The role of LEAs in developing inclusive policies and practices   总被引：2，自引：0，他引：2  

Mel Ainscow  Peter Farrell  Dave Tweddle  & George Malki 《British Journal of Special Education》1999,26(3):136-140

Mel Ainscow and Peter Farrell (from the Faculty of Education, The University of Manchester), Dave Tweddle (Senior Assistant Education Officer, Oldham MBC) and George Malki (research assistant) report on the findings of their DfEE-funded study into LEAs' (local education authorities') policies andpractices on inclusion.  相似文献   

Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools     

Kyriaki Messiou  Mel Ainscow 《British Educational Research Journal》2020,46(3):670-687

This article traces the development of Inclusive Inquiry, a new approach to the promotion of inclusion in schools. It explains how this builds on a programme of research carried out by the authors over a period of 20 years. Central to the approach is dialogue amongst teachers and their students about how to make lessons more inclusive. This involves children becoming researchers who learn how to use research techniques to gather the views of their classmates, as well as observing lessons. The approach was refined as a result of a 3-year action research study carried out with a network of eight secondary schools, in three European countries. It was then trialled in 30 primary schools, in five European countries. In each country a team of university researchers supported, recorded and analysed the action research as it occurred, using observations, interviews and surveys. The article provides an analysis of the impact on the thinking and practices of teachers, and on the attitudes and engagement of students in learning. It is argued that Inclusive Inquiry is an approach that facilitates dialogues that can lead to transformations of practices and thinking, and the development of inclusive schools. Some of the challenges involved in using the approach in schools are identified.  相似文献   

Inequality in America: Interdisciplinary Perspectives Barbara Hahn and Kerstin Schmidt,Editors. Universitätsverlag Winter Heidelberg, 2017.          下载免费PDF全文

Mel van Elteren 《Journal of American culture (Malden, Mass. : 2003)》2018,41(3):328-330

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Communicating variations of blackness: An intersectional trans and intersex Africana studies perspective     

Mel Michelle Lewis 《Communication Teacher》2019,33(3):199-206

Courses: This unit is intended for courses that center inquiries in critical communications, including communications studies, Africana studies, ethnic studies, and women, gender, and sexuality studies.

Objectives: The purpose of this course is to illuminate silences around race, gender, and sexuality and interrogate absences in communication studies and other interdisciplinary fields. This course asserts an intersectional framework for radically inclusive pedagogies and centers voices often marginalized and discounted.  相似文献   

Student Success in Developmental Mathematics Courses     

Linda Reichwein Zientek  Z. Ebrar Yetkiner Ozel  Carlton J. Fong  Mel Griffin 《Community College Journal of Research & Practice》2013,37(12):990-1010

Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model were examined, which included student self-efficacy (SE) beliefs in various aspects of academic engagement, previous course difficulties, full-time teaching status, and class attendance policies. Multiple regression results show that attendance was the largest predictor for higher course grades, followed by repeating a mathematics course and students’ sense of SE. In the hierarchical line modeling (HLM) model, teachers’ full-time status was a significant predictor in the model, but when teaching status was controlled for, the remaining student belief variables in the model were not statistically significant except SE in Cognitive Strategies, Self-Regulated Learning, and Motivational Strategies. The results provide empirical support for increased communication between full- and part-time faculty members, implementation of attendance policies, academic interventions prior to students’ failures, and the need to address students’ sense of SE.  相似文献   

School-to-school support within a competitive education system: views from the inside     

Paul Wilfred Armstrong  Mel Ainscow 《School Effectiveness & School Improvement》2013,24(4):614-633

ABSTRACT

This paper draws on evidence from a study carried out in England to explore how schools can support one another’s improvement within a policy context that emphasises competition. The findings offer some reasons to be optimistic, and are suggestive of the capacity and potential of the school system in England to “self-improve” through collaborative means. However, light is also thrown on a number of barriers that need to be overcome to make such an approach work. The paper argues that developing a greater understanding of the social complexities involved in school-to-school support requires research that takes account of the views of those involved. With this in mind, the paper reflects on the experiences of a group of school leaders in England, leading to lessons that are likely to be relevant to those in other national contexts where competition is seen as a driver for school improvement.  相似文献   

Making Sense of the Role of Culture in School Improvement     

Panayiotis Angelides  Mel Ainscow 《School Effectiveness & School Improvement》2013,24(2):145-163

Addressing the need to find new ways for examining workplace cultures quickly and effectively in order to facilitate school improvement efforts, this article proposes a technique for carrying out such enquiries. By exploring the nature of school cultures and how they impact upon day-to-day encounters in classrooms, it illustrates how critical incidents can be analysed so as to help those in schools to understand themselves better in terms of those factors that shape their practice. It is argued that the proposed method has the potential to go beyond systems of external monitoring in such a way as to enable schools to develop procedures for self-review.  相似文献   

Dangerously Sleepy: Overworked Americans and the Cult of Manly Wakefulness Alan Derickson. Philadelphia: University of Pennsylvania Press, 2014.     

Mel van Elteren 《Journal of American culture (Malden, Mass. : 2003)》2014,37(4):433-434

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Film Bibliographies     

Alan R. Dyment  Mel Schuster  A.G.S. Enser  Hollis Melton 《Communication Booknotes Quarterly》2013,44(9):117-118

Alan R. Dyment's The Literature of the Film: A Bibliographical Guide to the Film as Art and Entertainment 1936-1970 (Detroit, Mich.: Gale Research [London: White Lion Publishers, Ltd.], 1975---$35.00)

Mel Schuster's Motion Picture Performers: A Bibliography of Magazine and Periodical Articles Supplement No. 1 (Metuchen, N.J.: Scarecrow Press, 1976---$27.50)

A.G.S. Enser's Filmed Books and Plays: A List of Bpoks and Plays From Which Films Have Been Made 1928-1974 (New York: Academic Press [London: Andre Deutsch], 1975---$24.00)

American Film (December 1975, and January-Bebruary 1976 issues)

Hollis Melton's “Museums with Film Programs,” (Educational Film Library Association, 17 West 60th St., New York 10023---$5.00/$3.00 to members, paper)  相似文献   

Inside a self-improving school system: Collaboration,competition and transition     

Mark Hadfield  Mel Ainscow 《Journal of Educational Change》2018,19(4):441-462

The idea that school systems should become self-improving is a growing trend internationally. Put simply, this involves the strengthening of links between schools so that they can provide mutual support and challenge. So far, however, there is little research that throws light on what is involved in attempts to introduce this approach for the first time. Drawing on its authors’ privileged access over a 4-year period, this paper analyses what happened as one education system explored such a move. In particular, it looks at the challenges involved in strengthening collaboration between schools within policy contexts that continue to emphasise competition as a means of achieving improvements. It also examines the nature of the transitional arrangements that are required in order to move from existing organisational conditions to more collaborative ways of working. Drawing on lessons from these experiences, the paper concludes with a series of principles that are intended be useful to those in other policy contexts that are involved in introducing similar reforms.  相似文献