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Making Sense of the First Nation, Metis and Inuit Education Policy Framework

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by

Cindy Sawyer

on 6 February 2013

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Transcript of Making Sense of the First Nation, Metis and Inuit Education Policy Framework

MAKING SENSE OF THE FIRST NATION, METIS AND INUIT EDUCATION POLICY FRAMEWORK My Journey PRIMARY RESEARCH QUESTION Related Sub-Questions How does sense-making enable or constrain teachers' agency during policy implementation?
How do organizational cultures and structures impact teacher sense-making during policy implementation?
How do environmental messages impact teacher sense-making during policy implementation? Sense-making Theory Co-Construction RESEARCH DESIGN AND METHODOLOGY FINDINGS:
SENSE-MAKING AND INDIVIDUAL AGENCY FINDINGS:

SENSE-MAKING AND
ORGANIZATIONAL
STRUCTURE AND
CULTURE FINDINGS:

SENSE-MAKING AND ENVIRONMENTAL MESSAGING DISCOURSE EQUITY AND INCLUSION DISCOURSE TEACHER AS PROFESSIONAL DISCOURSE LEADERSHIP AND CHANGE MY JOURNEY SENSE-MAKING THEORY CO-CONSTRUCTION PRIMARY RESEARCH QUESTION SUB-QUESTIONS: IMPLICATIONS AND RECOMMENDATIONS MAKING SENSE OF THE FIRST NATION, METIS, AND INUIT EDUCATION POLICY FRAMEWORK

Ed. D. ORAL EXAMINATION PRESENTATION
by Cindy Sawyer
February 25, 2013 How is teacher sense-making mediated by organizational culture/structure and environmental messaging, and how does this sense-making process influence teacher agency during the implementation of the First Nation, Metis, and Inuit Education policy framework? How does sense-making enable or constrain teachers' agency during policy implementation?
How do organizational cultures and structures impact teacher sense-making during policy implementation?
How do environmental messages impact teacher sense-making during policy implementation? Participants
Instruments
Procedure
Treatment of the Data Site Selection Case Study Sense-making Cues and Individual Agency Physical plant
Student population
Partnerships
Leadership
Programming
Resources
Staffing Practices
Staffs Norms
Beliefs
Knowledge of how things work Macro Level
Messages:
Provincial Education Initiatives
FNMI Policy
Historical & Political Context Meso Level Messages:
School Board Implementation Process Micro Level Messages:
Colleagues
Aboriginal Parents
Principals Prior Knowledge and Experience Increases
comfort supports implementation Belief in Equity and Inclusion promotes agency
welcoming environments
parental involvement
partnerships supports implementation creates tension constrains implementation CUES AGENCY POLICY Leadership professional, emotional and resource support supports implementation power differential supports and constrains
implementation FRAMES: past moments of socialization CUES: present moments of experience (organizational structure/culture, environmental messaging) (Weick, 1995) multi-directional flow of implementation
acknowledges power differentials
Mediational system: individual agency, organizational structure and culture
environmental messaging (cause teachers to notice and select new information to map onto previous knowledge) IN THIS STUDY
POLICY IMPLEMENTATION ... references more than the policy document and the school board's implementation plan. Policy implementation is more broadly conceptualized to include all activities related to improving educational outcomes for Aboriginal students since the release of the FNMI policy document.
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