Home » Caroli, D., & Pomante, L. (Eds.) (2015). International Bibliography of History of Education and Children’s Literature (2013). Macerata: Edizioni Università di Macerata

Caroli, D., & Pomante, L. (Eds.) (2015). International Bibliography of History of Education and Children’s Literature (2013). Macerata: Edizioni Università di Macerata

HECL 2013International Bibliography of the History of Education and Children’s Literature (2013)

edited by Dorena Caroli and Luigiaurelio Pomante

7 Introduction

11 Abbreviations and Acronyms

Publications

31 A. Journal Articles

163 B. Miscellanea and monographs

The present International Bibliography about the history of education and children’s literature for the year 2013 follows the one appeared on «History of Education & Children’s Literature» last year and concerning the three years period 2010-2012. Just like that, it is a specialized bibliographical overview (articles published in journals, monographs, collections of essays, proceedings and textbooks) concerning the research and the studies about the history of education published all over the world.

In order to create such a work tool, addressed in particular to the scholars of history of education and children’s literature, it is appropriate to systematically analyze the Publishers’ catalogues of hundreds of national and international specialized publishing houses (historical studies, social and human sciences, educational sciences), as well as the catalogues of about 400 scientific journals belonging to the same field or related to it, published in different countries of the world.

This kind of research is necessarily a work in progress, due to the sometimes insuperable difficulties connected to the understandable will of completeness and exhaustiveness in the process of data retrieval. Despite the growing support to globalization given by internet and the social media, in fact, the web sites of the publisher houses and scientific reviews (as well as those of the Universities and of the public and private research Centres) not always provide updated and exhaustive information (catalogues, bibliographical report, tables of contents of the issues etc.).

Hence, the sometimes insurmountable difficulties encountered in the process of acquisition of precise data and reliable information about the scientific production in this field in some particular countries and, consequently, the real need for a network of partners operating in loco, i.e. a network of researchers and scholars specialized in this field, who agreed to report systematically to «History of Education & Children’s Literature» the most recent and relevant publications occurred in their own country and, if necessary, to complete the sometimes fragmentary information obtained through internet.

Over the last year, a great amount of energy has been spent in the creation and enhancement of such a network of partners, in order to make this

bibliography a reliable, constantly updated tool, enjoyable by all scholars and, above all, able to present in all its complexity and variety the wide- ranging international scientific production in the field of history of education and children’s literature.

In addition to the colleagues of «History of Education & Children’s Literature», a number of experts and researchers from all over the world contributed to the creation of this International Bibliography concerning the year 2013. In this regard, the editors would like to sincerely thank for their collaboration: Vitaly G. Bezrogov (Russian Academy of Education, Moscow, Russia), Ariane Calderari (Centre de Documentation et de Recherche Pestalozzi d’Yverdon, France), Craig Campbell (University of Sydney, Australia), Peter Carrier (Redaction of the review «Journal of Educational Media, Memory and Society», Germany), Antonio Castillo Gómez (Universidad de Alcalá, Spain), Anne-Marie Chartier and Renaud D’Enfert (INRP – Service d’Histoire de l’Éducation, France), Maria Elena Del Valle de Villalba (Universidad Metropolitana, Caracas Venezuela), Inés Dussel (Facultad Latinoamericana de Ciencias Sociales, Argentina), Agustín Escolano Benito (Universidad de Valladolid, Centro Internacional de la Cultura Escolar, Spain), Aslam Fataar (Stellenbosch University, South Africa), Décio Gatti (Faculdade de Educação, Universidade Federal de Uberlândia, Brazil), Hui Haifeng (Huazhong University of Science and Technology, Wuhan, China), Margot Hillel (Australian Catholic University, Australia), Rebekka Horlacher (redaction of the review «Bildungsgeschichte. International Journal for the Historiography of Education», Switzerland), Esmeralda Hoti (Faculty Education/Department of Psychology, University of «Aleksander Moisiu», Durres, Albania), Peter Kallaway (University of Cape Town, South Africa), Alexander Karp (Columbia University), Iveta Kestere (University of Latvia), Grigorij Kornetov (Academy of the Social Administration, Moscow, Russia), Javier Laspalas (Universidad de Navarra, Spain), Hugh Morrison (University of Otago, New Zealand), Gabriela Ossenbach Sauter (UNED, Spain), Paraskevi Pougaridou (University of Western Macedonia, Greece), Joaquim Pintassilgo (University of Lisbon, Portugal), Edvard Protner (University of Maribor, Slovenia), Paul J. Ramsey (Eastern Michigan University, Editor of the review «American Educational History Journal»), Rebecca Rogers (Université Paris Descartes, France), Alla A. Salnikova (Kazan State University, Russia), Bengt Sandin (Linköping University, Sweden), Joanna Schiller-Walicka (Redaction of the review «Rozprawy z Dziejów Owiaty», Poland), Juan Senís Fernández (University of Saragoza, Spain) Verónica Sierra Blas (Universidad de Alcalá, Spain), Chandralekha Singh (Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University, New Delhi, India), Larisa Smirnova (redaction of the review «Istoriko-Pedagogichesky Zhurnal», Russia), Wendelin Sroka

