Mary Jo Maynes looks to school reform in early modern Europe to show the relevance of early ideas about schooling for understanding contemporary society. She presents the competing perspectives on issues such as the identity and motivations of school reformers, the broad societal changes that made educational reform seem imperative toward the end of the eighteenth century all over the West, the connections between educational change and economic development, the role of schools in the evolution of class relations, the impact of reform on family strategies in the context of early industrialization. The work concludes by assessing historical data on the social impact of school reform and addressing the social meaning of schooling in the past and in the present.

Mary Jo Maynes looks to school reform in early modern Europe to show the relevance of early ideas about schooling for understanding contemporary society. She presents the competing perspectives on issues such as the identity and motivations of school reformers, the broad societal changes that made educational reform seem imperative toward the end of the eighteenth century all over the West, the connections between educational change and economic development, the role of schools in the evolution of class relations, the impact of reform on family strategies in the context of early industrialization. The work concludes by assessing historical data on the social impact of school reform and addressing the social meaning of schooling in the past and in the present.

Schooling in Europe is being transformed by a new policy orthodoxy affecting all aspects of the school. Privatization, decentralization, and business focused curriculum reform are all on the rise. The authors consider the impact and conflict of such changes on schooling in England, France, Germany, Italy and Spain.

Originally published in 1977. This is a lively account of the day-to-day running of European schools based in five countries - France, West Germany, Italy, Spain and Portugal. It outlines the organisation of education in these countries, and examines aspects of curriculum, teaching methods, examinations, attitudes of teachers and pupils, buildings, equipment, out-of-school activities, pastoral care, discipline and rules and depicts what it is like to be a pupil or teacher in a European school. The schools discussed are mainly primary and lower secondary grades - the basic compulsory education of each country. Details of working hours, programmes and curricula which are, notably, often government controlled, are given in Appendices. But the author stresses that his aim throughout has been to show how individual schools work and adopt these rules to their own situation. He discusses the relative advantages and drawbacks of different educational systems, and draws his own conclusions about the favourable impressions he gained from many schools and the Awful Warning he saw in a few. This survey throws as much light on schools at home as on those in Europe and suggests that we have a good deal to learn from our neighbours.

This book provides a comparative analysis of the impact of 'soft Europeanization' on higher education governance in Western Europe. Using concrete indicators of policy change, it focuses on university reform in Italy, France, Germany and the UK to explore how historical legacies and transnational communication have impacted policy pathways.

- "This tightly focused volume... proves an indispensable guide... Full of valuable and stimulating insights." - Nancy Foner, author of In a New Land "A remarkable collection of studies." - Douglas Massey, author of Brokered Boundaries

Here contributors from 14 European countries, including the UK, outline the state of classics teaching in their own countries: what part classics play in the curriculum, how many pupils take Latin and Greek, and what kind of courses are offered.