Augusto Riveros
Biographic Data
| ID | 3701262 |
|---|---|
| NAME | Augusto Riveros |
| GIVEN NAMES | Augusto |
| FAMILY NAME | Riveros |
| SIGNATURE | RIVEROS A |
| AFFILIATIONS | Western University |
| ORCID | 0000-0002-9942-6380 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Declining Enrollments and Socio-Economic Divide in Urban Schools: The Fragile Link Between School Utilization, Housing, and Educational Opportunity
Due to recent demographic shifts in urban neighborhoods, many public school boards have experienced fluctuations in their enrollment levels. This reconfiguration of school populations is particularly problematic for schools with declining enrollment, as low facility utilization is a commonly used rationale for school closures. This study utilizes census, enrollment, and school achievement data from a large urban school district to explore the aca…
The Overreliance on Portable Classrooms in Ontario Schools: New Evidence for the Study of Austerity and Disinvestment in Canadian Public Education
This study investigates the extent of portable classroom use in the province of Ontario between the years 2010 and 2020. The research uses administrative data obtained from the Ontario Ministry of Education and from the 27 largest school boards in the province. The findings reveal that portable classrooms are used as long-term solutions to address enrolment pressures in schools, which is symptomatic of the austerity-driven policies in the funding…
Identities in transition: Investigating the encounters of Colombian mothers with Canadian schools
Peoples of Latin American origin are one of the fastest growing communities in Canada, yet little is known about their experiences in Canadian schools. This exploratory case study examines the articulations of agency by mothers of Colombian origin as they transition their children into Southwestern Ontario urban schools. Focus group and follow-up interviews were conducted with nine mothers who had recently arrived in Canada. Results revealed that…
The enactment of professional learning policies: Performativity and Multiple Ontologies
While teacher learning has become a locus of school reform across many international settings, there is relatively little examination of the idiosyncratic ways in which policy discourses on teacher learning are enacted in schools. In this paper, we aim to investigate how these policy discourses are translated and configured into practices and thus, enacted into concrete realities. Using the conceptual notion of multiple ontologies, we argue that …
Assemblage, enactment and agency: Educational Policy Perspectives
The idea for this special issue emerged after a panel held at the 7th International Conference on Interpretive Policy Analysis in 2012 in Tilburg, the Netherlands. Our goal for the panel was to bri
Toward an Ontology of Practices in Educational Administration: Theoretical implications for research and practice
In this article, we argue for a study of educational administration centered on an ontology of practices. This is an initial proposal for thinking about and conceptualizing practices in educational administration. To do this, first, we explore how practices are constituted and how they configure the social realities of practitioners. Second, we explore what an ontology of practices has to offer for our understanding of organizations. Third, we ex…
Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform
So Much Reform, So Little Change: The Persistence of Failure in Urban Schools, by Charles Payne
As Charles Payne states in his introduction, this book is about failure, frustration, and struggle: After nearly half a century of educational reforms any promised change has not come through.What happened?Was it lack of implementation?Weak policies?Inadequate leadership?Is anyone to be blamed?Lots of questions could be posed in order to understand the breakdown of the latest reforms in education.First it is necessary to be aware of the differenc…
The enactment of professional learning policies: Performativity and Multiple Ontologies
While teacher learning has become a locus of school reform across many international settings, there is relatively little examination of the idiosyncratic ways in which policy discourses on teacher learning are enacted in schools. In this paper, we aim to investigate how these policy discourses are translated and configured into practices and thus, enacted into concrete realities. Using the conceptual notion of multiple ontologies, we argue that …
Assemblage, enactment and agency: Educational Policy Perspectives
The idea for this special issue emerged after a panel held at the 7th International Conference on Interpretive Policy Analysis in 2012 in Tilburg, the Netherlands. Our goal for the panel was to bri
Toward an Ontology of Practices in Educational Administration: Theoretical implications for research and practice
In this article, we argue for a study of educational administration centered on an ontology of practices. This is an initial proposal for thinking about and conceptualizing practices in educational administration. To do this, first, we explore how practices are constituted and how they configure the social realities of practitioners. Second, we explore what an ontology of practices has to offer for our understanding of organizations. Third, we ex…
Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform
Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform
So Much Reform, So Little Change: The Persistence of Failure in Urban Schools, by Charles Payne
As Charles Payne states in his introduction, this book is about failure, frustration, and struggle: After nearly half a century of educational reforms any promised change has not come through.What happened?Was it lack of implementation?Weak policies?Inadequate leadership?Is anyone to be blamed?Lots of questions could be posed in order to understand the breakdown of the latest reforms in education.First it is necessary to be aware of the differenc…
Toward an Ontology of Practices in Educational Administration: Theoretical implications for research and practice
In this article, we argue for a study of educational administration centered on an ontology of practices. This is an initial proposal for thinking about and conceptualizing practices in educational administration. To do this, first, we explore how practices are constituted and how they configure the social realities of practitioners. Second, we explore what an ontology of practices has to offer for our understanding of organizations. Third, we ex…
The enactment of professional learning policies: Performativity and Multiple Ontologies
While teacher learning has become a locus of school reform across many international settings, there is relatively little examination of the idiosyncratic ways in which policy discourses on teacher learning are enacted in schools. In this paper, we aim to investigate how these policy discourses are translated and configured into practices and thus, enacted into concrete realities. Using the conceptual notion of multiple ontologies, we argue that …
Assemblage, enactment and agency: Educational Policy Perspectives
The idea for this special issue emerged after a panel held at the 7th International Conference on Interpretive Policy Analysis in 2012 in Tilburg, the Netherlands. Our goal for the panel was to bri
Identities in transition: Investigating the encounters of Colombian mothers with Canadian schools
Peoples of Latin American origin are one of the fastest growing communities in Canada, yet little is known about their experiences in Canadian schools. This exploratory case study examines the articulations of agency by mothers of Colombian origin as they transition their children into Southwestern Ontario urban schools. Focus group and follow-up interviews were conducted with nine mothers who had recently arrived in Canada. Results revealed that…
The Overreliance on Portable Classrooms in Ontario Schools: New Evidence for the Study of Austerity and Disinvestment in Canadian Public Education
This study investigates the extent of portable classroom use in the province of Ontario between the years 2010 and 2020. The research uses administrative data obtained from the Ontario Ministry of Education and from the 27 largest school boards in the province. The findings reveal that portable classrooms are used as long-term solutions to address enrolment pressures in schools, which is symptomatic of the austerity-driven policies in the funding…
Declining Enrollments and Socio-Economic Divide in Urban Schools: The Fragile Link Between School Utilization, Housing, and Educational Opportunity
Due to recent demographic shifts in urban neighborhoods, many public school boards have experienced fluctuations in their enrollment levels. This reconfiguration of school populations is particularly problematic for schools with declining enrollment, as low facility utilization is a commonly used rationale for school closures. This study utilizes census, enrollment, and school achievement data from a large urban school district to explore the aca…
Sociology (6 works) · Political science (5 works) · Pedagogy (4 works) · Epistemology (3 works) · Higher education (3 works) · Innovative Education and Learning Practices (3 works) · Psychology (3 works) · School Choice and Performance (3 works) · Social science (3 works) · Teacher Education and Leadership Studies (3 works)