INTRODUCTION 9

(Reading Primers Special Interest Group of the International Society for Historical and Sistematic Research on Schoolbooks, Germany), Cathryn Steele (Publisher House: Oxford, Oxford University Press, UK), Claudia Tatasciore (Ph. D., University of Bologna), Milka Terzijska (Sofia University

«St. Kliment Ohridski», Bulgaria), Johannes Westberg (Uppsala University, Sweden), Cristina Yanes (Universidad de Sevilla, Spain), Christian Ydesen (Aalborg University, Denmark).

Abbreviations and Acronyms

ACEX = «Academic Exploration» (China)

ACTAC = «Acta Academiae Beregsasiensis» (Hungary)

ADIF = «Annali online della didattica e della formazione docente» (Italy) AEHJ = «American Educational History Journal» (USA)

AHEA = «Historia de la Educación Argentina. Anuario» (Argentina) ALMAM= «Alma Mater. Vestnik vysshej shkoly» (Russia)

ANDO = «Anthology of Dongyue» (China) ANLI = «Anhui Literature» (China)

AOB = «Administrator Obrazovanya» (Russia) APMA = Appreciation of Masterpieces» (China)

APOP = «Aktual’nye Problemy Obshchego i Professional’nogo Obrazovanya» (Russia)

ASE = «Annali di Storia dell’Educazione e delle Istituzioni scolastiche» (Italy) ASESOA = «Assessment of Southeastern Asia» (China)

ASNSP = «Annali della Scuola Normale Superiore di Pisa. Classe di Lettere e Filosofi (Italy)

ASUI = «Annali di Storia delle Università Italiane» (Italy)

AURP = «Aula. Revista de Pedagogía de la Universidad de Salamanca» (Spain)

BASMC = «Bollettino dell’Archivio per la storia del movimento sociale cattolico in Italia» (Italy)

BCP = «Le Bulletin du Centre de documentation et de recherche Pestalozzi» (Switzerland)

BERJ = «British Educational Research Journal» (United Kingdom) BHR = «Bibliothèque d’Humanisme et Renaissance» (France)

BIS = «Biologya v Shkole» (Russia)

BJES = «Baltic Journal of European Studies» (Latvia)

BJPS = «British Journal of Political Science» (Great Britain) BORP = «Bordón. Revista de Pedagogía» (Spain)

BPHM = «Bulletin der PolnischenHistorischen Mission» (Germany) BSSE = «Buletini Shkencor. Shkencat e Edukimit» (Albania)

BSSV = «Bollettino della Società degli Studi Valdesi» (Italy) BSZO = «B’lgarsko spisanie za obrazovanie» (Bulgaria) CAE = «Carrefours de l’Éducation» (France)

CBMH = «Canadian Bulletin of Medical History» (Canada) CEIS= «Cennostii. Smysli» (Russia)

CES = «Cultura Escrita & Sociedad» (Spain)

CHE = «Cadernos de História da Educação» (Brazil) CHEBRO = «Chelovek i obrazovanie» (Russia) CHIBO = «China Book Review» (China)

CHINPI = «China Newspaper Industry» (China) CHIPRE = «China Press» (China)

CHIT = «Chinese Teaching» (China)

CHR = «The Catholic Historical Review» (USA)

CHSCC = «Church History: Studies in Christianity and Culture» (UK) CIAN = «CIAN. Revista de Historia de las Universidades» (Spain) CJES = «Cypriot Journal of Educational Sciences» (Cyprus)

COED = «Contemporary Education Dialogue» (India)

CON = «Contemporanea. Rivista di Storia dell’800 e del ’900» (Italy) CONCHI = «Construction of Chinese Course» (China)

CONFOLI = «Contemporary Foreign Literature» (China)

CP = «Cuestiones Pedagógicas. Revista de Ciencias de la educación» (Spain) DEBA = «Debates in Arts» (China)

DEF= «Defektologya» (Russia)

DL = «DorLedor. Studies in the History of Jewis Education in Israel and the Diaspora» (Israel)

DNV = «Dukhovno-NravstvennoeVospitanie» (Russia) DO = «Docencia» (Chile)

DOS= «Doshkolnik» (Russia)

DOSBRAV = «Doshkol’noe obrazovanie i vospitanie» (Russia) DOV= «Doshkolnoe Vospitanie» (Russia)

DPRS = «Dimensioni e problemi della ricerca storica» (Italy) DSA = «Detsky Sad ot A do Ya» (Russia)

DSS = «Direktor Sel’skoj Shkoly» (Russia) EASF = «Eastern Forum» (China)

ECOPOL = «Economic and Political Weekly» (India) ED = «Educación XX1» (Spain)

EDC = «Education» (Hungary)

EDI = «Educazione interculturale» (Italy) EDSCI = «Education Science» (Greece) EDU = «Educação» (Brazil)

EDUR = «Educar em Revista» (Brazil)

EERE = «Elementary Education Research» (China)

EERJ = «European Educational Research Journal» (United Kingdom) EFIL = «Educação e Filosofi (Brazil)

EFP = «El Futuro del Pasado» (Spain)

EH = «Educació i Història. Revista d’Història de l’Educació» (Spain) EI = «Education Inquiry» (Sweden)

EJE = «European Journal of Education» (USA)

EKO = «Ekologicheskoe Obrazovanie: do Shkoly, v Shkole, vne Shkoly» (Russia)

EKS = «Ekonomika v Shkole» (Russia)

EMSTT = «Elementary and Middle School Teacher Training» (China) EOZ= «Evrazyskoe Ozherel’e» (Russia)

ES = «Educational Studies. A Journal of the American Educational Studies Association» (United Kingdom)

ESE = «ESE. Estudios Sobre Educación» (Spain) ETE = «Espacio, Tiempo y Educacion» (Spain) EUROBUL = «EUROCLIO Bulletin» (Greece)

EXE = «Exedra. Revista Científica (on line)» (Portugal) EXPLO = «Exploration of Education» (China)

FE = «Foro de Educación» (Spain)

FEMSE = «Foreign Elementary and Middle School Education» (China) FILOBRA = «Filosofya obrazovanya» (Russia)

FILOL = «Filologos» (Greece) FIS = «Fizika v Shkole» (Russia)

FKVT = «Fizicheskaya Kul’tura: Vospitanie, Obrazovanie, Trenirovka» (Russia)

FOB = «Filosofya Obrazovanya» (Russia)

FOLFOLT = «Foreign Language and Foreign Language Teaching» (China) FOLST = «Foreign Language Studies» (China)

FORDUL = «Fordulópont» (Hungary)

FOREC = «Forum of Education and Culture» (China) FORER = «Forum of Education and Research» (China) FORET = «Forum of Education and Teaching» (China) FORME = «Forum of Modern Education» (China) FORT = «Forum of Teaching» (China)

FORWOC = «Forum of World Chinese Literature» (China) GEES = «Geografya i Ekologya v Shkole XXI Veka» (Russia) GES = «Geografya v Shkole» (Russia)

GODUZ = «Godishnik na Universitet “Prof. Dr. Asen Zlatarov”» (Bulgaria) GSU = «Godishnik na Sofijski Universitet “St. Kliment Ohridski”» (Bulgaria) GUISS = «Guizhou Social Science» (China)

GWU= «Geschichte in Wissenschaft und Unterricht» (Germany) GYER = «Gyermeknevelés» (Hungary)

