Guidance services in Spanish universities     

Javier Vidal  Gloria Diez  Maria J. Vieira 《Tertiary Education and Management》2013,19(4):267-280

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Special education in Spain at the beginning of the 21st century: the challenge to educate in an unequal and multicultural society     

Pilar Arnaiz  Gloria Soto 《International Journal of Inclusive Education》2013,17(4):375-388

An overview of the challenges facing the Spanish Special Education system at the turn of the century is presented. Significant changes have occurred in Spain over the last two decades that have affected the landscape of Spanish public schools in an unprecedented way. First, since the late 1980s, students with a variety of disabilities have been attending general education classrooms along with their peers. Additionally, for the last 20 years, Spain has experienced a dramatic increase in immigration patterns from Northern Africa, Eastern Europe and Latin America. Thus, Spanish educators are facing the challenge of educating an increasingly heterogeneous student body. Students' different educational needs are often handed down to the special educator teacher who is faced with the task of ensuring the student's academic and social participation. Reform efforts conducted by Spanish educators to ensure that all students, regardless of their gender, ability level, ethnic and social backgrounds, as well as language and religion of origin, have equal access to a full social and academic participation in their schools and communities are described.  相似文献   

Academic Life-support: The Self Study of a Transnational Collaborative Mentoring Group     

Laurette Bristol  Anne E. Adams  B. Gloria Guzman Johannessen 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):396-414

In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes employed in the network can be conceptualized as pathways to professional relationships. The narratives of C-Y-F members illustrated collaborative mentoring as an expression of the personal and professional dimensions of support, which must be part of academic life. Collaborative mentoring relationships and discourse provided a response to the current inconsistencies in faculty mentoring practices and have implications for the ways in which administrations and faculty in general initiate more empathetic structures and procedures that better meet the mentoring needs of women and minority faculty in academia.  相似文献   

The contribution of the University of California Cooperative Extension to California's agricultural production     

Diti Chatterjee  Gloria González-Rivera 《The Journal of Agricultural Education and Extension》2013,19(5):443-467

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