Partnerships for learning : an international perspective on the development of inclusive schools

One of the most difficult issues faced in school university partnerships is the legitimacy of the collaborative relationship. Getting invited in as a university partner and staying on to support teacher knowledge is challenging. Through an account of a case study set in one large secondary school located in the western suburbs of Victoria, we disentangle the importance of seldom considered barriers that impact on professional learning. Shaping our understanding through a theoretical model where the movement between identity, beliefs and decision and action is identified as \u27noticing\u27 (Moss et al. 2004, Mason 2002) we describe the potential of the model in developing a \u27pedagogy of hope\u27 (hooks 2003). Noticing, working at the elusive intersections of observation and construction, permits non-linear connections. A \u27pedagogy of hope\u27 works for a sustainable learning community- a community for all students, teachers and school leaders.<br /

Assessing the insurance role of microsavings

The paper contends that more attention should be paid to micro savings in view of multiple ways in which it can help poor to deal with economic insecurity. The paper presents information to show that while microsaving programs have spread, their full potential is far from being realized. It presents a detailed analysis on the basis of data from a selection of micro savings programs to show how savings help the poor to smooth consumption and undertake investment. The paper urges for a strong campaign to popularise micro saving programs.Economic insecurity, Micro credit, Micro insurance, Micro savings, Micro finance institutions, Poverty

Banks as real estate brokers -- letting free enterprise work

Gramm-Leach-Bliley Act

IS THERE FAMILY POLICY?

Agricultural and Food Policy,

Integrating children\u27s literature and mathematics

This study is a qualitative study that explores what happens when children\u27s literature is integrated into the teaching of mathematics. The subjects for this study are five fourth and fifth grade students in a resource room located in a southern New Jersey elementary school. For this study, students participated in a math unit using children\u27s literature to teach fractions and probability. Data collected includes student response journals, observations of students, student work, and my teacher research journal. This data is analyzed utilizing the qualitative approach, where themes are identified and linked back to the initial question. The findings reveal many benefits to integrating children\u27s literature and mathematics. The students are able to make connections to their own lives through the stories that they read and feel motivated to learn while participating in the math lessons