Fall 2019 - EDUC 817 G031
Policy Processes (5)
Class Number: 8675
Delivery Method: In Person
Overview
Description
CALENDAR DESCRIPTION:
This course examines three interrelated aspects of policy studies as a critical function of the educational leadership role: conceptual and theoretical foundations concerning policy, policy actors, and policy processes; current research in the field; and topical issues and problems. It also considers social, economic and political contexts (e.g. technologization, corporatization, pluralism) and how they affect education.
COURSE DETAILS:
Meeting Dates:
Sep 6/7, 20/21
Oct 4/5
Nov 8/9, 22/23
Times:
Friday, 4:30 – 9:00 pm
Saturday, 9:00 am – 4:30 pm
Location:
SFU Vancouver (Harbour Centre) campus, Room 3122
COURSE-LEVEL EDUCATIONAL GOALS:
This course examines interrelated aspects of policy studies as a function of the educational leadership role: conceptual and theoretical foundations concerning policy, policy actors and policy processes; current research in the field; and topical issues and problems. It also considers social, economic and political contexts and how they affect education.
The goals are to engage in policy analysis, to develop capacity as a participatory policy actor and to explore tools for effective implementation of policy and evaluation of its impact in education.
Grading
- Participation 10%
- Literature summary 20%
- Policy reflection paper 30%
- Policy group project 30%
- Grade application 10%
REQUIREMENTS:
Participation (10%): You are expected to complete the required readings prior to each class. Think critically about what you read and consider the connections between the readings and educational practice. Active participation in class will be a part of the grade. Attendance is expected at every class. Contact the instructor before class if you will be unable to attend for some unavoidable reason. When possible, some alternate assignments may be negotiated.
Literature summary (20%): Pick one educational issue and summarize the current knowledge base related to the issue. The paper should reference at least ten articles, at least some of which should be peer reviewed articles. Capture the current thinking in the field, including the debates and ideological perspectives on the issue. The paper should not exceed 12 pages double spaced.
Policy reflection paper (30%): Reflect on a policy from your own practice. How was the policy developed, how has it played out in your context? How does your experience with the policy process relate to the policy discourse? How does the policy fit within the institutional context and the social context? Has the policy accomplished its purpose? Have there been unintended consequences—positive or negative? What can be learned from the experience that could be of value in revising the policy or in developing other policies?
Policy group project (30%): Take part in a group examination of a particular policy issue that you find problematic. Explore the origin, intent, organizational context, process of development, and effect on the system and individuals, including intended and unintended consequences. From the exploration in depth, propose an alternative or revised policy. Explore and describe the potential intended and unintended consequences of the proposal.
Grade application (10%): Each student will be asked to apply for a grade and present evidence in support of that application, based on their work.
Materials
REQUIRED READING:
Details will be worked out with the cohort at the first meeting and reading provided to match.
September 6 and 7: Introduction--Policy Analysis and Privacy Policies
For this class read:
Michael Howlett & Evert Lindquist (2004): Policy Analysis and Governance: Analytical and Policy Studies in Canada, Journal of Comparative Policy Analysis: Research and Practice, 6:3, 225-249. (Available through the SFU Library online)
Before the class, send the instructor by email two questions or observations from the Howlett and Lindquist article that will be used as the basis for discussion during the class.
Download and bring to class school district policies on privacy and on use of social media. Reflect on these in relationship to purposes and the policy styles discussed in Howlett and Lindquist as well as on the purposes and whether those purposes are being achieved.
Details of the remaining classes will be developed during this class.
September 20 and 21: Provincial education policies—the Funding Model Review process and impacts on education practice
October 4 and 5: Reframing policy and practice: Truth and Reconciliation
October 25 and 26: School district policy processes
November 22 and 23: Presentations of policy projects an grade applications
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
Registrar Notes:
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS