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Changing understandings of equity: ...

Clintberg, Ernest Cyril.

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Changing understandings of equity: Alberta's funding of public education (1970 to 2000).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Changing understandings of equity: Alberta's funding of public education (1970 to 2000)./
Author:	Clintberg, Ernest Cyril.
Description:	391 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3574.
Contained By:	Dissertation Abstracts International66-10A.
Subject:	Education, Finance. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR09367
ISBN:	9780494093672

Changing understandings of equity: Alberta's funding of public education (1970 to 2000).
Clintberg, Ernest Cyril.

Changing understandings of equity: Alberta's funding of public education (1970 to 2000). - 391 p.

Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3574.

Thesis (Ed.D.)--University of Alberta (Canada), 2005.

Public education in Alberta experienced a number of changes in equity that affected students and taxpayers. This study explores those changes between 1970 and 2000, including the Alberta government's understanding of equity and what elements influenced its understanding and decisions about equity. How the research may influence the future was also considered.

ISBN: 9780494093672Subjects--Topical Terms:

1020300
Education, Finance.

Changing understandings of equity: Alberta's funding of public education (1970 to 2000).
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245 1 0 $a Changing understandings of equity: Alberta's funding of public education (1970 to 2000).
300 $a 391 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3574.
502 $a Thesis (Ed.D.)--University of Alberta (Canada), 2005.
520 $a Public education in Alberta experienced a number of changes in equity that affected students and taxpayers. This study explores those changes between 1970 and 2000, including the Alberta government's understanding of equity and what elements influenced its understanding and decisions about equity. How the research may influence the future was also considered.
520 $a To better understand equity in Alberta's public education system and how it might have evolved, three approaches were used for data collection. First, Alberta Department of Education documents were reviewed; second, Hansard, the official record of the Alberta Legislative proceedings, was reviewed; and third, interviews were conducted with government officials: former Ministers of Education, a Minister of Municipal Affairs, four Deputy Ministers, and five other government-appointed officials.
520 $a By defining themes found in the data, further analysis revealed issues related to these themes. First, the themes were policy, legislation, court decisions, equal educational opportunity, and fiscal equity. Second, within these themes, the issues were Roman Catholic separate schools, special-needs students, funding equity between grade levels, teacher certification, sparsity and distance, minority language, corporate pooling, school foundation funding, supplementary funding, and differentiated funding.
520 $a It was learned that the objective of fairness did not change in the pursuit of equity; however, the methods did. Further, the Ministers of Education brought their perspectives to the education portfolio and addressed equity through different approaches and emphasis. Their success at achieving their goals often depended on their political circumstances as well as the support within their caucus, department, and the Legislative Assembly. The public, business, local governments, and special lobby groups had varying influence depending on the minister and the political circumstances.
520 $a Trends over the 30 years of the study appear to be repeating as the research was being completed. The model that was in place just prior to 2004 looks very similar to the one in place just prior to the PCs' coming to power in 1971. If the cycle is repeating, then reviewing this research may provide some direction as to where the Department may go in the future in its pursuit of improved equity, particularly for students.
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