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Innovative School (innovative + school)

Distribution by Scientific Domains

Humanities and Social Sciences	50%

Selected Abstracts

Consolidating the Gains Made in Diplomacy Studies: A Taxonomy,

INTERNATIONAL STUDIES PERSPECTIVES, Issue 1 2008
Stuart Murray
Since the end of the Cold War, the scope and study of diplomacy has expanded. In the modern diplomatic environment, novel terms such as pipeline diplomacy, coercive diplomacy, diplomacy by sanction and citizen diplomacy are common, alongside the more traditional view of diplomacy as state-to-state activity, monopolized by professional, official diplomats. With such a broad range of views, the scholar can become confused as to what actually constitutes modern diplomacy? In this article, it is argued that the disparity of views in the diplomacy studies field must be classified and consolidated before the enhanced role of diplomacy in the twenty-first century can be better understood. In this article, three different classifications or schools of diplomatic thought are introduced and constructed: the Traditional School, the Nascent School, and the Innovative School. [source]

European Schoolnet: enabling school networking

EUROPEAN JOURNAL OF EDUCATION, Issue 4 2009
SANTI SCIMECA
School networking is increasingly important in a globalised world, where schools themselves can be actors on an international stage. This article builds on the activities and experience of the longest established European initiative in this area, European Schoolnet (EUN), a network of 31 Ministries of Education. First, we offer an introduction covering school networks. We then describe the case of European Schoolnet, its history, role, and relationship with other school networks in the world. We then describe the underlying structure of EUN school networks and their basic characteristics. Using these basic characteristics as a framework, we consider a number of eTwinning, European Schoolnet networks: Network of Innovative Schools (ENIS) and myEUROPE. Last, we identify key features of network literacy, potential future trends in school networks, and areas where further research is needed in this field, and offer some recommendations. [source]

Human-Animal Bonds I: The Relational Significance of Companion Animals

FAMILY PROCESS, Issue 4 2009
FROMA WALSH PH.D.
The importance of human-animal bonds has been documented throughout history, across cultures, and in recent research. However, attachments with companion animals have been undervalued and even pathologized in the field of mental health. This article briefly surveys the evolution of human-animal bonds, reviews research on their health and mental health benefits, and examines their profound relational significance across the life course. Finally, the emerging field of animal-assisted interventions is described, noting applications in hospital and eldercare settings, and in innovative school, prison, farm, and community programs. The aim of this overview paper is to stimulate more attention to these vital bonds in systems-oriented theory, practice, and research. A companion paper in this issue focuses on the role of pets and relational dynamics in family systems and family therapy (Walsh, 2009a). RESUMEN Vínculos entre animales y humanos I: La importancia de los animales de compañía en las relaciones La importancia de los vínculos entre animales y humanos se ha documentado a lo largo de la historia, en distintas culturas, y en investigaciones recientes. Sin embargo, en el campo de la salud mental, el apego a los animales de compañía se ha subestimado e incluso patologizado. En este artículo se estudia brevemente la evolución de los vínculos entre humanos y animales, se analizan las investigaciones acerca de sus beneficios para la salud física y mental, y se examina su profunda importancia para las relaciones en el transcurso de la vida. Finalmente, se describe el campo emergente de las intervenciones asistidas por animales, observando aplicaciones en hospitales y en centros de asistencia para personas mayores así como en programas de escuelas innovadoras, en programas de cárceles, de granjas y comunitarios. El objetivo de este artículo general es estimular más atención a estos vínculos fundamentales en la teoría, la práctica y la investigación orientadas a los sistemas. Hay un artículo complementario en este número que se centra en el rol de las mascotas y la dinámica relacional en los sistemas familiares y la terapia familiar (Walsh, 2009a). Palabras clave: vínculos entre animales y humanos; beneficios para la salud física y mental; vínculos con animales de compañía, mascotas; intervenciones asistidas por animales; aplicaciones en programas terapéuticos [source]

Schooling as a Knowledge System: Lessons from Cramim Experimental School

MIND, BRAIN, AND EDUCATION, Issue 1 2010
David Chen
This article describes an experiment utilizing a research and development strategy to design and implement an innovative school for the future. The development of Cramim Elementary School was a joint effort of researchers from Tel-Aviv University and the staff of the school. The design stage involved constructing a new theoretical framework that defined school as a knowledge system, based on the state of the art, interdisciplinary study of the nature of humans, and the nature of knowledge. A new school design emerged based on this theoretical framework and the school was opened in 1995. Action research followed for 8 years and the results indicated that the school has emerged as a learning organization and successfully integrated knowledge technologies into the learning processes of both students and teachers. Differentiated teaching strategy resulted in a significant increase in achievements (+11% in maths, literacy, and science; +10% in literacy in kindergarten; persistence of higher achievement in junior high schools). The greatest beneficiaries were low-achieving students. As the school is a highly complex system, individual variables contributing to the increased effectiveness could not be isolated. The article's conclusion is that experimental schools are a productive strategy to bring about changes, but unless these schools are part and parcel of the culture of the mainstream education system culture, they are destined to remain isolated cases. [source]