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This study investigated the relative importance which six groups of academic departments attached to five institutional goal dimensions. The six groups were formed on the basis of Holland's theory of vocational choice and the five goal dimensions were developed from a factor analysis of eleven goal statements. A stepwise, multiple discriminant analysis revealed significant differences between the six groups of academic departments on the Research-Graduate and Quality Education goal dimensions. These two dimensions produced significant differentiation in eleven of the fifteen possible group comparisons. The findings suggest tentatively that Holland's theory of vocational choice can assist in the interpretation of varying goal priorities within the academic community. Suggestions are offered to indicate how this theory might be employed by university administrators and in subsequent research on the administration of academic departments and the complex roles of their chairmen.

tors and laymen meeting together to consider common problems can bring us closer to the quality education we want for every child. Often the outcomes for the participants are substantial; sometimes the results are less than satisfactory. I am especially concerned about nonproductive discussions on social studies in the elementary school. A close look at a session-an imaginary session though a composite of many actual meetings-may help point up reasons why many meetings fail to produce new information, new ideas, new insights. The group at this meeting was made up of principals, superintendents, elementary-school supervisors, and social-studies supervisors who represented school systems throughout the country. The topic chosen for the day-long discussion was "New Emphasis in the Social Studies in the Elementary School." In preparation for discussion the group listened to a penetrating analysis of cultural and social changes and the relation of these changes to the social-studies curriculum.

Este documento analiza los principios pedagógicos que están presentes en los enfoques que se enuncian en el Nuevo Modelo Educativo 2016 (NME) y en la Propuesta Curricular (PC): el aprendizaje profundo, el aprendizaje situado, el aprendizaje significativo y el aprendizaje socioemocional. Se realiza un análisis de las implicaciones de llevar a la práctica dichos enfoques en el marco de la realidad de las escuelas públicas del país. Para ello se recuperan otros ejes de política que se exponen en los documentos, tales como la educación de calidad como un derecho constitucional, la educación inclusiva con equidad y el tema de las barreras de aprendizaje.

A totally integrated school must include more than biracial enrollment. Open and positive communication at all social and educational levels is paramount in overcoming the complex problems related to the transition from segregated to integrated education. Remedial classes based on standardized achievement tests results can lead to intraschool de facto segregation and may retard positive interaction. Teachers assigned to integrated schools should be of demonstrated competence and should not be the recipients of a “last chance” teaching assignment. While teachers and counselors sharing race in common with students may lead to more easily established positive interactions and identification, the opportunity for wholesome interactions with competent staff of another race must not be ignored. School integration should occur at the early elementary levels to allow minority group students to profit from quality education throughout their academic careers.

Niñas y niños migrantes constituyen el grupo social con mayores problemas de exclusión educativa en México. Aunque ha aumentado la cantidad de migrantes que asisten a la escuela, la cobertura sigue siendo baja y la educación que reciben con muchas carencias. Es posible que los pocos que tienen acceso al sistema educativo, a su vez aprendan poco. No obstante, las revisiones de distintos documentos oficiales y estudios más actuales, revelan que no existen investigaciones sobre el logro académico de alumnos migrantes que permitan saber si las difíciles condiciones en que estudian se traducen en bajos niveles de aprendizaje. Este estudio busca llenar este vacío mediante el análisis de la información disponible en bases de datos donde se identificó a las escuelas mexicanas que atienden a la población migrante, para obtener luego los datos relativos a los niveles de logro académico de sus alumnos. Se concluye que estos estudiantes presentan niveles de logro académico significativamente más bajos que los que asisten a otro tipo de escuelas; por esto, aun aquellos que permanecen en el sistema educativo hasta concluir la educación básica, no llegan a ejercer su derecho a recibir educación de calidad.

Critical thinking is a recent educational paradigm. It is a powerful thinking skill that empowers learners and facilitates creative and qualitative teaching/learning process. This article deals with the concept of critical thinking for quality education. Moreover, it also identifies the rationale of critical thinking and its implications in Nepalese education . Keywords Critical thinking, creativity, concretization, culture of silence, quality education. DOI: http://dx.doi.org/10.3126/av.v1i0.5300 Academic Voices 2011; 1: 6-12

Elimination of the internship requirement will seriously limit the future psychiatrist's unique contributions to his own field as well as to other areas of medical practice, in this author's opinion. The implications of such a change have not yet been fully discussed, and clarification is needed as to how the desirable features of the internship are to be incorporated into psychiatric residency training programs. The author warns that blind acceptance of the trend toward earlier specialization in medical education may lead to neglect of the major issue—the provision of quality education for future psychiatrists.

Establishment and ongoing support teacher professional interaction with the public network of educational community is an actual problem, the solution which will increase the accessibility of quality education for all participants of educational process. Developed Education Network is the network service for a student, student and teaching communities designed to improve educational work and research activities, to create information and educational environment and uniform school information educational environment in Ukrainian segment of Internet. Now it is carried out works for improving usability of network services, developing new modules and blocks, attracting new users.

