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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Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs   总被引：10，自引：0，他引：10  

Early DM  Maxwell KL  Burchinal M  Alva S  Bender RH  Bryant D  Cai K  Clifford RM  Ebanks C  Griffin JA  Henry GT  Howes C  Iriondo-Perez J  Jeon HJ  Mashburn AJ  Peisner-Feinberg E  Pianta RC  Vandergrift N  Zill N 《Child development》2007,78(2):558-580

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.  相似文献   

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   

Class Unknown: Undercover Investigations of American Work and Poverty from the Progressive Era to the Present. Mark Pittenger. New York: New York University Press, 2012.     

Mel van Elteren 《Journal of American culture (Malden, Mass. : 2003)》2013,36(2):141-142

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Arendt and America Richard H. King. University of Chicago Press, 2015.          下载免费PDF全文

Mel van Elteren 《Journal of American culture (Malden, Mass. : 2003)》2017,40(2):179-181

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Effects of three months of total social deprivation on social adjustment and learning in the rhesus monkey     

G A Griffin  H F Harlow 《Child development》1966,37(3):533-547

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Jedidiah morse and the bavarian illuminati: An essay in the rhetoric of conspiracy     

Charles J. G. Griffin 《Communication Studies》2013,64(3-4):293-303

This study examines the role of the the jeremiad in shaping public attitudes toward political dissent during the Franco‐American Crisis of 1798‐99. Attention is focused on three widely publicized sermons in which the Reverend Jedidiah Morse disclosed details of a dark conspiracy involving both domestic critics of the Adams administration and a mysterious order of European anarchists known as the Bavarian Illuminati. By framing his suspicions in the form of a jeremiad, Morse evoked a rhetorical context which portrayed the conspiracy as a divine test of American civic piety. As a result, the conspiracy provided a rhetorical justification for the condemnation of domestic political dissent on moral grounds.  相似文献