東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The important role of a British Colu...

McLean, Anthony Charles Roy.

FindBook

Google Book

Amazon

博客來

The important role of a British Columbia school district's educational leaders in implementing its enhancement agreement: An exploratory case study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The important role of a British Columbia school district's educational leaders in implementing its enhancement agreement: An exploratory case study./
作者:	McLean, Anthony Charles Roy.
面頁冊數:	235 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2325.
Contained By:	Dissertation Abstracts International70-07A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR49646
ISBN:	9780494496466

The important role of a British Columbia school district's educational leaders in implementing its enhancement agreement: An exploratory case study.
McLean, Anthony Charles Roy.

The important role of a British Columbia school district's educational leaders in implementing its enhancement agreement: An exploratory case study. - 235 p.

Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2325.

Thesis (Ed.D.)--University of Calgary (Canada), 2009.

In the mid nineties, to respond to the historical challenge of reducing the achievement gap between the Aboriginal and non-Aboriginal learner, the British Columbia Ministry of Education embarked upon a new policy direction for Aboriginal education. It was grounded in three fundamental approaches: language and culture, learner support and academic achievement, and the development of school district enhancement agreements (EA's) that were designed to enhance Aboriginal learner achievement and success through a collaborative partnership among Aboriginal communities, the school district, and the BC Ministry of Education.

ISBN: 9780494496466Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The important role of a British Columbia school district's educational leaders in implementing its enhancement agreement: An exploratory case study.
LDR:03820nam 2200325 4500 001 1398439
005 20110908112945.5
008 130515s2009 ||||||||||||||||| ||eng d
020 $a 9780494496466
035 $a (UMI)AAINR49646
035 $a AAINR49646
040 $a UMI $c UMI
100 1 $a McLean, Anthony Charles Roy. $3 1677314
245 1 4 $a The important role of a British Columbia school district's educational leaders in implementing its enhancement agreement: An exploratory case study.
300 $a 235 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2325.
502 $a Thesis (Ed.D.)--University of Calgary (Canada), 2009.
520 $a In the mid nineties, to respond to the historical challenge of reducing the achievement gap between the Aboriginal and non-Aboriginal learner, the British Columbia Ministry of Education embarked upon a new policy direction for Aboriginal education. It was grounded in three fundamental approaches: language and culture, learner support and academic achievement, and the development of school district enhancement agreements (EA's) that were designed to enhance Aboriginal learner achievement and success through a collaborative partnership among Aboriginal communities, the school district, and the BC Ministry of Education.
520 $a It involved dialogue, shared decision-making, specific goal setting, and targets aimed at meeting the educational needs of the Aboriginal learner. By 2002, seven British Columbia school districts had enhancement agreements in place and the Ministry's goal was to have all of its sixty school districts with enhancement agreements by 2005. By the end of 2006/2007, thirty-five school districts had signed agreements.
520 $a School District 5 (Southeast Kootenay), after two years of discussion involving key players from the Aboriginal community, the school district, and the BC Ministry of Education, signed an enhancement agreement on June 21, 2005. Subsequently, its implementation posed challenges to the district's educational leaders. Conceptually, they viewed an agreement that was grounded in sound guiding principles: culture, respect, belonging, achievement, collaboration (communication and relationships), and a holistic perspective. Performance goals and indicators of success supplemented some of the principles. The major challenge confronting the district's educational leaders was an effective employment of strategies to transform the document from theory into daily practice.
520 $a For too long throughout the history of Aboriginal education in Canada and more specifically in British Columbia, school districts have experienced marginal success in meeting the challenge. The BC deputy minister of education, making reference to the overall academic achievement of British Columbia students, noted, "The major problem confronting the British Columbia education system is that high achievement of its students does not extend to Aboriginal students" (McRae, 2007, p.14).
520 $a Acknowledging the school district is in the early stages of implementing its enhancement agreement, this exploratory case study, from the perspective of the school district and the Aboriginal community, focused on the effectiveness of the school district's leadership strategies in implementing the enhancement agreement and reducing the achievement gap between the Aboriginal and non-Aboriginal learner. The researcher conducted this exploratory case study in the school district during the second half of the 2006/07 school year.
590 $a School code: 0026.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Administration. $3 626645
650 4 $a Sociology, Public and Social Welfare. $3 1017909
690 $a 0282
690 $a 0340
690 $a 0514
690 $a 0630
710 2 $a University of Calgary (Canada). $3 1017619
773 0 $t Dissertation Abstracts International $g 70-07A.
790 $a 0026
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR49646