The evolution of professionalism - Centre for Policy Studies in ...

More documents

Recommendations

Info

The evolution of professionalism: educational policy in the provinces and territories of Canada Adrienne S. Chan Donald Fisher Kjell Rubenson
Page 4 and 5: Library and Archives Canada Catalog
Page 6 and 7: Table 4: Political parties and thei
Page 8 and 9: Introduction Adrienne S. Chan, Dona
Page 10 and 11: ole of professionals in modern soci
Page 12 and 13: Another central observation in the
Page 14 and 15: with all the themes were set within
Page 16 and 17: Indicators Program. Ottawa: Canadia
Page 18 and 19: Chapter 1 Policy Narrative for Brit
Page 20 and 21: Recommendations were made with resp
Page 22 and 23: teacher locals to decide whether or
Page 24 and 25: and school districts to engage in s
Page 26 and 27: Policies into Practice developed sp
Page 28 and 29: set the stage for class size regula
Page 30 and 31: would benefi t from clearer directi
Page 32 and 33: Act was proclaimed in 1989, and thi
Page 34 and 35: Britannique, Federation of Independ
Page 36 and 37: Stanley, T.J. 1989. Multiculturalis
Page 38 and 39: Chapter 2 Policy Narrative for Albe
Page 40 and 41: emphasized a results-based provinci
Page 42 and 43: oards regained the right to collect
Page 44 and 45: powers of the Registrar of the Coll
Page 46 and 47: • Conducting the work and monitor
Page 48 and 49: agreed to pay the teachers’ unfun
Page 50 and 51: • That funding for building and r
Page 52 and 53:
government to address educational i
Page 54 and 55:
Harvey, J. 2001. Government Pulls B
Page 56 and 57:
Chapter 3 Policy Narrative for Sask
Page 58 and 59:
Integrated Services The Role of the
Page 60 and 61:
eform. These include government dep
Page 62 and 63:
and Indian/Native students are met
Page 64 and 65:
small schools has occurred in rural
Page 66 and 67:
the commission’s work, and recent
Page 68 and 69:
School divisions should be aware th
Page 70 and 71:
Saskatchewan Bureau of Statistics.
Page 72 and 73:
Chapter 4 Policy Narrative for Mani
Page 74 and 75:
and Wiens, 2003). As a result, the
Page 76 and 77:
educators. In June 2000, Minister o
Page 78 and 79:
government’s commitment to reduci
Page 80 and 81:
This review described the governmen
Page 82 and 83:
Endnotes 1. S4, (or Senior 4) is eq
Page 84 and 85:
Manitoba Teachers’ Society. 2000.
Page 86 and 87:
Chapter 5 Policy Narrative for Onta
Page 88 and 89:
1994) de-streamed the Grade 9 curri
Page 90 and 91:
discipline. Prior to the establishm
Page 92 and 93:
confronted the province about the i
Page 94 and 95:
linguistique, Investir dans l’ani
Page 96 and 97:
Major Policies and Policy Initiativ
Page 98 and 99:
Policy Trends in Curriculum Since 1
Page 100 and 101:
The funding situation stimulated th
Page 102 and 103:
Education Testing Service. 2003. On
Page 104 and 105:
Radwanski, G. 1988. Ontario Study o
Page 106 and 107:
Chapter 6 Policy Narrative for Queb
Page 108 and 109:
Table 3. Indicators of education in
Page 110 and 111:
In June 1994, the new Liberal Educa
Page 112 and 113:
of the school establishment actors,
Page 114 and 115:
ecumenical program offering an over
Page 116 and 117:
References Bowe, R. and S.J. Ball.
Page 118 and 119:
-- 2000. Pour une politique de l’
Page 120 and 121:
-- 1986. Plan d’action pour la re
Page 122 and 123:
Chapitre 6a Les politiques d’édu
Page 124 and 125:
ecueillent 0,86 % du PIB de la dép
Page 126 and 127:
• Le niveau d’exigences en fran
Page 128 and 129:
en tension avec les préoccupations
Page 130 and 131:
93, la division des commissions sco
Page 132 and 133:
en 1975 et celle de la Convention d
Page 134 and 135:
Références Centrale De L’enseig
Page 136 and 137:
-- (1998), Politique en matière d
Page 138 and 139:
Loi 107 (instruction publique), 198
Page 140 and 141:
Chapter 7 Policy Narrative for New
Page 142 and 143:
collaborate more closely in order t
Page 144 and 145:
To improve the quality of the teach
Page 146 and 147:
a mathematics exam in either French
Page 148 and 149:
