This book is about the educational challenges facing teachers in Lithuania in the early years of the 1990's and the process of rebirth following the withdrawal of the Soviets. It uses the Fullan model to analyse the initiation of change and the problems that are faced by all those working in a post communist country. The essential focus is upon the scholars of Lithuania, their pupils and their teachers. This focus is illustrated by case studies and conversations with school directors. The contributors present this work as a record of the complexity of educational reform; of change in the functioning of the school community; and of challenge in the relation of teaching to learning. It is crucial to an understanding of educational problems of a changing society and in the challenges faced by a 'country in transition'.

This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.

The transition of Latvia, Lithuania, and Estonia from being part of the Soviet Union to prospective inclusion in the enlarged European Union has led to a number of "emerging goals" for their educational systems, the theme of this series edited by Peck (educational studies, U. of Strathclyde, UK). This volume contains 10 papers discussing such topics as social change and language policy, changes in the Estonian educational system, the work of teachers' support centers, Latvian school management experience, and Estonian higher education policy. Annotation 2004 Book News, Inc., Portland, OR (booknews.com).

This book brings together aspects of teaching and education in Europe. Readers are informed about the nature of schooling in Europe, teachers' salaries and career structures, and the possibilities for mobility. The section on 'Issues for Special Concern' includes commentary on the process of internationalizing qualifications, the extension of open and distance learning, the expansion of higher education, and the future of Europe as a community. The contents will therefore provide teachers of social studies, students of comparative education, and all those interested in the European educational scene with essential information, arranged in a compact and readily accessible form.

The former Yugoslav Republic of Macedonia.

Offers a progress report on the state of the post-Communist revolution, ten years on, in Central Europe, concluding that the transition to democracy and markets for these countries has been bumpier and longer than might have been expected 10 years ago. Early chapters concentrate on the overall transition process in the region, and later chapters deal with specific cases. Subjects include economics of mass media, the information society model, the Czech experience in educational change, and women's employment in Poland. Annotation copyrighted by Book News, Inc., Portland, OR

Autobiographical Memory and the Validity of Retrospective Reports presents the collaborative efforts of cognitive psychologists and research methodologists in the area of autobiographical memory. The editors have included an esteemed group of researchers whose work covers a wide range of issues related to autobiographical memory and the validity of retrospective reports, reflecting the diverse traditions in cognitive psychology and survey research. The first part of the book provides different theoretical perspectives on retrospective reports, along with supporting experimental evidence. The second part of this volume focuses specifically on retrospective reports of behaviors, including recall of the frequency and intensity of physical pain, of the number of cigarettes smoked, of dietary habits, and of child support payments. The following sections address the cognitive processes involved in event dating and time estimation, and a discussion of the differences between self and proxy reports. The final part extends the discussion of autobiographical memories in different directions, including the impact of autobiographical memories on individuals' assessment of their current life, the assessment of social change on the basis of retrospective reports, and the issue of collective memories. This book, an indispensable and timely resource for researchers and students of cognitive psychology as well as to survey methodologists and statisticians, demonstrates the considerable progress made in understanding the cognitive dynamics of retrospective reports.