| The purpose of this study was to explore teachers' and administrators' perceptions and opinions regarding the effects of a revised district regulation of Edmonton Public Schools. This regulation, concerning communicating student growth, is referred to as HK.AR. The research questions were: how has HK.AR influenced pedagogy and student growth? what are the perceived effects of the regulation on teachers, administrators, students, and parents?;The research was conducted using a qualitative method. Information was obtained through a series of interviews with administrators and teachers in a select number of schools in the district. Twelve semi-structured interviews were conducted. The data from six interviews were analyzed, interpreted, and synthesized.;The findings are organized according to the four stages of policy: development, implementation, impact, and review. A dichotomy of responses was reflected in the data. Each stage contains contrasting themes which emerged throughout the process of analysis.;Literature on educational policy, as well as assessment and reporting is discussed in relation to the findings and in light of the literature on educational policy and assessment reform. There is also reference to emergent literature on market influences in education, teacher efficacy and supervision, as well as student motivation. Conclusions and recommendations in response to the issues which were raised about the HK.AR policy are presented in the final chapter. |
