Using the EBAM Across Educational Contexts: Calibrating for Technical, Policy, Leadership Influences


  • Brenton Cyriel Faubert Western University
  • Anh Thi Hoai Le Western University
  • Donna Swapp Western University
  • Georges Wakim
  • Kaitlyn Watson Western University



Adequacy, Resources, Education, Calibration, Leadership, Policy, Decision-making


This article reports on a rigorous approach developed for calibrating the Evidence-Based Adequacy Model to suit the Ontario K–12 public education context, and the actual calibrations made. The four-step calibration methodology draws from expert consultations and a review of the academic literature. Specific attention is given to the technical revisions and, importantly, the significant influence of policy
(values) and leaders’ decision-making on the calibration process. It also presents emerging implications for leaders and researchers who are considering calibrating the EBAM for use in their educational context. Calibrating the instrument was a necessary step before use in a jurisdiction outside of the United States, where the model was developed, and our team has been the first to outline a methodology and bring Canadian evidence to the discussion.

Author Biography

Brenton Cyriel Faubert, Western University

Brenton Faubert is an Assistant Professor in the area of Educational Administration & Leadership at the Faculty of Education, Western University. Dr. Faubert conducts most of his research in the context of K-12 education in the overlapping areas of Education Finance, Administration, Governance, and Policy.




How to Cite

Faubert, B. C., Le, A. T. H., Swapp, D., Wakim, G., & Watson, K. (2019). Using the EBAM Across Educational Contexts: Calibrating for Technical, Policy, Leadership Influences. International Journal of Education Policy and Leadership, 14(4).

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