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   

Embryos     

Dunstan GR  Ziman J 《New scientist (1971)》1984,104(1425):53

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Book Reviews     

Lynn Davies  Ted Goodhew  Mel Lloyd-Smith  Chris Rendell 《Pastoral Care in Education》2013,31(1):60-67

Steve Adams, Derbyshire LEA/University of Nottingham, Perspectives on Pastoral Care, Woocester, A. and Hall, E. 1986, University of Nottingham School of Education, (No. 5 in Human Relations in Education Series)

Eileen Callely, University of Cardiff, Educational Systems for Disruptive Adolescents, Topping, Keith 1983, Croom Helm Ltd., Beckenham, Kent, U.K. (also St. Martin's Press Inc, New York) £7.95

Susan Heyes, Essex Institute of Higher Education, All in a day's work, Walker, D. 1985, Edward Arnold; Them and Us, Parkes, R. 1985, Edward Arnold

Peter Ribbins, University of Birmingham, GO 87: Graduate Opportunities, Pierce, Liz, (Ed), 1986, Newpoint Publishing, £15.00 pp. 920

Barbara Sharples, Worden High School, Lanes, Child Psychology in Action , John Harris, 1986, Croom Helm

Colin J. Smith, University of Birmingham, Special Need in Ordinary Classrooms, G. Hanko, Publisher: Basil Blackwell  相似文献   

School Improvement: A Study of the Roles of Leaders and External Consultants     

Mel Ainscow  Geoff Southworth 《School Effectiveness & School Improvement》2013,24(3):229-251

This paper analyses the experience of so-called “failing schools” in order to develop understandings that can inform improvement efforts. It reports on a study of the experiences of a small number of English primary schools placed in “special measures” as a result of being inspected. The study is unusual in that, in the past, researchers have found it difficult to gain access to such sensitive contexts. Existing literature argues that staff collaboration and social cohesion have to be necessary features of efforts to support change in schools that are seen to be failing. However, the detailed analysis of what happened in the schools within this particular study suggests that the experience of being characterised as “failing” can act as a barrier to the creation of more collaborative ways of working. This analysis led to an examination of the links between culture and leadership, and how such links can provide useful insights for school improvement in contexts that are defined as failing.  相似文献   

The Subculture of the Beats: A Sociological Revisit     

Mel van Elteren 《Journal of American culture (Malden, Mass. : 2003)》1999,22(3):71-99

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Problem Behaviour,Exclusions and the Policy Vacuum     

Mel Lloyd-Smith 《Pastoral Care in Education》2013,31(4):19-24

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Book reviews     

Bernard Barber  Harvey Brooks  John Ziman  Mary Anderson 《Minerva》1973,11(3):415-429

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