Action research

, 56–59

Adaptive problem solving

, 131

Additional ‘quasi-policy’ models

, 56–59

Additional policy models

, 53–56

Administrative operability

, 35–36

Adoption

, 68

Adult Professional Cultures (APCs)

, 145

Agenda-setting

, 67–68

Agricultural analogy

, 32

Antiquated policies, preservation of

, 159–160

Auton v. British Columbia

, 35

Bell and Stevenson’s policy framework

, 70

Block grant

, 21

Bridging

, 97

British North America Act

, 18–19

Brokering

, 97

Budgeting

, 68

Buffering

, 97

Bullying

, 124–125

Canadian Labour Congress

, 25

Canadian province of Nova Scotia

, 126

Cannabis

, 11

Capacity building

, 127

Categorical funding

, 21

Central policy control

, 21

Charter of Rights and Freedoms (1982)

, 22, 124–125

Coherence

, 95–96, 117–118, 148–149

Collaborative cultures

, 144–145

Collaborative inquiry

, 145–146

Collaborative planning processes

, 144

Collaborative policymaking, inadequate

, 110

Communication

, 39, 94–95, 128

Compatibility

, 131

Conducive environments

, 116–118

Constituent policies

, 13

Constitution Act (see British North America Act)

Contemporary models of policy development

, 178–179

Contemporary policy models

, 43

additional ‘quasi-policy’ models

, 56–59

creating policy

, 43–47

designing for policy success

, 48–49

standard and optional policy elements

, 47–48

structured approaches

, 50–56

unstructured approaches

, 49–50

Cost/benefit analysis

, 13–14, 35

Cost/effectiveness analysis

, 13–14

COVID-19 and unintended consequences of policy development

, 167–171

Crafting coherence

, 96–97

Crises

, 91–92

Culture

, 4

Cyber-bullying

, 124–125

Cyber-Safety Act

, 124–125

Decision criteria

, 34

Decision-driven data-making

, 14

Decision-making models

, 67–68, 175–176

Decisional capital

, 148

Democratic governance

, 33

Democratic politics

, 33

Dispersed governance, implementation in

, 110

Distributive policies

, 13

District leaders

, 87–88, 139–140

Dror’s metapolicy phase

, 51–52

Dror’s policy phase

, 52

Dror’s post-policy phase

, 52–53

Economic and financial possibility

, 35

Education (al) policy

, 1–2, 8–9, 14, 63–64, 72–73, 175

definitions

, 64–66

Education

, 17, 91–92

contextualizing layers

, 22–26

multiple layers of policy

, 18–21

Education Policy Continuum

, 73–74

Educational change

, 135–136

barriers to

, 140–143

flawed planning processes

, 142

implementation

, 136

inadequate implementation supports

, 142

lack of teacher engagement

, 142–143

leaders

, 137–140

policy, reform and improvement

, 137

supports for

, 143–149

Educational institutions

, 64

Educational leaders

, 9, 83–85, 123, 184

and policy

, 85–89

Educational leadership

, 83–84

barriers to leadership of education policy

, 89–92

and management

, 65

supports for leadership of education policy

, 92–97

Educational policymaking

, 67, 90

Educational powerhouse

, 18–19

Effective leaders of change

, 137

Empowering teachers

, 184

Environmental unintended consequences

, 165

Equalization funding

, 21

Exhortative/developmental policies

, 72–73

External contexts

, 107

Four-point Likert Scale

, 13–14

Fox News

, 25–26

Gallagher’s model

, 35

Goals

, 50

Good governance

, 64

Governance

, 64

Health Act

, 35

High Leverage Policy (HLP)

, 69–70

Historical unintended consequences

, 165

Human capital

, 147

Human error

, 123

Human orthopneumovirus (see Respiratory syncytial virus (RSV))

Human respiratory syncytial virus (hRSV) (see Respiratory syncytial virus (RSV))

Imperative/disciplinary policies

, 72–73

Implementation

, 68

Implementation bridges

, 146

Inclusive stakeholder engagement

, 115–116

Informal agendas

, 33–34

Information gathering

, 45

Institutional agendas

, 33–34

Instruments

, 50

Insurance policy

, 3

Integrated system

, 20–21

Intended consequences (see also Unintended consequences)

, 183–184

of policy implementation

, 158–159

Inter-departmental boundaries

, 33

Interpretation process

, 9

Intersectionality

, 183–184

Involvement

, 116

Jewish People Policy Planning Institute

, 50

Laffer Curve

, 160–161

Lasswell’s policy model

, 55

Law of unintended consequences

, 156–157

Leadership

, 84

strategies

, 138

Leadership of change

, 135

educational change

, 135–136

nonlinear coherence framework

, 149–151

Learning

, 137

Leverage points

, 70

Lobbyists

, 25

Material contexts

, 107

Meier’s model

, 55

Miscommunication

, 39

Mission statements

, 9–10

Neutrality

, 17

Newfoundland and Labrador education system

, 20–21

No Child Left Behind Policy

, 22

Nonlinear coherence framework

, 149–151

cultivating collaborative cultures

, 149

deepening learning

, 149–150

focusing direction

, 149

leadership of coherence

, 150–151

securing accountability

, 150

Nova Scotia

, 11

OECD policy implementation framework

, 114–118

conducive environments

, 116–118

inclusive stakeholder engagement

, 115–116

smart policy design

, 115

Ontario Leadership Framework

, 92–93

Opportunity costs

, 13–14

Optional policy elements

, 47–48

Order

, 3

Organisation for Economic Co-operation and Development (OECD)

, 71–72, 89

Overly optimistic expectations

, 109–110

Pal’s policy model cycles

, 50

Participatory action research (see Action research)

