Rethinking Americanization Abroad: Toward a Critical Alternative to Prevailing Paradigms     

Mel Van Elteren 《Journal of American culture (Malden, Mass. : 2003)》2006,29(3):345-367

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Towards Inclusive Schooling   总被引：4，自引：0，他引：4  

Mel Ainscow 《British Journal of Special Education》1997,24(1):3-6

Mel Ainscow, Professor of Special Education at the University of Manchester, is the third of the new professors to articulate his views on the future of special education as the millennium approaches.
He speculates on some of the reasons for the apparent lack of overall progress towards a more inclusive school system in order to identify some possible ways forward.  相似文献   

Taking an inclusive turn     

Mel Ainscow 《Journal of Research in Special Educational Needs》2007,7(1):3-7

This special edition of the journal focuses on what is, arguably, the biggest challenge facing education systems, that of developing practices that will reach out to those learners who are failed by existing arrangements. Specifically, the papers look at ways of using the views of stakeholders in order to move schools and other centres of learning in a more inclusive direction.
My own contribution is to provide an overall context for the ideas presented by the authors. I do this by first reflecting on what inclusion in education means and then outlining my own thoughts on what research suggests about strategies for moving thinking and practice forward. This leads me to stress the importance of evidence as a 'lever for change' ( Ainscow, 2005 , p. 111).  相似文献   

Inclusive education ten years after Salamanca: Setting the agenda   总被引：2，自引：0，他引：2  

Mel Ainscow  Margarida César 《European Journal of Psychology of Education - EJPE》2006,21(3):231-238

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A literature of questions: non-fiction for the critical child,     

Jennifer Farrar 《Curriculum Journal》2019,30(1):91-92

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Making sense of the development of inclusive practices     

Mel Ainscow  Andy Howes  Peter Farrell  Jo Frankham 《欧洲特需教育杂志》2013,28(2):227-242

Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward.  相似文献   

Mediated Deviance and Social Otherness: Interrogating Influential Representations by Kylo‐Patrick R. Hart,Ed     

Mel Van Elteren 《Journal of American culture (Malden, Mass. : 2003)》2008,31(2):237-239

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In quest of fame at the 4Cs     

Mel Livatino 《Academic Questions》2006,19(4):28-43

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Developing policies for inclusive education: a study of the role of local education authorities     

Mel Ainscow  Peter Farrell  Dave Tweddle 《International Journal of Inclusive Education》2013,17(3):211-229

In many parts of the world there is evidence of initiatives aimed at finding ways of creating forms of mainstream schooling that can respond to pupils with disabilities and others seen as having special educational needs (UNESCO 1995). There is also a growing research literature that throws light on how schools and classrooms can be developed in relation to this idea (e.g. Rouse and Florian 1996, Sebba and Sachdev 1997, Thomas et al. 1998, Ainscow 1999, Clark et al. 1999). However, few studies have considered the contributions and roles of local administrative arrangements to such developments, even though there is evidence that these can be highly influential in relation to policy implementation in general (Spillane 1998). Drawing on the evidence of a recent study carried out in England, this paper starts to fill this gap. Specifically, it addresses the question: in what ways do local administrative arrangements bear on attempts to develop more inclusive ways of working in schools? In considering the evidence and arguments presented it is important to recognize that the peculiarities of each national context mean that district level arrangements for the management of education in one country cannot be assumed to be similar to that in other countries. Consequently, transporting conclusions from one situation to another is impossible. Nevertheless, a detailed engagement with the experiences of particular countries can provide a useful basis for reflection on what happens elsewhere. Before considering this specific agenda, however, we summarize certain relevant international trends.  相似文献   

Joint attention and early language   总被引：16，自引：2，他引：16  

M Tomasello  M J Farrar 《Child development》1986,57(6):1454-1463

This paper reports 2 studies that explore the role of joint attentional processes in the child's acquisition of language. In the first study, 24 children were videotaped at 15 and 21 months of age in naturalistic interaction with their mothers. Episodes of joint attentional focus between mother and child--for example, joint play with an object--were identified. Inside, as opposed to outside, these episodes both mothers and children produced more utterances, mothers used shorter sentences and more comments, and dyads engaged in longer conversations. Inside joint episodes maternal references to objects that were already the child's focus of attention were positively correlated with the child's vocabulary at 21 months, while object references that attempted to redirect the child's attention were negatively correlated. No measures from outside these episodes related to child language. In an experimental study, an adult attempted to teach novel words to 10 17-month-old children. Words referring to objects on which the child's attention was already focused were learned better than words presented in an attempt to redirect the child's attentional focus.  相似文献