Documenting diversity: an early portrait of a collaborative teacher education initiative     

Hartej Gill 《International Journal of Inclusive Education》2013,17(5-6):551-570

This article documents a two‐year journey developing and implementing a teacher education programme that required preservice teachers and teachers, administrators, and students in six cooperating schools to address issues of diversity, multi‐/transculturalisms, inclusion, anti‐racism/anti‐oppression and social justice. We describe approaches and analyse changing attitudes, commitment and activism among those who participated in this ‘Diversity’ cohort initiative—a collaboration between the University of British Columbia’s Faculty of Education and the Vancouver School Board. We profile the courage and commitment of those who began to see themselves as important allies and agents of change in Canada’s most multicultural environment. We acknowledge the less successful aspects, and generate implications for teacher education partnerships that seek to embrace ‘critical’ multicultural, inclusive, and social justice education.  相似文献   

History of the Film (General)     

Robert M. Honderson  Martin Levin  Kalton C. Lahue  Sam Gill  Sheilah Graham  Hugo Munsterberg 《Communication Booknotes Quarterly》2013,44(4):3-5

Robert M. Honderson's D. W. Griffith: The Years at Biograph (Farrar, Straus & Giroux, $7.50)

Martin Levin's edited collection, Hollywood and the Great Fan Magazines (Arbor House/ World, $10.00)

Kalton C. Lahue and Sam Gill's Clown Princes and Court Jesters (A.S. Barnes, $8.50)

Collecting Classic Films (Hastings House, $6.95)

Sheilah Graham's The Garden of Allah (Crown, $5.95)

Hugo Munsterberg's The Film: A Psychological Study (sub-titled The Silent Photoplay in 1916) (Dover Paperbacks, $2.00)

Sergei Eisenstein's Notes of a Film Director (Dover Paperbacks, $3.00)

Jay Leyda's Film Essays and a Lecture (Praeger Paperbacks, $2.95)

George P. Garrett, O.B. Hardison Jr., and Jane R. Gelfman, Film Scripts One (Appleton-Century-Crofts, price to be set)

Peter Noble's The Negro in Films (Port Washington, NY: Konnihat Press, $10.00)

Eileen Bowser's edited collection, Film Notes (Museum of Modern Art, $5.00)  相似文献   

Implementing the Process of Modularisation in Higher Education: Some Trans-National Issues     

Michael Crossley  Gill Clarke  Teophilus Tabi  Harold Thomas 《Higher Education Quarterly》1993,47(4):334-356

This article examines the modularisation movement in higher education in the light of a comparative study of recent experience at the universities of Ghana and Bristol. Particular attention is given to an identification of motivating factors, both internal and external, and to an analysis of similarities and differences in the implementation of the modularisation process. The analysis focuses primarily upon perspectives articulated by government and administrators in the modularisation debate; but points to the need for further studies that more directly document the nature of the academic response.  相似文献   

On various processes employed in jewellery     

Thomas Gill 《Journal of The Franklin Institute》1828,6(1):17-21

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The benefits and challenges of the integrated programme for children with disabilities in mainstream kindergarten-cum-child care centres in the Hong Kong Special Administrative Region: implications for social change     

Yuk Ching Lai  Judith Gill 《Early Years: An International Journal of Research and Development》2019,39(2):132-147

Initially developed from policies implemented under British rule, the integrated programme for children with disabilities has not been widely publicised in the context of early childhood education in the Hong Kong Special Administrative Region (HKSAR). Local communities have responded differently to the integrated programme implemented in mainstream kindergarten-cum-child care centres (Kg-cum-CCCs), which serve children from 2 to 6 years old. This study focuses on the perceived benefits and challenges of the integrated programme implemented in mainstream Kg-cum-CCCs. Thirty stakeholders (18 school personnel and 12 parents of children with and without disabilities) from six integrated Kg-cum-CCCs took part in a series of semi-structured in-depth interviews, providing a comprehensive database for this study. The data were analysed with reference to previous studies on the integrated programme for children with disabilities in the context of the current educational experience in the HKSAR. The findings indicate that the stakeholders believe that the integrated programme can benefit children with and without disabilities, but that it can also cause challenges for these children. Implications for policy and practice are discussed.  相似文献   

Overseas students' intercultural adaptation as intercultural learning: a transformative framework     

