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》2007,53(3):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   

Reaching Out to All Learners: Some Lessons From International Experience     

Mel Ainscow 《School Effectiveness & School Improvement》2013,24(1):1-19

This article uses its author's experiences in leading an international research and development project in order to consider ways in which schools can be developed in response to pupil diversity. The analysis that is provided illustrates the potential of comparative discourse but, at the same time, cautions against the tendency to amalgamate research evidence across national borders. Use is made of illustrative vignettes in order to show how the introduction of strategies for responding to diversity can be a means of achieving improved arrangements for all learners within a school.  相似文献   

Bibliography to the Special Issue on Quality Systems in Performance Improvement     

Mel Silberberg 《Performance Improvement Quarterly》1993,6(3):117-129

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How to sharpen your performance objectives     

Mel Schnapper 《Performance Improvement》1989,28(6):25-28

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Effective Schools for All: an alternative approach to special needs in education     

Mel Ainscow 《Cambridge Journal of Education》1991,21(3):293-308

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Effective Tutoring and School Improvement     

Mel Rosenblatt 《Pastoral Care in Education》2002,20(4):21-26

This article sets out to define effective tutoring and to establish links between effective tutoring and school improvement. Before identifying if a school has improved, one must first ascertain the function of schools. If one accepts Lodge's premise that the function of schools is 'to promote children's learning' (Lodge, 2000), then an improving school is one which improves learning itself. This paper argues that effective tutoring can play a part in helping schools to achieve this goal and outlines some practical ways in which this can happen. It draws on current practice at Greenshaw High School to explore some strategies for improving tutoring in order to impact on schools' effectiveness.  相似文献   

Distance Education: The Experience of the University of Puerto Rico/Río Piedras Campus     

Juan Meléndez 《Higher Education in Europe》2001,26(4):537-540

The Río Piedras campus is the flagship institution of the University of Puerto Rico. It has made several attempts, throughout its history, to establish a distance education environment. None have succeeded. A new grass-roots movement is developing, which is conscious of the past history. Nevertheless, it is moving forward because it is situated in a conscious process of organizational culture change. Theory E and Theory O, developed at the Harvard University School of Business to analyze organizational change, is used to analyze the change process occurring at this academic institution.  相似文献   

笨拙,但却美丽着     

Mel White 《海外英语》2007,(11):34-35

should we pity the poor young pelican?The ugly duckling, after all, grew up to be a beautiful swan, while the baby  相似文献   

International Developments in Inclusive Schooling: mapping the issues     

Judy Sebba  Mel Ainscow 《Cambridge Journal of Education》1996,26(1):5-18

This introductory overview attempts to map out the rationale and scope of this edition of the journal, focusing on international developments in inclusive schooling. We describe some of the debate surrounding the search for an appropriate definition of inclusion and clarify the way in which we are using this term. Consideration is given to some of the main issues emerging from the literature on developing inclusive schooling which indicates the recency of this particular field of work and the need to bring together areas such as ‘special needs’, school improvement and teacher development in order to begin to identify the territory that research on inclusion might explore.  相似文献   

Editorial: the Salamanca Statement: 25 years on     

Mel Ainscow  Roger Slee  Marnie Best 《International Journal of Inclusive Education》2019,23(7-8):671-676

ABSTRACT

June 2019 saw the 25th anniversary of the World Conference on Special Needs Education, which was co-organized by UNESCO and the Ministry of Education and Science of Spain, and held in the city of Salamanca. It led to the Salamanca Statement and Framework for Action on Special Needs Education, arguably the most significant international document that has ever appeared in the field of special education. In so doing, it endorsed the idea of inclusive education, which was to become a major influence in subsequent years. The articles in this special issue illustrate the ways in which the Salamanca Statement has and still is influencing the development of policies and practices across the world. In this editorial, we provide readers with some relevant background to these developments.  相似文献