HE = «Histoire de l’Éducation» (France)

HECL = «History of Education & Children’s Literature» (Italy) HEILED = «Heilongjiang Education» (China)

HEILSCI = «Heilongjiang Sci-Tech Info» (China)

HEJ = «History of Education. Journal of the History of Education Society» (United Kingdom)

HEMM = «Hautes Études Médiévales et Modernes» (France) HEQ = «History of Education Quarterly» (USA)

HER = «History of Education Review. The offi Journal of the Australian & New Zealand History of Education Society» (Australia)

HERI = «Historia de la Educación. Revista Interuniversitaria» (Spain) HES = «Higher Education Studies» (Canada)

HF = «The History of the Family. An International Quarterly» (Ireland) HISTI = «History of education issues» (Greece)

HME = «Historia y memoria de la educación» (Spain) HP = «History of Psychiatry» (California-Usa)

HSE = «Historical Studies in Education/Revue d’Histoire de l’Éducation» (Canada)

HU = «History of Universities» (United Kingdom) IC = «Italia Contemporanea» (Italy)

IJED= «International Journal of Educational Development» (Hong Kong, China)

IJHE = «Bildungsgeschichte. International Journal for the Historiography of Education» (Switzerland)

IJHME = «International Journal for the History of Mathematics Education» (USA)

IN = «Infanzia» (Italy)

INJS = «Inostrannye Yazyki v Shkole» (Russia) INNOB = «Innovacii v obrazovanii» (Russia) INT = «Intellect» (China)

INTEP = «International and European Politics» (Greece) IOL = «Innovacii v Obrazovanii i Lingvistike» (Russia)

IPAV= «Istoriko-Pedagogichesky Almanakh VLADI» (Russia) IPZ = «Istoriko-Pedagogichesky Zhurnal» (Russia)

IRAO = «Izvestya Rossyskoj Akademii Obrazovanya» (Russia) IRCL = «International Research in Children’s Literature» (Canada)

IRGPU = «Izvestya Rossyskogo Gosudarstvennogo Pedagogicheskogo Universi-teta im. A.I. Gercena» (Russia)

IRHED = «International Review of History Education» (Greece) ISBRA = «Iskusstvo i obrazovanie» (Russia)

ISK = «Iskolakultura Könyvek» (Hungary) ISPESE = «Istorya pedagogiki segodnya» (Russia)

ISSRA = «Issledovatel’skaya rabota shkol’nikov» (Russia) ISTPE = «Istoriko-pedagogichesky Ezhegodnik» (Russia)

IZYUFED = «Izvestya Yuzhnogo Federal’nogo universiteta: Pedagogicheskie nauki» (Russia)

JEAH = «Journal of Educational Administration & History» (United Kingdom) JEMMS = «Journal of Educational Media, Memory, and Society» (Germany) JFH = «Journal of Family History. Studies in Family, Kinship, Gender, and

Demography» (Canada)

JHB = «Jahrbuch für Historische Bildungsforschung» (Germany) JHCY = «Journal of the History of Children and Youth» (USA) JHE = «The Journal of Higher Education» (USA)

JIANER = «Jiangsu Education Research» (China) JIANSS = «Jiangxi Social Science» (China)

JOAUT = «Journal of Anhui University of Technology» (China) JOCHIMU = «Journal of China Marine University» (China) JOCHU = «Journal of Chengdu University» (China)

JOCHUD = «Journal of China Education» (China)

JOCUT = «Journal of Changchun University of Technology» (China) JOED = «Journal of Editing» (China)

JOEDU = «Journal of Education (China)

JOGUCOT = «Journal of Guangdong College of Technology» (China) JOGUNOS = «Journal of Guilin Normal School» (China)

JOGUPS = «Journal of Guilin Professional School» (China) JOHABS = «Journal of Hainan Broadcast School» (China) JOHEUT = «Journal of Henan University of Technology» (China) JOHUCOT = «Journal of Hunan College of Technology» (China) JOHUSENS = «Journal of Hubei Second Normal School» (China)

JOINMONU = «Journal of Inner Mongolia Normal University» (China) JOJCE = «Journal of Jilin College of Education» (China)

JOJUN = «Journal of Jimei University» (China) JOKUC = «Journal of Kunming College» (China)