Pentecostal system

, 20–21

Phosphodiesterase type 5 (PDE5)

, 165–166

Policy

, 1–3, 33, 126, 176–177

actors

, 71–72

analysis

, 8–9, 37, 123

barriers

, 124, 130–131

blind men and elephant

, 4–6

borrowing

, 89–90

capacity

, 108, 117, 123

coherence

, 96

contexts

, 66–67, 106–107

creation and implementation

, 43

definitions

, 3–4

designing for policy success

, 48–49

development

, 123, 176–177

development and form

, 12–13

dissemination

, 38

educational leaders and

, 85–89

educational policy and policy analysis

, 8–9

enactment

, 103–105

evaluation

, 67–68

example of public policy

, 7–8

fast pace of policy change

, 91

features of quality policy document

, 13–14

formulation

, 67–68

frameworks

, 69–71

implementers

, 104

infrastructures and impediments

, 182–183

intended and unintended effects of policy deployment

, 10–12

learning

, 38

models

, 43, 175–176

multiple layers of

, 18–21

networks

, 72

paralysis

, 14

phases

, 43–45

proliferation

, 89

public policy

, 6–7

purposes

, 9–10

review

, 113–114

sciences

, 53–54

tools

, 115

tracking

, 112–113

transgression

, 1–2

translation

, 104–105

types of

, 72–77

visions

, 115

Policy alignment

, 31, 117, 177–178

connecting theory and practice

, 32–39

Policy Characteristics Scale

, 72–73

Policy continuum

, 63, 180, 182

definitions of education policy

, 64–66

education policy

, 63–64

policy actors

, 71–72

policy contexts

, 66–67

policy frameworks

, 69–71

policy networks

, 72

policy process

, 67–69

types of policies

, 72–77

Policy implementation

, 67–68, 103

barriers to

, 109–111

coherent and aligned legal and policy frameworks

, 118

and enactment

, 103–105

factors

, 105–109

frameworks

, 114

levels

, 105

OECD policy implementation framework

, 114–118

policy support programs

, 112–114

supports for

, 111–112

Policy interpretation

, 104

example of

, 158

Policy process

, 31, 67, 69, 155, 157

causes of unintended consequences

, 163–164

considerations

, 160–163

COVID-19 and unintended consequences of policy development

, 167–171

details relating to unintended consequences

, 166

environmental and historical unintended consequences

, 165

example of policy interpretation

, 158

historical perspective

, 155–156

intended and unintended consequences of policy implementation

, 158–159

law of unintended consequences

, 156–157

minimizing unintended consequence

, 166–167

perverse unintended consequences

, 164–165

preservation of antiquated policies

, 159–160

unanticipated benefits of unintended consequences

, 165–166

Policy support programs

, 112–114

implementation support

, 113

policy review

, 113–114

policy tracking

, 112–113

preparation

, 112

Policymakers

, 124–125, 176

Policymaking

, 7, 51

Political agendas

, 24

Political aspect of public policy

, 6–7

Political viability

, 35

Politics

, 65–66, 106, 177

Post-policy phases

, 43, 46–47

Power

, 177

Practitioner research (see Action research)

Pre-policy phases

, 43–44

Prescriptive policies

, 75

Pressure groups

, 25

Principal’s leadership

, 131

Problem definition

, 50

Professional capital

, 147–148

Professional contexts

, 107

Professional learning

, 146

Programme for International Assessment (PISA)

, 107

Progressive policies

, 76–77

Public policy

, 6–7

example of

, 7–8

Quality policy document, features of

, 13–14

Redistributive policies

, 13

Regulatory policies

, 13

Research and policy

, 90–91

Resistance

, 131

Respiratory syncytial virus (RSV)

, 161

Return policy

, 2

Roman Catholic system

, 20–21

Salvation Army

, 20–21

School Board of Broward County in Florida

, 22

School boards

, 19–20, 31

School districts

, 31, 87

School leaders

, 9, 83–85, 87, 138–139

School leadership

, 85–86

School-level focus

, 131

Schools

, 21, 31

Setting direction

, 93

Seventh Day Adventist system

, 20–21

Situated contexts

, 107

Smart policy design

, 115

Social capital

, 147–148

Social distancing

, 23–24

Social forces

, 26

Sound analysis

, 37

Staff development

, 131

Stakeholders

, 115–116

Standard elements

, 47–48

Structured approaches

, 50, 56, 179–180

Successful policy

, 48

Superintendents

, 19–20

Supplemental Course Academy

, 22

Supportive policies

, 75–76

System leaders

, 88–89, 140

System policy

, 31

Systems approach

, 95–96

Systems thinking

, 95

Teacher career stages

, 108

Teacher involvement

, 131

Teacher leadership

, 143–144

Teacher research (see Action research)

Teachers

, 138

Teaching specialties and positions

, 108–109

Technical aspect of public policy

, 6–7

Technical feasibility

, 34

Theory-practice divide

, 123

Theory-practice gap

, 130

Time and space

, 109

Top-down approach

, 129

Transparency

, 39, 116

Trust

, 94–95

Trustees

, 19–20

Unintended consequences

, 183–184

causes

, 163–164

details relating to

, 166

environmental and historical unintended consequences

, 165

minimizing

, 166–167

perverse

, 164–165

of policy implementation

, 156, 158–159

unanticipated benefits of unintended consequences

, 165–166

Unstructured approaches

, 49–50, 179–180

Upholding values

, 93–94

Vagaries of political cycle

, 111

Vision statements

, 9–10

World Bank

, 71–72

World Health Organization (WHO)

, 71–72

Yehezkel Dror’s Normative Optimum Model

, 50–51