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dc.contributor.authorNixon, Martha
dc.date.accessioned2019-09-23T12:45:30Z
dc.date.available2019-09-23T12:45:30Z
dc.date.created2018-06-29 23:06
dc.date.issued1983-04-01
dc.identifieroai:ojs.ejournal.library.mcgill.ca:article/7508
dc.identifierhttp://mje.mcgill.ca/article/view/7508
dc.identifier.urihttp://hdl.handle.net/20.500.12424/3010
dc.description.abstractThis study differs from others in this issue in that it involves three endeavours and is complex, demonstrating that educational reform often follows mixed patterns of development and not a linear uni-dimensional model. The common link between the three activities is the manner in which the school has responded to the expressed needs and interests of the community. This response exhibits considerable leadership commitment, and care amongst those involved.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherArray
dc.relation.ispartofhttp://mje.mcgill.ca/article/view/7508/5438
dc.sourceMcGill Journal of Education / Revue des sciences de l'éducation de McGill; Vol 18, No 002 (1983)
dc.titleWILDER PENFIELD SCHOOL
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode0024-9033
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:14748902
ge.identifier.permalinkhttps://www.globethics.net/gel/14748902
ge.lastmodificationdate2018-06-29 23:06
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149766
ge.oai.repositoryid100447
ge.oai.setnameArticles
ge.oai.setspecMJE:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://mje.mcgill.ca/article/view/7508


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