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An investigation into the functions of school boards in British ColumbiaGilbert, James Philip 05 1900 (has links)
The significance of school districts as an object of study lies in the direct
manner in which the provision of public education serves the needs of society and is,
in fact, a societal undertaking. Public schooling is a major instrument for the
expression of the public will in a democratic society, and the school system both
models and maintains the essential attributes of that society. As a result, school
districts, the basic structural unit in the organization and operation of public schools
in Canada, create records which reflect the educational values and concerns of this
society at the most fundamental level. Because the effective administration of
education requires that records be kept, sometimes by law, it is essential to analyze
the functions of school boards as a means of understanding the records they produce
and their significance.
The aim of this study is to identify and synthesize those facts, laws, historical
developments, functions, and competencies common to the local administration of
education in British Columbia with the express purpose of establishing a framework
in and through which the archival control of their records may be examined. This
analysis is undertaken in accordance with the archival methodology of functional
analysis.
The need to examine and understand the legal foundation upon which school
districts and their controlling boards rests is critical because so many of their activities
are largely determined by law. Accordingly, the thesis begins with an analysis of the
legal framework of school district activity and shows that as political and legal entities
school districts are considered to be provincial agents, albeit acting in a local
capacity, with the status of quasi-municipal corporations. From this point of
departure, an analysis of the relevant statute law, common law, and administrative
law is then undertaken in order to determine the historical evolution of British
Columbia school boards, their mandate and their functions. This examination reveals
that each school board shares three primary or governing functions (legislative,
judicial, and executive) and two management functions (education administration and
business administration).
The thesis concludes by offering an evaluation of the implications of this study
for archival practice through an examination of several issues related to the archival
management of school board records as well as the reasons for their permanent
preservation by an archival agency.
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An investigation into the functions of school boards in British ColumbiaGilbert, James Philip 05 1900 (has links)
The significance of school districts as an object of study lies in the direct
manner in which the provision of public education serves the needs of society and is,
in fact, a societal undertaking. Public schooling is a major instrument for the
expression of the public will in a democratic society, and the school system both
models and maintains the essential attributes of that society. As a result, school
districts, the basic structural unit in the organization and operation of public schools
in Canada, create records which reflect the educational values and concerns of this
society at the most fundamental level. Because the effective administration of
education requires that records be kept, sometimes by law, it is essential to analyze
the functions of school boards as a means of understanding the records they produce
and their significance.
The aim of this study is to identify and synthesize those facts, laws, historical
developments, functions, and competencies common to the local administration of
education in British Columbia with the express purpose of establishing a framework
in and through which the archival control of their records may be examined. This
analysis is undertaken in accordance with the archival methodology of functional
analysis.
The need to examine and understand the legal foundation upon which school
districts and their controlling boards rests is critical because so many of their activities
are largely determined by law. Accordingly, the thesis begins with an analysis of the
legal framework of school district activity and shows that as political and legal entities
school districts are considered to be provincial agents, albeit acting in a local
capacity, with the status of quasi-municipal corporations. From this point of
departure, an analysis of the relevant statute law, common law, and administrative
law is then undertaken in order to determine the historical evolution of British
Columbia school boards, their mandate and their functions. This examination reveals
that each school board shares three primary or governing functions (legislative,
judicial, and executive) and two management functions (education administration and
business administration).
The thesis concludes by offering an evaluation of the implications of this study
for archival practice through an examination of several issues related to the archival
management of school board records as well as the reasons for their permanent
preservation by an archival agency. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate
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A political response perspective on intergovernmental relations in educationBartunek, Frank Paul 11 1900 (has links)
This study of intergovernmental relations in
education explored the nature of school district political
responses to provincial government policies in British
Columbia. Specifically, it examined the practice of a
particular set of political responses (Elkin, 1975):
coalition, socialization of the conflict, making use of a
supraorganization, exchange, co-optation and penetration.
