
Quatrième partie : La gouvernance
Page 129 and 130:
À l’automne 1992, le ministre Pa
Page 131 and 132:
• Un Comité sur les affaires rel
Page 133 and 134:
l’imputabilité et de la redditio
Page 135 and 136:
-- (1992), La gestion de l’éduca
Page 137 and 138:
-- (1994), L’école au cœur des
Page 139 and 140:
Page 141 and 142:
various players in the system, the
Page 143 and 144:
The document noted that such a rest
Page 145 and 146:
announced started in September 2003
Page 147 and 148:
• creating a committee to establi
Page 149 and 150:
each district as well. These commit
Page 151 and 152:
Events Year Texts/policies/statemen
Page 153 and 154:
-- 1993. Ministerial Statement - Sc
Page 155 and 156:
Internet Sites Association des ense
Page 157 and 158:
to be funded by a formula that comb
Page 159 and 160:
Cameron’s wage freeze was followe
Page 161 and 162:
standardized testing regime, much o
Page 163 and 164:
Shore Boards) with a centralized um
Page 165 and 166:
This fi nding effectively echoed te
Page 167 and 168:
a tight-loose policy framework, cou
Page 169 and 170:
Beginning in 1995, however, the “
Page 171 and 172:
Conference Board of Canada. 1992. E
Page 173 and 174:
-- 1998a. Program policy for French
Page 175 and 176:
168 Section 4: The Atlantic Region
Page 177 and 178:
een falling. As of September 1995,
Page 179 and 180:
all actors in the Newfoundland and
Page 181 and 182:
school districts, MUN, and the NLTA
Page 183 and 184:
management trends in other Canadian
Page 185 and 186:
of schools”, especially given the
Page 187 and 188:
References Atlantic Provinces Educa
Page 189 and 190:
-- 1999. News Release (January 6):
Page 191 and 192:
-- 2004. Budget speech. St. John’
Page 193 and 194:
186 Section 4: The Atlantic Region
Page 195 and 196:
In 1999, the Minister of Education
Page 197 and 198:
Grades 1 to 12 follow the program.
Page 199 and 200:
system results, the Department has
Page 201 and 202:
Other improvements included the int
Page 203 and 204:
participate in the early immersion
Page 205 and 206:
approximately 50 hours per week”
Page 207 and 208:
-- 2001d. Schools in Society. Charl
Page 209 and 210:
Lowther, L. 2004. Private written c
Page 211 and 212:
The Territories The Yukon Territory
Page 213 and 214:
to develop First Nations curriculum
Page 215 and 216:
Yukon Native Teacher Education Prog
Page 217 and 218:
profi t organizations are also impo
Page 219 and 220:
training, a new computer-based info
Page 221 and 222:
to Inuktitut, the language of the I
Page 223 and 224:
-- 2002. Standing Committee on Heal
Page 225 and 226:
-- 2003. Public Schools Branch Annu
Page 227 and 228:
y BC in 2001. These changes, made p
Page 229 and 230:
change, although in the opposite di
Page 231 and 232:
and a core curriculum are intimatel
Page 233 and 234:
school must decide between an advis
Page 235 and 236:
thus policy was given as fait accom
Page 237 and 238:
combat racism. The French tradition
Page 239 and 240:
The discourse of inclusion is an at
Page 241 and 242:
of the Newfoundland and Labrador Te
Page 243 and 244:
(Brodie, 1995, p. 386). Similarly,
Page 245 and 246:
Table 9. School Councils Province N
Page 247 and 248:
References Alberta Learning. 2003.
Page 249 and 250:
242 Appendices
Page 251 and 252:
244 Appendices
Page 253 and 254:
Party: Premier Minister Ministry Po
Page 255 and 256:
Appendix 3. Saskatchewan Ministers
Page 257 and 258:
Appendix 4. Manitoba Ministers of E
Page 259 and 260:
Party: Premier Minister Ministry Po
Page 261 and 262:
Premier Political Party Lucien Bouc
Page 263 and 264:
Premiers ministres Partis Lucien Bo
Page 265 and 266:
Appendix 7. Premiers, Political Par
Page 267 and 268:
260 Index
Page 269 and 270:
accountability, 38-39, 40, 222 curr
Page 271 and 272:
British Columbia, Ministry of Skill
Page 273 and 274:
curriculum for Aboriginal students,
Page 275 and 276:
Final Report of the Commission of C
Page 277 and 278:
pan-Canadian themes, 231 population
Page 279 and 280:
indicators of education, 144t langu
Page 281 and 282:
governance structure changes in BC,
Page 283 and 284:
languages, 230 per-student expendit
Page 285 and 286:
einforcement of role, 136 religious
Page 287 and 288:
Saskatchewan demographics, 55-57 Sa
Page 289 and 290:
Y Year 2000: A Framework for Learni
Page 291 and 292:
égalité des chances, 117, 121, 12
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