John Sayer - Böcker

First published in 1985. The responses to special educational needs in the 1980s prompted radical changes in the initial and in-service education of teachers. This title is the result of a major conference which was called to anticipate the combined effects on training and special educational needs work and to project a spectrum of positive responses. The authors are drawn from all branches of education in order to provide a critical review of developments since 1983 in teacher-education and to discuss the current recommendations on training to meet special educational needs both in Great Britain and the rest of Europe.

First published in 1985. The responses to special educational needs in the 1980s prompted radical changes in the initial and in-service education of teachers. This title is the result of a major conference which was called to anticipate the combined effects on training and special educational needs work and to project a spectrum of positive responses. The authors are drawn from all branches of education in order to provide a critical review of developments since 1983 in teacher-education and to discuss the current recommendations on training to meet special educational needs both in Great Britain and the rest of Europe.

Academics, policy makers and professionals explore the development of EU education policy, its impact on practice and potential future directions after the Lisbon treaty. "Schools for the Future Europe" brings together a team of leading academics, policy makers and education professionals to explore the emergence, development and application of European education policy up to the 2009 Lisbon Treaty and beyond. This book charts the historical development of a Europe-wide education policy, and examines how that policy has sought to address such issues as European citizenship, human rights and bilingual schooling. Taking as examples the intended future extension of the European Schools and the European Baccalaureate, and a case study of work towards the first British European Academy at Culham, UK, this book critically explores the interplay of EU action programmes, policy and rhetoric on secondary education. In the final section, the editors draw on the insights of the previous chapters to outline an achievable programme for the future development of education policy structures and practice in schools for Europe.

Rich with examples of Racine’s impact across generations on stage and page, of the inspiration of leading actors across borders, and of the influence of his tragedies, their mostly classical and biblical themes brought in the finest verse or in translation, on European courts, townships, amateur theatre, education at home and school, opera and oratorio, other literatures, art and sculpture, this book follows these many echoes far beyond performances in Paris and at Versailles alone and opens up vistas for further exploration across cultural and political borders. The promotion of Racine’s mastery to champion or to challenge successive regimes at home, or to assert French cultural supremacy abroad, and the sheer volume of translations, musical adaptations and borrowings of each play across Europe, are brought together for the first time, offering a fresh perspective not just of reception but of dissemination and active response.