Policy as praxis: Senior educators’ enactment of assessment policy reform
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article reveals the multifaceted ways in which policy enactment was expressed as praxis in the context of assessment reform in Ontario, Canada. The research explores the way in which the Growing Success assessment policy was interpreted variously by different educators occupying senior roles within the district office in a single school district in northern Ontario. Drawing on neo-Aristotelian theorising, the research reveals how ‘policy in practice’ was expressed as a form of praxis, where such praxis is understood as morally committed and informed action oriented towards excellence in a field (in this case, education). While recognising the complexity of policy enactment, and how policy enactment can result in unforeseen and sometimes problematic outcomes, the research also reveals how policy enactment can have productive outcomes in relation to what are construed as the ‘internal goods’ of education. In the research presented, these productive outcomes included the capacity to facilitate teachers’ learning within and across elementary and secondary school sites; a critical, constructive focus on standardised measures of student learning in relation to academic outcomes; and the enhancement of student learning opportunities via cultural inclusion, particularly in relation to First Nations, Métis and Inuit students. In this way, the research validates a conception of policy as praxis and foregrounds how policy enactment can be understood in ways that promote the intrinsic integrity of educational practice, and the need to draw on these ‘internal goods’ in such enactment.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it