Student retention: Moving from numbers to action

We describe a multifaceted approach to providing information to improve student retention at an urban public university. Many students at this institution are older, working people; few live on campus and participate in traditional student experiences. A Retention Task Force, using qualitative as well as quantitative methods, identified problems that were barriers to student success or that contributed to student departure. We outline our results to date, address strategies for involving administrators, faculty, staff, and students, and discuss future research plans. We describe elements of a model for transferring information from the research realm into the policy arena.Presented at the Thirty-Second Annual Forum of the Association for Institutional Research, Atlanta, Georgia, May 11, 1992.     

Pathways to Inclusion: Moving from special school to mainstream

The present study investigated a schools partnership program that has achieved an unusually high level of reintegration of children with Special Educational Needs (SEN) from a special school to neighbourhood mainstream schools. The study explores, through a qualitative methodology, the perspectives of mainstream and special school staff. Factors that were barriers and facilitators in successful inclusion are identified and a measure of social inclusion completed by peers is used to validate the perceptions of staff regarding the success of the children’s social inclusion. The article concludes by considering a model of special school–mainstream school partnerships in promoting inclusion, developed from the factors identified.     

遏制地方保护主义在于制度创新

“十五”规划是我国跨入新世纪的行动纲领，正在进行现代化和建设社会主义市场经济的中国，反对并遏制地方保护主义是“十五”规划的应有之义。地方保护主义已经严重影响中央的权威，制约市场经济的发展，有碍社会进步，产生不正之风，导致腐败现象发生，已引起人们的广泛关注。只有制度创新，才能遏制地方保护主义。     

Moving away from Specialisation

Tina Detheridge, national co-ordinator for special needs, National Council for Educational Technology (NCET), offers an overview of recent advances in technology for special needs.     

去伦敦

On a hot summer morning in 1989 I finished packing my things in my flat in Dublin. Two suitcases were not enough to hold them all so I had to use plastic supermarket bags for the remainder. My friend Tom arrived in his car to take me to the airport. After coffee at the airport we shook hands and said goodbye and it was only then that I noticed my hand was shaking. My voice was also shaking and my breath was coming out in uneven waves. Tom was my good friend from schooldays and in saying goodbye to him I was saying goodbye to so many good memories, saying goodbye to my country.     

更新

更新定义——不满足已有的成就,不断寻求突破和超越。     

Moving to Inclusive Pre-Kindergarten Classrooms: Lessons from the Field

In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special education teacher, and two university professors, one traditional early childhood and one specializing in early childhood special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed, collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources.     

创客式教育：创客教育从边缘走向融合之路

基于问题解决和创客教育可持续发展的需要,文章提出了创客式教育并分析了其内涵,即认为创客式教育是一种理念、一种场景、一种载体、一种精神、一种方式、一种目标、一种文化。在此基础上,文章提出开展创客式教育的主要路径,包括秉承工匠精神、保持创客心态,建设人人可参、处处可创的创客空间生态圈,抓住学科教学主阵地、切入教学多空间,以学习制品为主线、变革学习方式等,以期推动创客教育从边缘走向融合,保障创客教育的健康、可持续发展。     

以学科为基础的评价转变为综合性评价的效果评估

1999年起,澳大利亚阿德雷德大学进行综合性实践考试（IPE）。文章介绍了综合性实践考试的设计过程,并对其信度、效度、效果、可接受性和成本等进行了分析和讨论。     

城市的更新

目前，我国城市建设如火如荼，期间往往忽略城市化的延续、城市脉的传承。针对现状，以城市更新的原理深层次地剖析城市发展的本原和内在机理，以及在城市更新中理清城市物质形态，城市经济和社会化三的关系，探讨二十多年来我国城市建设的经验与得失，力求我国城市的可持续发展。     

从教学理念的更新论大学生创新素质的培养

分析高校教学理念,论述高校确立多元性教学是提高大学生创新能力的必然途径,从而探讨大学生创新素质培养的问题。