That same year, the government unde
Page 150 and 151:
Table 4. Political parties and thei
Page 152 and 153:
Conclusion In terms of its educatio
Page 154 and 155:
-- 2002. Politique provinciale d’
Page 156 and 157:
Chapter 8 Policy Narrative for Nova
Page 158 and 159:
Buchanan had left the province in a
Page 160 and 161:
into the Strait Regional School Boa
Page 162 and 163:
tenure with Bill 39, the original r
Page 164 and 165:
outcomes and testing, offi cials ar
Page 166 and 167:
In 1996, following the publication
Page 168 and 169:
public or even to so-called stakeho
Page 170 and 171:
per school while the ordinary schoo
Page 172 and 173:
-- 1993c. The report of the task fo
Page 174 and 175:
-- 1994. Teacher certifi cation in
Page 176 and 177:
Chapter 9 Policy Narrative for Newf
Page 178 and 179:
The good news concerning the favour
Page 180 and 181:
only to those with the appropriate
Page 182 and 183:
school questions which do not infri
Page 184 and 185:
Curriculum Development and Assessme
Page 186 and 187:
1999). The NLTA President also reca
Page 188 and 189:
-- 1996. News Release (November 18)
Page 190 and 191:
-- 2002. School Boards’ Associati
Page 192 and 193:
-- 2000. Response to «Supporting l
Page 194 and 195:
Chapter 10 Policy Narrative for Pri
Page 196 and 197:
is intended to “add teachers in k
Page 198 and 199:
is as good as or competitive with e
Page 200 and 201:
1996-97 and 2002-03, total per capi
Page 202 and 203:
school administrators, and parents
Page 204 and 205:
Professional Voice: The PEITF The y
Page 206 and 207:
References Canadian Heritage. 2004.
Page 208 and 209:
-- 2004a. Teacher Certifi cation Ap
Page 210 and 211:
Chapter 11 Policy Narrative for the
Page 212 and 213:
Holistic personal development and g
Page 214 and 215:
increased between 1994 and 1997, an
Page 216 and 217:
schools many teachers had less than
Page 218 and 219:
Assembly and given fi rst reading i
Page 220 and 221:
the best possible education and one
Page 222 and 223:
-- Code of Ethics. http: //www.fnt.
Page 224 and 225:
-- 2000. Student support needs asse
Page 226 and 227:
Chapter 12 Conclusion Adrienne S. C
Page 228 and 229:
Canada, 2003). Teachers’ salaries
Page 230 and 231:
Indicators Program (SAIP) in 2000.
Page 232 and 233:
students. Provinces and territories
Page 234 and 235:
In Nova Scotia, a school board boun
Page 236 and 237:
about teacher shortages (1997). The
Page 238 and 239:
In British Columbia, Aboriginal edu
Page 240 and 241:
education programs, colleges of tea
Page 242 and 243:
Saskatchewan, which throughout the
Page 244 and 245:
Table 8. Fiscal Policies and Fundin
Page 246 and 247:
Table 10. Number of school boards/
Page 248 and 249:
Morely, L. and N. Rassool, (2000).
Page 250 and 251:
Appendices Appendices 243
Page 252 and 253:
Appendix 1. British Columbia Provin
Page 254 and 255:
Appendix 2. Alberta Provincial Mini
Page 256 and 257:
Party: Premier Minister Ministry Po
Page 258 and 259:
Appendix 5. Ontario Provincial Educ
Page 260 and 261:
Appendix 6. Quebec Political Partie
Page 262 and 263:
Appendix 6a. Les partis politiques
Page 264 and 265:
Premiers ministres Partis Ministres
Page 266 and 267:
Appendix 8. Political Parties, Prem
Page 268 and 269:
Index Page numbers in italics follo
Page 270 and 271:
Ball, S.J., 99 band-controlled scho
Page 272 and 273:
in Ontario, 84, 85 in Prince Edward
Page 274 and 275:
Education Act (NU), 206 Education A
Page 276 and 277:
Government Organization Act (Alta.)
Page 278 and 279:
fi nances, 70-71, 219-220, 221 gove
Page 280 and 281:
Nunavut, Ministry of Education, 210
Page 282 and 283:
private sector, career development
Page 284 and 285:
accountability philosophy, 59-61 am
Page 286 and 287:
secular schools, 32 security. See s
Page 288 and 289:
Teaching Profession Amendment Act (
Page 290 and 291:
Index Chapitre 6a Les politiques d
Page 292:
Politique et Plan d’action en mat
show all

The evolution of professionalism - Centre for Policy Studies in ...

Create successful ePaper yourself

Delete template?

Save as template?