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Considerable efforts have been made to better understand how global trends toward standards-based reforms have emerged in national education systems. Less well known, however, is the unfolding of standards-based reforms within and across federal education systems. In federal systems, national governments do not make policy unilaterally, but rather share authority with multiple orders of government. Using the concept of "global forms" to explore the pervasiveness of standards-based assessments across four diverse federations (Australia, Canada, Germany, and the United States), this article aims to illuminate the roles that subnational governments play in the assemblage of standards-based education reforms. We argue that three key roles played by subnational governments are apparent in each: (1) semiautonomous laboratories of innovation, (2) coproducers of policy, and (3) venues for nongovernment actors. Our work suggests that greater attention must be paid to subnational spaces to better understand the manifestation, development, and expansion of global policy trends affecting education.

Finland has, as of late, become an inspiration for American school reform. There is no denying that we have much to learn from the Finnish system and it rightly deserves its global accolades. However, over the course of the following pages, I would like to suggest that it is also lucrative to look north of the 49th parallel and consider the practices at work in Canada. Finland has a number of advantages that America lacks, and conditions in Canada are far closer to the challenges faced by American educators. Despite these certain disadvantages, Canada has nevertheless consistently scored near the top of the Organisation for Economic Co-operation and Development's Programme for International Student Assessment tests and comes extremely close to achieving educational equality. Perhaps even most astonishing is the fact that these results have also been achieved by provinces acting on their own, free from the direct intervention of the federal government based in Ottawa. I argue that the roots of these successes lie in the configuration and organization of schooling practices across the country that, when combined with the "indirect" support of the federal government, have enabled the creation of a pan-Canadian system of elementary and secondary education. (Contains 1 figure and 4 footnotes.)

The ecological success of social Hymenoptera (ants, bees, wasps) depends on the division of labour between the queen and workers. Each caste exhibits highly specialized morphology, behaviour, and life‐history traits, such as lifespan and fecundity. Despite strong defences against alien intruders, insect societies are vulnerable to social parasites, such as workerless inquilines or slave‐making ants. Here, we investigate whether gene expression varies in parallel ways between lifestyles (slave‐making versus host ants) across five independent origins of ant slavery in the "Formicoxenus‐group" of the ant tribe Crematogastrini. As caste differences are often less pronounced in slave‐making ants than in nonparasitic ants, we also compare caste‐specific gene expression patterns between lifestyles. We demonstrate a substantial overlap in expression differences between queens and workers across taxa, irrespective of lifestyle. Caste affects the transcriptomes much more profoundly than lifestyle, as indicated by 37 times more genes being linked to caste than to lifestyle and by multiple caste‐associated modules of coexpressed genes with strong connectivity. However, several genes and one gene module are linked to slave‐making across the independent origins of this parasitic lifestyle, pointing to some evolutionary convergence. Finally, we do not find evidence for an interaction between caste and lifestyle, indicating that caste differences in gene expression remain consistent even when species switch to a parasitic lifestyle. Our findings strongly support the existence of a core set of genes whose expression is linked to the queen and worker caste in this ant taxon, as proposed by the "genetic toolkit" hypothesis. [ABSTRACT FROM AUTHOR]

Studies of failure typically assess public policies through the lenses of effectiveness, efficiency, and performance. Here I wish to propose a further dimension to the evaluation and assessment of policy failure--legitimacy. The substantive elements of public policies and the procedural steps taken by authoritative decision makers during the policy cycle affect the perception of policy legitimacy held by both stakeholders and the public. In substantive terms, policy content should align with the dominant attitudes of the affected policy community and, ideally, the broader public. Procedurally, factors such as policy incubation, the emotive appeals deployed to gain support for an initiative, and the processes of stakeholder engagement shape the legitimacy of public policies and the governments who promote them. This argument is based on a comparison of education reform in two Canadian provinces during the 1990s. Governments in Alberta and Ontario pursued common agendas of education reform, but while Alberta achieved success, the Ontario government experienced a series of setbacks and lost the support of education stakeholders and the public. The root of Ontario's failures lies in the realm of legitimacy. These findings highlight the fact that the strategies used for enacting policy change may fail to bring about the necessary consensus among societal actors to sustain a new policy direction and calls attention to our need to better understand how governments can achieve meaningful public participation while still achieving legislative success in an efficient fashion. KEY WORDS: policy failure, legitimacy, policy incubation, emotive appeals, stakeholder engagement, Public policy scholars have long contemplated the meaning and sources of policy failure. Studies of failure often investigate cases where policies do not achieve their stated objectives or are unable [...]

