Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students
Benveniste, TC orcid:0000-0002-7189-5118; Mccalman, JR orcid:0000-0002-3022-3980 Many recent policy documents have outlined the challenges of delivering high-quality education in remote First Nations communities and proposed that boarding schools are one important solution. These documents have infl...
Published in: | Evaluation Journal of Australasia |
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Online Access: | http://hdl.cqu.edu.au/10018/1331848 https://doi.org/10.1177/1035719X20905056 |
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ftcquniv:oai:acquire.cqu.edu.au:cqu:20114 2023-05-15T16:14:46+02:00 Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students Guenther, John Benveniste, Tessa C Redman-Maclaren, Michelle L Mander, David Mccalman, Janya R O'Bryan, Marnie Osborne, Samuel Stewart, Richard 2020 http://hdl.cqu.edu.au/10018/1331848 https://doi.org/10.1177/1035719X20905056 unknown Sage Evaluation Journal of Australasia, 2020, Vol. 20, No. 1, p. 34-52 http://hdl.cqu.edu.au/10018/1331848 cqu:20114 http://dx.doi.org/10.1177/1035719X20905056 Guenther, J, Benveniste, TC, Redman-Maclaren, ML, Mander, D, Mccalman, JR, O'Bryan, M, Osborne, S, Stewart, R, (2020). Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students. Evaluation Journal of Australasia, Vol. 20, No. 1, p. 34-52 http://dx.doi.org/10.1177/1035719X20905056 Policy impact Indigenous students Boarding schools Policy evaluation Residential schools Theory of change Thinking with theory 130301 Aboriginal and Torres Strait Islander Education 130106 Secondary Education journal article 2020 ftcquniv https://doi.org/10.1177/1035719X20905056 2020-06-29T22:27:46Z Benveniste, TC orcid:0000-0002-7189-5118; Mccalman, JR orcid:0000-0002-3022-3980 Many recent policy documents have outlined the challenges of delivering high-quality education in remote First Nations communities and proposed that boarding schools are one important solution. These documents have influenced the increasing uptake of boarding options and there has been considerable public investment in scholarships, residential facilities and transition support. Yet the outcomes of this investment and policy effort are not well understood. The authors of this article came together as a collaboration of researchers who have published about boarding school education for First Nations students to examine the evidence and develop a theory-driven understanding of how policies drive systems to produce both desirable and undesirable outcomes for First Nations boarding school students. We applied complexity theory and post-structural policy analysis techniques and produced a useful tool for the evaluation of boarding policy and its implementation. Article in Journal/Newspaper First Nations Central Queensland University: aCQUIRe Evaluation Journal of Australasia 20 1 34 52 |
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Central Queensland University: aCQUIRe |
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topic |
Policy impact Indigenous students Boarding schools Policy evaluation Residential schools Theory of change Thinking with theory 130301 Aboriginal and Torres Strait Islander Education 130106 Secondary Education |
spellingShingle |
Policy impact Indigenous students Boarding schools Policy evaluation Residential schools Theory of change Thinking with theory 130301 Aboriginal and Torres Strait Islander Education 130106 Secondary Education Guenther, John Benveniste, Tessa C Redman-Maclaren, Michelle L Mander, David Mccalman, Janya R O'Bryan, Marnie Osborne, Samuel Stewart, Richard Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students |
topic_facet |
Policy impact Indigenous students Boarding schools Policy evaluation Residential schools Theory of change Thinking with theory 130301 Aboriginal and Torres Strait Islander Education 130106 Secondary Education |
description |
Benveniste, TC orcid:0000-0002-7189-5118; Mccalman, JR orcid:0000-0002-3022-3980 Many recent policy documents have outlined the challenges of delivering high-quality education in remote First Nations communities and proposed that boarding schools are one important solution. These documents have influenced the increasing uptake of boarding options and there has been considerable public investment in scholarships, residential facilities and transition support. Yet the outcomes of this investment and policy effort are not well understood. The authors of this article came together as a collaboration of researchers who have published about boarding school education for First Nations students to examine the evidence and develop a theory-driven understanding of how policies drive systems to produce both desirable and undesirable outcomes for First Nations boarding school students. We applied complexity theory and post-structural policy analysis techniques and produced a useful tool for the evaluation of boarding policy and its implementation. |
format |
Article in Journal/Newspaper |
author |
Guenther, John Benveniste, Tessa C Redman-Maclaren, Michelle L Mander, David Mccalman, Janya R O'Bryan, Marnie Osborne, Samuel Stewart, Richard |
author_facet |
Guenther, John Benveniste, Tessa C Redman-Maclaren, Michelle L Mander, David Mccalman, Janya R O'Bryan, Marnie Osborne, Samuel Stewart, Richard |
author_sort |
Guenther, John |
title |
Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students |
title_short |
Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students |
title_full |
Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students |
title_fullStr |
Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students |
title_full_unstemmed |
Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students |
title_sort |
thinking with theory as a policy evaluation tool: the case of boarding schools for remote first nations students |
publisher |
Sage |
publishDate |
2020 |
url |
http://hdl.cqu.edu.au/10018/1331848 https://doi.org/10.1177/1035719X20905056 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Guenther, J, Benveniste, TC, Redman-Maclaren, ML, Mander, D, Mccalman, JR, O'Bryan, M, Osborne, S, Stewart, R, (2020). Thinking with theory as a policy evaluation tool: The case of boarding schools for remote First Nations students. Evaluation Journal of Australasia, Vol. 20, No. 1, p. 34-52 http://dx.doi.org/10.1177/1035719X20905056 |
op_relation |
Evaluation Journal of Australasia, 2020, Vol. 20, No. 1, p. 34-52 http://hdl.cqu.edu.au/10018/1331848 cqu:20114 http://dx.doi.org/10.1177/1035719X20905056 |
op_doi |
https://doi.org/10.1177/1035719X20905056 |
container_title |
Evaluation Journal of Australasia |
container_volume |
20 |
container_issue |
1 |
container_start_page |
34 |
op_container_end_page |
52 |
_version_ |
1766000525648592896 |