The unrelenting demands of parent groups for control of the public schools in their communities have generated increased attention concerning the quality of education received by the Black and Spanish-speaking youngster in his neighborhood school. That the public schools have been largely unresponsive to the needs of these students can be shown by the pinpointing of certain continuing inadequacies in the educational system.Often in a genuine effort to help, but occasionally for commercial reasons or simply to de-fuse and dissipate the burgeoning discontent of these communities, training programs for the “disadvantaged” minorities have sprung up. The data processing training program is a relatively recent component of the “Anti-Poverty” panacea.It is both curious and ironic that such programs, even when developed and administered by data processing professionals (who are equipped with the sophisticated techniques of systems and procedure analysis and supported by machines and software which make lunar exploration a present-day reality), merely duplicate the deficiencies of teaching techniques used in public schools.

In recent years, the introduction of non-professional personnel into the schools and the classrooms has created considerable controversy. Advocates claim that the additional assistance derived from para-professionals can be the greatest blessing to the overworked teacher. Opponents fear that employment of auxiliary personnel may be allowing for the implementation of substandard instruction in the classroom. Our experience leads us, unequivocally, to the advocacy of utilizing paraprofessionals in as many instructional situations as our imagination can conceive. Especially in ESOL and bilingual education programs it is clearly evident that the teacher must seek to vary and to individualize her instruction and her teaching as extensively as possible. The concept of the team approach can certainly be applied in these cases most appropriately. The use of another adult, properly trained and adequately supervised, can only serve to improve the instructional process towards the achievement of that elusive "quality education."

El derecho a una educación de calidad de las personas con discapacidad está garantizado en las leyes nacionales y acuerdos internacionales; el principio de equidad e inclusión (ley orgánica de educación intercultural bilingüe) permite la reflexión sobre la organización actual de la escuela para ejecutar este derecho, traducido en acciones de inclusión planificadas de acuerdo a las dimensiones de la gestión escolar: directiva, académica, administrativa y de la comunidad. Este estudio exploró estas acciones insertas en las dimensiones de la gestión escolar de 34 escuelas de educación básica de la ciudad de quito, seleccionadas mediante muestreo aleatorio simple. La investigación tuvo un carácter descriptivo-correlacional con metodología cuali-cuantitativa. Se aplicó cuestionarios a 441 docentes y a 436 padres de familia, entrevista semiestructura a 34 directivos, ficha de observación y recolección de datos. Se utilizó una escala de valoración ponderada de porcentajes para calificar la gestión educativa: muy bueno, bueno, regular y no se hace. Se encontró 330 estudiantes con discapacidad, siendo la discapacidad intelectual la de mayor frecuencia. Las instituciones educativas no cuentan con accesibilidad física, ni recursos materiales y didácticos adaptados. su principal dificultad es la falta de capacitación docente, seguida por el número de estudiantes por aula. La investigación demostró que el mayor porcentaje de acciones sobre inclusión educativa en todas las dimensiones se ubicó en la escala valorativa de regular, es decir que no alcanza medianamente a desarrollar e interrelacionar desde la propia responsabilidad de los actores, los procesos de inclusión de estudiantes con discapacidad.

As the population grows and the number of students attending institutions of higher education continues to increase, the problems of providing quality education within the classroom itself continue to multiply. When one considers the number of people involved and compares this with the necessarily limited number of schools and of qualified teachers, it appears that some form of mass instruction seems inevitable for most students for at least part of their work, especially at lower-college levels. Usually as the student advances into more specialized studies, his classes become smaller, partly as a result of the "dropout" attrition rate and partly because increasing specialization leads to larger numbers of smaller classes. However, at those levels at which students must take certain prescribed courses on a specified curriculum, as at the freshman-sophomore levels in college, there is usually a need for large classes. Those who teach basic, introductory courses typically have relatively larger sections, often with fifty or more students (excepting Honors groups) and sometimes with several hundred students.

am aware that openness to some persons spells chaos, fear, and insecurity; for this they cannot be blamed because this is all they have experienced. They feel that at times openness is a cover for maliciousness and irresponsibility. They see an open classroom as a hot bed of undesirable problems because openness is understood by many as freedom with license. To many, doing one's own thing can mean disorder, abuse, and laziness. The open classroom points to the belief that public education needs change. It seeks to effect that change through providing quality education for students in a setting that is also an integral part of the institution and community. The open classroom I feel can provide quality education in a humane and open setting which deals with each student's individual capacities, needs, and interests. Since the amount of knowledge in the world continues to accumulate at

The Model Cities Program, authorized by title I of the Demonstration Cities and Metropolitan Development Act of i966,1 is a unique new federal program designed to bring to bear a variety of resources-public and private-in a comprehensive and coordinated attack on social, economic, and physical problems in large slum and blighted neighborhoods. It calls for focusing and interrelating all relevant existing federal grant-in-aid programs in a single area and for developing and testing out new and innovative approaches which cannot be financed under existing grant-in-aid programs. Because it is a new concept and its potential is untried, the Model Cities Program is a demonstration program, to be carried out in a limited number of cities offering the best potential for achieving program objectives. It is hoped that through the solutions developed and demonstrated by participating cities, other cities may be able to cope more successfully with their urban problems. The objective of the Model Cities Program can best be summarized as the elimination of opportunity-denying circumstances. The program calls for a locally developed plan to eliminate the blockages which prevent residents of slum and blighted areas from obtaining such things as decent housing, good jobs, and quality education. The specific objectives each local program is expected to meet are