WILDER PENFIELD SCHOOL
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.
How to Cite
Nixon, M. (1983). WILDER PENFIELD SCHOOL. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 18(002). Retrieved from https://mje.mcgill.ca/article/view/7508
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