This social history of Europe during 1848 selects the most crucial centers of revolt and shows by a vivid reconstruction of events what revolution meant to the average citizen and how fateful a part he had in it. A wealth of material from contemporary sources, much of which is unavailable in English, is woven into a superb narrative which tells the story of how Frenchmen lived through the first real working-class revolt, how the students of Vienna took over the city government, how Croats and Slovenes were roused in their first nationalistic struggle, how Mazzini set up his ideal republic Rome.
Priscilla Alderson examines the issue of young children's rights, starting with the question of how the 1989 UN Convention on the Rights of the Child applies to the youngest children, from birth to eight years of age. The question of finding a balance between young children's rights to protection, to provision (resources and services) and to participation (expressing their views, being responsible) is discussed. The author suggests that, in the belief we are looking after their best interests, we have become overprotective of children and deny them the freedom to be expressive, creative and active, and that improving the way adults and children communicate is the best way of redressing that balance. She considers some of the problems adults may have communicating with children and offers practical suggestions as to how these can be overcome. Young Children's Rights is published by Jessica Kingsley for Save the Children, the leading international voluntary organisation for children in the UK, who saw the need for this book and commissioned the work. This readable, informative and thought-provoking book is a compelling invitation to rethink our attitudes to young children's rights in the light of new theories, research and practical evidence about children's daily lives. It will be of interest to anyone who works with young children.
As charter schools enter their third decade, research in this key sector remains overwhelmingly contradictory and confused. Many studies are narrowly focused; some do not meet the standards for high-quality academic research. In this definitive work, Wohlstetter and her colleagues isolate and distill the high-quality research on charter schools to identify the contextual and operational factors that influence these schools’ performances. The authors examine the track record of the charter sector in light of the wide range of goals set for these schools in state authorizing legislation—at the classroom level, the level of the school community, and system-wide. In particular, they show how the evolution of the charter movement has shaped research questions and findings. By highlighting what we know about the conditions for success in charter schools, the authors make a significant contribution to current debates in policy and practice, both within the charter sector and in the larger landscape of public education.
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