School Reform Policy in Newfoundland and Labrador in the 1990s: AN Analysis of Potential Impacts on Conditions for Learning
Notice bibliographique
Résumé
In the 1990s, the Government of Newfoundland and Labrador enacted education reform legislation. As with school reform in general, these statutes sought to establish principles for restructuring and conditions for improving learning for every child in the province. However, research indicates that many reform strategies fail to improve student achievement significantly, if at all (Newmann & Wehlage, 1995). This study examined the potential of the province’s laws for improving the quality of teaching and learning. Specific questions were: 1) how frequent and in what patterns are instructional components and enabling strategies embedded in education statutes and regulations? 2) are these instruments organized according to essential elements of policy to improve the quality of teaching and learning? 3) what do the frequency, pattern and level of policy support of instructional components embedded in the legislation mean for the likelihood of improving teaching and learning? These questions were addressed by using the literature to design and structure a content analysis of the current legislation to surface the patterns of instructional components and enabling strategies that positively affect teaching and learning and key elements of policy that are critical for implementation. The components and strategies were: content standards, student assessments, professional development, policy alignment, curricular materials, accountability and restructured governance. The policy elements were: goals, financial resources, supporting rules and implementation structures. The study found that instructional components were not embedded in legislation in a way that would improve achievement in schools. The statutory language focused mostly on governance. Moreover, instructional components were implicitly expressed and embedded in the duties of local administrators or school councils. Schools and boards were left with the responsibility of improving the quality of student learning but with few supporting rules and no direct financial support or implementation structures. Under such circumstances, it is unlikely that student achievement will improve. These findings will expose ways that statutes in education can and cannot be designed to affect policy implementation at the local level, help provincial policymakers reflect on the goals and potential impact of reform, and establish new directions that can help the province to improve student achievement.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».