Based on theoretical and empirical studies of
governmental policy making (Doern and Phidd, 1983; Lowi,
1964, 1972; Rowat, 1980; Simeon, 1976) and
interorganizational influence (Elkin, 1975; Rhodes, 1980), a
three dimensional conceptual framework was developed
consisting of policy types, school district types and types
of political response. Ministry policy type was classified
according to !?regulatory! (instructions for school districts
to integrate severly handicapped children into regular
school programs) and “distributive” (guidelines to school
districts for capital expenditure allocations). School
district type was distinguished by school board partisanship
and regional—metropolitan variants. Ultimately, three school
districts were chosen for indepth investigation and
comparative analysis.
This study may be regarded as an academic policy
analysis using a multi-case study methodology. Based on
interviews with key district office personnel and school
trustees, along with document analysis and other evidence,
the study yielded thick descriptions of the operational
characteristics ‘of each political response in action.
This study substantiated the proposition that
political behaviour is characterized by certain patterns or
regularities. However, while the “language” of
organizational response proposed by Elkin (1975) provides
insight and guidance for the study of intergovernmental
relations, it does not appear to be comprehensive. Other
district political responses come into play. Nevertheless,
the findings of this study support Elkin’s proposition that
the political responses of local government organizations
are closely associated with their dependency on
environmental resources.
Application of the multi—case methodology in this
research supports the contention of certain policy
researchers that it is possible to combine intensity of
study with comparative variations of key variables. The
inter—disciplinary nature of this study, along with the
systematic use of different kinds of definitions and the
interactive opportunities associated with “on site”
observation, were found to be very important and necessary
features of this qualitative research.
The findings and conclusions suggest that research
should be undertaken on other typologies of political
influence which were identified in the course of this study.
Incorporation of what organizational theorists refer to as
“resource dependency theory,” or “the political economy
perspective” may aid in examining more comprehensively how
school districts, as special purpose governments, adapt to
provincial government authority.
The study concludes with speculations about the
nature and usefulness of school district political responses
within the context of local-provincial relations in
education.
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A political response perspective on intergovernmental relations in educationBartunek, Frank Paul 11 1900 (has links)
This study of intergovernmental relations in
education explored the nature of school district political
responses to provincial government policies in British
Columbia. Specifically, it examined the practice of a
particular set of political responses (Elkin, 1975):
coalition, socialization of the conflict, making use of a
supraorganization, exchange, co-optation and penetration.
Based on theoretical and empirical studies of
governmental policy making (Doern and Phidd, 1983; Lowi,
1964, 1972; Rowat, 1980; Simeon, 1976) and
interorganizational influence (Elkin, 1975; Rhodes, 1980), a
three dimensional conceptual framework was developed
consisting of policy types, school district types and types
of political response. Ministry policy type was classified
according to !?regulatory! (instructions for school districts
to integrate severly handicapped children into regular
school programs) and “distributive” (guidelines to school
districts for capital expenditure allocations). School
district type was distinguished by school board partisanship
and regional—metropolitan variants. Ultimately, three school
districts were chosen for indepth investigation and
comparative analysis.
This study may be regarded as an academic policy
analysis using a multi-case study methodology. Based on
interviews with key district office personnel and school
trustees, along with document analysis and other evidence,
the study yielded thick descriptions of the operational
characteristics ‘of each political response in action.
This study substantiated the proposition that
political behaviour is characterized by certain patterns or
regularities. However, while the “language” of
organizational response proposed by Elkin (1975) provides
insight and guidance for the study of intergovernmental
relations, it does not appear to be comprehensive. Other
district political responses come into play. Nevertheless,
the findings of this study support Elkin’s proposition that
the political responses of local government organizations
are closely associated with their dependency on
environmental resources.
Application of the multi—case methodology in this
research supports the contention of certain policy
researchers that it is possible to combine intensity of
study with comparative variations of key variables. The
inter—disciplinary nature of this study, along with the
systematic use of different kinds of definitions and the
interactive opportunities associated with “on site”
observation, were found to be very important and necessary
features of this qualitative research.
The findings and conclusions suggest that research
should be undertaken on other typologies of political
influence which were identified in the course of this study.
Incorporation of what organizational theorists refer to as
“resource dependency theory,” or “the political economy
perspective” may aid in examining more comprehensively how
school districts, as special purpose governments, adapt to
provincial government authority.
The study concludes with speculations about the
nature and usefulness of school district political responses
within the context of local-provincial relations in
education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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