Scherto Gill 《Compare》2007,37(2):167-183

In the context of increasing recruitment of overseas students by British higher education (HE) institutions, there has been a growing need to understand the process of students' intercultural adaptation and the approaches that can be adopted by British academic institutions in order to facilitate and support these students' learning experience in the UK. Drawing upon one‐year of in‐depth qualitative research investigating the experience of a small cohort of Chinese postgraduate students' in a British university, I explore the three‐fold ‘stress‐adaptation‐growth’ intercultural learning process of these participants by focusing the discussions on the their lived experience in the UK. The key argument of this article is that intercultural adaptation is in itself a process of intercultural learning, which has the potential to bring about profound changes in overseas students themselves, transforming their understanding of the learning experience, self knowledge, awareness of the Other, and values and worldview.  相似文献   

Listening to Young People with Physical Disabilities' Experiences of Education     

Michael Curtin  Gill Clarke 《International Journal of Disability, Development & Education》2005,52(3):195-214

There is a general acceptance that inclusion is morally and ethically the most appropriate form of education. However, more research needs to focus on how best to accommodate and support the educational needs of all students, including those with physical disabilities. Listening to young people with physical disabilities talk about their educational experiences is one way to do this. The aim of this research was to investigate the life stories of a small number of young people with physical disabilities, in particular focusing on their educational experiences. Nine young people, between the ages of 10 and 13 years, who used a manual or powered wheelchair and had the cognitive ability to participate in a series of biographical interviews, were recruited. They collaborated in the writing of their life stories. One theme identified in the analysis of these life stories was their educational experiences. The results highlight that the participants held mixed views about their education. The four who attended a segregated special school were generally positive about their experiences. Participants who had attended a mainstream school talked about positive and negative experiences. Individual and differing perspectives on friendships and the ethos of their school were noted. It is suggested that young people with physical disabilities need to be considered as individuals and that if schools are to achieve the goal of inclusion they need to develop ways to accommodate each individual's needs.  相似文献   

Children's judgments of disloyal and immoral peer behavior: subjective group dynamics in minimal intergroup contexts     

Abrams D  Rutland A  Ferrell JM  Pelletier J 《Child development》2008,79(2):444-461

The developmental model of subjective group dynamics hypothesizes that peer exclusion during middle childhood involves inferences about group dynamics. To test the generality of this prediction, children judged, within minimal groups, peers whose behavior was loyal versus disloyal (Study 1: n = 46, mean age = 113 months) or morally acceptable versus unacceptable (Study 2: n = 121, mean age = 90 months). As hypothesized, in Study 1, children used their understanding of loyalty norms as a basis for evaluating peers. In both studies, higher commitment to the in-group increased use of group-based criteria for judging peers. In Study 2, children employed moral- and group-based criteria independently for judging peers. Multiple classification skill was associated with lower intergroup bias and greater use of morality-based judgment.  相似文献   

A “can-do” Attitude for Students with Disabilities: Special Education in Rural Charter Schools     

Lanya McKittrick  Sean Gill  Alice Opalka  Shaini Kothari 《Journal of School Choice》2019,13(4):537-554

ABSTRACT

Charter schools are often the only alternative to traditional public schools for students with disabilities in rural communities. Part of a larger study, we employed a qualitative multiple case study design to examine special education practices in five rural charter schools to understand the services provided, barriers to providing these services, and any novel practices used to provide these services. Data analysis revealed the following themes: (a) intentional school models facilitated individualized approaches, (b) schools responded to tight labor supply by prioritizing retention and making efficient use of staff time, and (c) schools demonstrate flexibility and willingness to problem solve.  相似文献   

The role of Women's/Gender Studies in the changing lives of British women     

Gill Kirkup  Liz Whitelegg  Iris Rowbotham 《Gender and education》2015,27(4):430-444

This paper explores the role played by part-time Women's/Gender Studies (WGS) courses in women's lives in the UK through interviews with 35 women who were among 8000 students who studied one of the UK Open University's undergraduate interdisciplinary WGS courses between 1983 and 1999. A thematic analysis of these interviews shows how these mainly working and lower middle-class, mature women were living through a time of great social change for women. The WGS course they studied helped them understand these changes and grasp the educational, social and employment opportunities that opened for UK women after 1980. The authors reflect on these social and educational changes and using Nussbaum's Capabilities Approach (2011) analyse the capabilities these women developed through their study of these courses, which helped them to change their own lives and the lives of others around them. Looking forward, the authors argue that WGS courses have the potential to develop these capabilities in a time of economic recession and reduced opportunities for women.  相似文献