Opportunities to learn about Europe at school. A comparative analysis among European adolescents in 21 European member states

In this article, we investigate the relationship between different learning methods and the formation of European identity among adolescents. The analysis is based on the European module of the International Civic and Citizenship Education Study (2009), with 70,502 respondents in 21 European member states. The results show that offering opportunities for cognitive learning is more strongly related to European identity than social learning opportunities, i.e. opportunities for interactions with citizens from other European Union member states. The occurrence of an interaction effect between cognitive and social learning strategies, however, suggests that jointly offering both learning strategies can be considered the most effective tool for the formation of a European identity. The multilevel analysis reveals the impact of a more Eurosceptic climate on the country level, suggesting that living in a Eurosceptic member state is related to a weaker European identity among adolescents. We close with some observations on how curricula can contribute to a strengthening of European identity.     

Exploring the potential of the European Portfolio for Student Teachers of Languages (EPOSTL) as a reflective tool in initial primary teacher education

Although primary teachers in the Republic of Ireland are generalist teachers, language teaching of both Irish and English, as well as the development of literacy skills across the curriculum is an integral part of their daily professional practice. This paper presents an analysis of the European Portfolio for Student Teachers of Languages (EPOSTL) with a view to considering its potential as a reflective tool in the initial primary teacher education (IPTE) in the Republic of Ireland. The creation and structure of the EPOSTL within a European language policy landscape is delineated, and thematic analysis is presented, focusing on three of the EPOSTL’s main theoretical and conceptual underpinnings: (a) teacher autonomy, (b) reflective practice and, (c) self-assessment. The role of primary teachers as language teachers within a new framework of plurilingualism is highlighted. In order to consider the suitability of the EPOSTL as a reflective tool in teacher education, IPTE educational policy documents are examined to uncover converging discourses with the underlying themes of the EPOSTL. The EPOSTL emerges as a good conceptual fit with IPTE policy. It presents as a reflective tool with the potential to promote a transformative and integrated approach to language teacher education in and across Institutes of Education at a time of sociolinguistic and curriculum change in Irish primary schools.     

High school students’ implicit theories of what facilitates science learning

Background: Research has primarily concentrated on adults’ implicit theories about high quality science education for all students. Little work has considered the students’ perspective. This study investigated high school students’ implicit theories about what helped them learn science.

Purpose: This study addressed (1) What characterizes high school students’ implicit theories of what facilitates their learning of science?; (2) With respect to students’ self-classifications as African American or European American and female or male, do differences exist in the students’ implicit theories?

Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively.

Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p < .05 to ascertain ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged.

Conclusions: African American and European American students’ implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students’ implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think and perceive to be important, addressing students’ implicit theories may be one way to enhance science education reform.     

Inclusive education in Eastern European countries: a current state and future directions

ABSTRACT

Inclusive education is key to the development of civic democracy. Its role is to transform schools into platforms of excellence and equality for all students. This literature review aims to summarize the current state of inclusive education in Eastern European countries and former Soviet states and to identify conditions necessary for their educational systems to become more inclusive. The review: (a) discusses the concept of inclusive education as a platform for civic democracy; (b) conceptualizes how historical contexts affect societal attitudes and values towards difference and disability; (c) explores the extent to which available research captures the current state of inclusive education in Eastern Europe, and (d) describes the barriers to inclusive education implementation in these countries. The results of the review show the majority of studies examined attitudes toward inclusive education and people with disabilities. In this regard, although most of participants surveyed accept inclusive education initiatives in principle, they identify a range of barriers that need to be addressed to secure its meaningful implementation in the region. The review situates the possibility of inclusive education in the region’s historical context, identifies the structural and cultural barriers to its meaningful implementation, and suggests directions for future research.     

语言多元化的历史演变——基于欧盟官方资料的语料分析

欧盟对语言多元化的理解和构架大致经历了三个阶段：第一阶段（1997--2004年）的文件资料中经常提到语言及语言学习,但还没有明确提出语言多元化这一概念;第二阶段（2004--2007年）公共文件资料中已经明确提出语言多元化,然而却是在教育和文化政策资料中出现,没有将其单列出来;第三阶段（2007--2010年）,欧盟专门出台了语言多元化相关政策或报告,从而基本形成了完备的语言多元化政策格局。欧盟语言多元化对我国少数民族语言保护及外语教育有一定的借鉴意义。     

Graphic Modernism From the Baltic to the Balkans, 1910–1935

The article briefly describes the exhibition Graphic Modernism From the Baltic to the Balkans, 1910–1935, which took place at The New York Public Library from October 5, 2007 through January 27, 2008. Works exhibited were created by Estonian, Latvian, Lithuanian, Polish, Russian, Czech, Hungarian, Romanian, Bulgarian, Slovenian, Croatian, and Serbian artists and authors. They included monographs, serials, and posters. The exhibit was curated by the author and Steven Mansbach.     

Remembering Nina Lenček, 18 January 1924–25 November 2014

Columbia University Libraries’ longtime Slavic & East European Studies Librarian Nina Len?ek passed away on November 25, 2014, at the age of 90. On January 22, 2015, a large group of her friends, family, and colleagues gathered at Butler Library to remember, honor, and celebrate her remarkable life and legacy.     

Instruction and Reference Services for Slavic and East European Studies at the Library of Congress

The author briefly describes the instructional and reference services for Slavic and East European studies provided by the European Reading Room and the European Division at the Library of Congress.     

Two 2015 Summer Conferences

ABSTRACT

The author reports on two conferences she attended during the summer of 2015. The first was the annual conference of the British Slavic (Slavonic) librarians’ organization, the Council for Slavonic and East European Library and Information Services (COSEELIS) in Cambridge, England. The second was the ninth World Congress of the International Council for Central and East European Studies (ICCEES), in the Makuhari convention center in Chiba city, outside of Tokyo.