Dentro y fuera, comunidad y conflicto: las experiencias transnacionales de Elizabeth Cecil Wilson como educadora americana progresista

This essay takes a feminist educational biographical approach to the transnational life and work of the American educator Elizabeth Cecil Wilson (1913-1994). Central to this interpretation is the way in which Wilson’s life exemplifies the concept of “internal exile” as a result of her transnational movements in China, Korea, and the United States. Wilson’s early experiences with internationalism, all-women’s education and American progressive education shaped her interpretation of her later work in educational administration, leading her to develop a unique perspective about being both an “insider” and an “outsider” in her world. Raised in a variety of close and strongly identified communities, in her later professional life she experienced a sense of isolation and displacement in the structured hierarchical environments of international organizations and American state school systems. Late in life, she articulated this challenge in feminism when she argued for women’s inclusion in formal educational leadership.Este ensayo aborda desde una perspectiva biográfica educativa feminista la vida y el trabajo transnacional de la educadora norteamericana Elizabeth Cecil Wilson (1913-1994). Se hace central en esta  interpretación el modo en que la vida de Wilson ejemplifica el concepto de «exilio interior », como el resultado de sus movimientos transnacionales a China, Korea y Estados Unidos. Las prontas experiencias con el internacionalismo, la educación progresiva norteamericana y la educación de las mujeres dieron forma a su postrero trabajo de interpretación, llevándola al desarrollo de una única visión desde «dentro» y desde «fuera» en su mundo. Crecida en una variedad de comunidades cerradas y de fuerte identidad, experimentó en la última parte de su vida profesional un sentido de aislamiento y desplazamiento en entornos de estructuras jerárquicas de organizaciones internacional y de los sistemas escolares estatales americanos. Al final de su vida articuló este desafío en el feminismo cuando argumentó la inclusión de las mujeres en el liderazgo educativo formal

Planning a system of services for unmarried mothers in Boston.

Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. Thesis. 1970. M.C.P.Bibliography: leaves 152-158.M.C.P

Teachers’ and school leaders’ perceptions of commercialisation in Australian public schools

© 2017, The Australian Association for Research in Education, Inc. This paper explores teachers’ and school leaders’ perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper, is understood as the creation, marketing and sale of education goods and services to schools by for-profit providers and often includes (but is not limited to) the provision of curriculum content, assessment services, data infrastructures, digital learning, remedial instruction, professional development and school administration support. Our account highlights that commercialisation is prevalent in the day-to-day practice of Australian public schools. The perceptions of teachers and leaders suggest that commercialisation is complex, with both affordances and challenges. Respondents acknowledged that aspects of commercialisation are necessary for successfully running schools and classrooms in the 21st century, but also noted that there is a fine line beyond which these seemingly innocuous services become perilous. Concerns focused on how particular services are leading to the deprofessionalisation of teachers as they have less autonomy over what to teach and how to teach it. Moreover, teachers and school leaders reported being perturbed by the idea that commercial providers and services might work to replace teachers in the future. Drawing on these data we argue that growing commercialisation in Australian public schools clearly requires an ethical debate that schools, education professionals, policy makers and interested publics are yet to have

Husbandry Of Monodelphis Domestica In The Study Of Mammalian Embryogenesis

Monodelphis domestica, commonly called the laboratory opossum, is a useful laboratory animal for studying marsupial embryogenesis and mammalian development. Females breed year-round and the animals can be sustainably bred indoors. The authors draw on their own laboratory\u27s experience to supplement previously published research on laboratory opossums. They describe a breeding protocol that reliably produces timed-pregnant M. domestica. Additionally, the authors discuss general laboratory opossum husbandry techniques and describe how to collect, handle and culture embryos