- 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 and 16: simultaneously reacts to and create
- Page 17 and 18: 10 Introduction
- 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: Lyon, D.R., and K.S. Douglas. 1999.
- 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:
98 Section 3: Central Canada
- Page 107 and 108:
schools. Finally, the last section
- Page 109 and 110:
The Commission identifi ed 10 areas
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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
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-- (1992), La gestion de l’éduca
- Page 137 and 138:
-- (1994), L’école au cœur des
- Page 139 and 140:
132 Section 3: Central Canada
- 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
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Events Year Texts/policies/statemen
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-- 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