S. Foster and others
Deafness and Education International, vol. 5, 2003, p.1-19
Definitions of inclusion, as well as models of how to implement these definitions, may vary from country to country, reflecting the unique characteristics of the society and culture. Article discusses how educational inclusion for deaf students is practised in Sweden, the Netherlands, Greece and the United States. Concludes by reflecting on how inclusion is embedded in the philosophy, values, culture, politics and history of each country.
Gifted Education International, vol. 17, 2003, p. 95-102
In Slovenia guidelines regarding gifted pupils stress acceleration, extra classes and extra-curricular activities. Article also covers the definition of giftedness, identification of gifted pupils, and the granting of scholarships.
W. Lehmann and A. Taylor
Journal of Education and Work, vol. 16, 2003, p. 45-67
Article analyses recent reforms of vocational education in Alberta, Canada, that seek to integrate academic and vocational learning, drawing on policy documents and interviews with representatives from government, industry, education and organised labour. Findings suggest that policy debates continue to emphasise employer expectations and work place socialisation, while more progressive perspectives that focus on the integration of vocational and academic learning generally remain unexplored.
Gifted Education International, vol. 17, 2003, p. 91-94
Young Graduates is a programme for pupils in the UK identified as gifted or talented. It offers a programme of Saturday workshops supplemented by networking activity and contact with the business world.
Gifted Education International, vol. 17, 2003, p. 86-90
Describes a programme which organises high-level scientific research training for gifted pupils in Hungary. The programme also promotes the establishment of scientific research clubs in high schools, provides a focal point for science training of high school teachers and helps regional co-operation in central and Eastern Europe.
Education and Skills Committee
London: TSO, 2003 (House of Commons papers, session 2002/03; HC 486)
Compares secondary schools in Auckland, New Zealand and Birmingham, England in terms of diversity of provision, pupil achievement, teacher retention, and admissions policies.
Political Science Quarterly, vol. 117, 2002/03, p. 643-665
Analyses the effects on minority groups of two very different reforms of the Chicago school system. The 1988 reform decentralised control of the school system to parents and community groups. The 1995 reform reversed this policy and placed power in the hands of the Mayor, with few checks from other government entities. Study suggests that there is dissatisfaction with the level of administrative responsiveness to community concerns under the 1995 reform.
Journal of Children and Poverty, vol. 9, 2003, p. 71-88
In 1998 the New Jersey Supreme Court ordered the State to implement an ambitious programme for reforming preschool education in the 30 poorest school districts. This reform attempted to meld, both programmatically and fiscally, community and state school preschool programmes. Paper offers insights into the challenges the State of New Jersey is experiencing as it seeks to comply with the Court's mandate.