Hamilton's theory of inclusive fitness suggests that helpers in animal societies gain fitness indirectly by increasing the reproductive performance of a related beneficiary. Helpers in cooperatively breeding birds, mammals and primitively eusocial wasps may additionally obtain direct fitness through inheriting the nest or mating partner of the former reproductive. Here, we show that also workers of a highly eusocial ant may achieve considerable direct fitness by producing males in both queenless and queenright colonies. We investigated the reproductive success of workers of the ant Temnothorax crassispinus in nature and the laboratory by dissecting workers and determining the origin of males by microsatellite analysis. We show that workers are capable of activating their ovaries and successfully producing their sons independently of the presence of a queen. Genotypes revealed that at least one fifth of the males in natural queenright colonies were not offspring of the queen. Most worker‐produced males could be assigned to workers that were unrelated to the queen, suggesting egg‐laying by drifting workers. [ABSTRACT FROM AUTHOR]

Workers of many species of social Hymenoptera have functional ovaries and are capable of laying haploid, unfertilized eggs, at least in the absence of a queen. Except for honeybees, it remains largely unknown whether worker‐produced males have the same quality as queen‐produced males and whether workers benefit in direct fitness by producing their sons. Previous studies in the monogynous ant Temnothorax crassispinus revealed that a high proportion of males in natural and laboratory colonies are worker offspring. Here, we compare longevity, body size, sperm length and sperm viability between queen‐ and worker‐produced males. We either split queenright colonies into queenright and queenless halves or removed the queen from a fraction of the queenright colonies and then examined the newly produced males. Male quality traits varied considerably among colonies but differed only slightly between queen‐ and worker‐produced males. Worker‐produced males outnumbered queen‐produced males and also had a longer lifespan, but under certain rearing conditions sperm from queen‐produced males had a higher viability. [ABSTRACT FROM AUTHOR]

A staple of policymaking in any federation is intergovernmental cooperation, which can take the form of vertical initiatives between the central and substate governments or as horizontal initiatives among the substate governments themselves. Most research has focused the former whereby the central government often deploys powerful levers to encourage the constituent members to cooperate. Such accounts, however, cannot be applied to cases occurring without the influence of the proverbial Leviathan. This article sets out to identify conditions that may be conducive to horizontal cooperation, developing a set of propositions focusing on economic, institutional, and ideational factors. These propositions are then considered on three cases of cooperation with varying results in Canadian education. While no single factor can be identified as necessary and sufficient for horizontal cooperation, institutional and ideational conditions interacted in dynamic ways and appeared to play the leading roles in the outcomes presented here. [ABSTRACT FROM AUTHOR]

The article focuses on Canada's arrangement for the intergovernmental relations (IGR), illustrating the works of Prime Minister Stephen Harper, implementation of IGR in the Canadian Federation, and exchange of ideas of the federal leaders in the First Ministers Conferences.

Mandatory education systems form a central pillar of modern social policy sectors. For two of the countries in North America, the expansion of mass public schooling followed similar trajectories. Despite surface-level similarities, there are important differences in the two countries that require explanation. Without national intervention, the Canadian provinces have instituted similar policies fashioning a de facto national education policy framework. State and local education policy, however, demonstrates major variations that Washington has been unable to smooth out. These outcomes confound conventional institutional or societal approaches. This article calls first for a synthesis of macro-level institutional and societal factors. To unravel the sector-specific attributes, the interactive effects of meso-level policy choices must be assessed. By dividing a sector into its individual dimensions, these effects can be appreciated and coupled with the institutional and societal forces outlined above to account for the distinctive features of Canadian and American mandatory education. [ABSTRACT FROM PUBLISHER]