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Technocratic Control and Financial Governance

A Case Study of Two School Districts

Department of Educational Policy Studies, University of Alberta, 7–104 Education North Building, Edmonton, Canada T6G 2G5. alison.taylor{at}ualberta.ca

Dean Neu

Frank Peters

This article uses a case study of two school boards in Alberta to examine how financially driven policy reforms have been translated into practice at the level of school districts and schools. Drawing primarily on institutional and resource dependent theories, we provide a thematic analysis of interview data. Findings describe the policy games adopted by district and school level administrators as well as the consequences of policy directives.

Educational Management Administration & Leadership, Vol. 30, No. 4, 469-486 (2002)
DOI: 10.1177/0263211X020304008


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