Quality assurance and assessment in education in Papua New Guinea     

Michael A. Mel 《Educational Research for Policy and Practice》2007,6(3):219-228

Education in Papua New Guinea (PNG) has experienced major shifts and changes over the last decade or so under the National Education Reform. In that context there is recognition for schools to appreciate their local contexts and conditions regarding assessment. The National Educational Department is also aware of the fact that there is need for some level of control from the national perspective to ensure a level playing field for assessment. Along with school–based assessment and national assessment processes, teacher inspections and appraisal, school and curriculum observations and appraisal are also recognized as elemental in ensuring quality control across the country. This article represents the modes and methods of assessment and quality assurance in PNG within the context of the current policy debates and policy development on education reform.  相似文献   

Making Education for All inclusive: where next?     

Mel Ainscow  Susie Miles 《Prospects》2008,38(1):15-34

This paper argues that a common sense of purpose around inclusive education, together with a consistent use of language, is essential if Education for All (EFA) strategies are to become more inclusive. This does not require the introduction of new techniques; rather it involves: collaboration within and between schools, closer links between schools and communities, networking across contexts, and the collection and use of contextually relevant evidence. The authors draw on research evidence relating to teaching and learning, school development, leadership and the development of education systems. This research is mostly from economically developed contexts, but it is also drawn from the experience of a UNESCO teacher education project which was conducted in over 80 countries and case study material gathered by the Enabling Education Network (EENET), which supports practitioners in documenting their experience of working towards more inclusive education, primarily in the countries of the South.

Susie MilesEmail:

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Engaging with the views of students to promote inclusion in education     

Mel Ainscow  Kyriaki Messiou 《Journal of Educational Change》2018,19(1):1-17

The argument developed in this paper is set within the context of an increasing global concern to promote inclusion in education. Drawing on the authors’ research over many years, it argues that an engagement with the views of students can lead to changes in understandings and practices that help to facilitate the development of more inclusive approaches in schools. At the same time, these experiences show how such processes can lead to ‘interruptions’ in the work of those in schools in ways that may challenge the status quo and sometimes lead to negative reactions. It is argued, however, that, under appropriate organisational conditions, such approaches can lead to dialogue between students and teachers that stimulates actions to promote inclusion in education. The paper concludes by outlining how such conditions can be promoted, focusing in particular on issues related to cultures and leadership.  相似文献   

Balancing Economic and other Discourses in the Internationalization of Higher Education in South Africa     

Mel Dunn  Pam Nilan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,7(2):265-281

Since the end of the apartheid era in South Africa, “internationalization” of higher education has been a popular theme as the country takes its place as a regional leader in education and research in sub-Saharan Africa. However, competing discourses of internationalization have produced economic and moral dilemmas rather than the realization of philanthropic academic aims. The process of internationalizing higher education in South Africa has been greatly compromised by under-funding and over-crowding of post-secondary education institutions in the country.  相似文献   

Microaggressions in graduate students’ lives: How they are encountered and their consequences     

Mary Louise Gomez  Ayesha Khurshid  Mel B. Freitag  Amy Johnson Lachuk 《Teaching and Teacher Education》2011,27(8):1189-1199

This article explores the experiences of teaching assistants from nonmainstream backgrounds in a predominantly white institution (PWI) of U.S. education. We focus on how such teaching assistants experience and respond to “microaggressions” or subtle challenges to their teaching based on race and ethnicity. We also explore the consequences of microaggressions for teaching assistants’ future career plans. Analyses of life history interviews show how processes of microaggressions permeated teaching assistants’ relationships with white prospective and cooperating teachers. The authors suggest ways to interrupt these in teacher education programs.  相似文献   

Sources of bias in special needs provision in mainstream primary schools: evidence from two British cohort studies     

Amanda Sacker  Ingrid Schoon  Mel Bartley 《欧洲特需教育杂志》2013,28(3):259-276

This study examines inequality during late childhood in children's access to special needs help in mainstream primary schools using data from two British cohorts: the National Child Development Study (NCDS) and the 1970 British Cohort Study (BCS70). It explores the source of any biases in the provision of special help using measures of individual gender, attainment and psychosocial adjustment; family social class; school composition; and education regions. Pervasive gender bias was found both in the identification of children with special needs and in the provision of help to children with special needs. There were more children from manual homes receiving help in school than children from professional homes, but when reading, mathematics and psychosocial adjustment scores were taken into account, the gradient reversed, so that children from professional homes were more likely to be getting help. The influence of the school's composition showed the same reversal. Once test scores were considered, schools with a greater proportion of above average children were more likely to be able to provide help for those with special needs than schools with a greater proportion of children with problems. Regional variation suggests that areas in southeast England are better funded than average, while areas of deprivation are not provided with sufficient resources to meet their children's needs.  相似文献   

David Hopkins, School Improvement for Real (Education and Change Development)     

Mel Ainscow 《Journal of Educational Change》2003,4(2):195-200

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American Studies in Europe: Its Vital Role in Internationalizing the Field     

Mel van Elteren 《Journal of American culture (Malden, Mass. : 2003)》1997,20(4):87-96

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Diderot Does Dixie Redeux: Taking Another Look at The Encyclopedia of Southern Culture     

Crystal G. Kile  Mel Chrestman 《Journal of American culture (Malden, Mass. : 2003)》1991,14(1):85-89

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Workers' Control and the Struggles Against “Wage Slavery” in the Gilded Age and After     

Mel van Elteren 《Journal of American culture (Malden, Mass. : 2003)》2003,26(2):188-203

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