JOLACE = «Journal of Lanzhou College of Education» (China) JOLINS = «Journal of Liuzhou Normal School» (China) JOLINU = «Journal of Liaoning Normal University» (China) JOLUNS = «Journal of Luoyang Normal School» (China) JOMU = «Journal of Mudanjiang University» (China)

JONNU = «Journal of Nanjing Normal University» (China) JOPLA = «Journal of PLA Foreign Language School» (China) JOSE = «Journal of Scientific Education» (China)

JOSHANU = «Journal of Shanxi Normal University» (China) JOSIPROS = «Journal of Sichuan Professional School» (China)

JOUBENU = «Journal of Hebei Normal University» (China) JOUCS = «Journal of Curriculum Studies» (Greece) JOUHUFINS = «Journal of Hunan First Normal School» (China) JOUJICOT = «Journal of Jinchu College of Technology» (China) JOWU = «Journal of Wuhan University» (China)

JOXIBRU = «Journal of Xiamen Broadcast University» (China) JOXIPS = «Journal of Xiangfan Professional School» (China) JOYU = «Journal of Yangtze University» (China)

JOZUNS = «Journal of Zunyi Normal School» (China) JPH = «Journal of Pacifi History» (UK)

JPHE = «Journal of Philosophy & History of Education» (USA) JSE = «The Journal of Special Education» (United Kingdom) JSSE = «Journal of Social Science of Education» (Germany)

JU = «Jahrbuch für Universitätsgeschichte» (Germany) KAF = «Kafedra» (Russia)

KAINN = «Kachestvo. Innovacii. Obrazovanie» (Russia) KEK = «Kultúra és közösség» (Hungary)

KLIO = «Zhurnal dlya uchenykh» (Russia) KOR = «Korrekcionnaya Pedagogika» (Russia)

KSOP = «Kachestvo Sovremennogo Obrazovanya: Problemy i Putyakh Reshenya» (Russia)

KUOBRA = «Kul’tura, Obrazovanie, Nauka» (Russia) LBR = «L.I.B.E.R. Libri per Bambini e Ragazzi» (Italy)

LIB = «Libri & Liberi: časopis za istraživanje dječje književnosti i kulture» (Croazia)

LIBS = «Library Science» (China) LITC = «Literary Circle» (China) LITED = «Literary Education» (China) LITS = «Literatura v Shkole» (Russia)

LRE = «London Review of Education» (United Kingdom) LURA = «Latvijas Universitātes Raksti (Lettland)

LURAPE = «Latvijas Universitātes Raksti. Pedagoģija un skolotāju izglītība» (Lettland)

MAK = «Makarenko» (Russia)

MAS = «Matematika v Shkole» (Russia) MDS = «Il mestiere di Storico» (Italy) MEDIAOB = «Mediaobrazovanie» (Russia)

MEMSE = «Modern Elementary and Middle School Education» (China) MES = «Modern Education Science» (China)

METEP = «Modern Education: Theory and Practice» (China)

MFB = «Mitteilungsblatt des Förderkreises der Bibliothek für Bildungsge- schichtliche Forschung» (Germany)

MMP = «Matematika i Metodika ee Prepodavanya» (Russia) MNIM = «Mnimon» (Greece)

MNS = «Medicina nei Secoli» (Italy)

MOOM = «Mir Obrazovanya – Obrazovanie v Mire» (Russia) MOR= «Modern Reading» (China)

MP = «Magyar Pedagógia» (Hungary) MT = «Magyar Tudomány» (Hungary)

MVDS = «Muttersprache. Vierteljahresschrift für Deutsche Sprache» (Germany)

NAC = «Nachalnoe Obrazovanie» (Russia) NACS = «Nachalnaya Shkola» (Russia)

NAER = «Journal of New Approaches in Educational Research» (Spain) NAR = «Narodnoe Obrazovanie» (Russia)

NAS = «Nauka i Shkola» (Russia)

NASP = «Nachalnaya Shkola Plyus Do i Posle» (Russia) NASS = «Nanjing Social Science» (China)

NBC = «Nuovo Bollettino del Centro Italiano per la Ricerca Storico-Educativa» (Italy)

NE = «Neveléstörténet» (Hungary)

NEVEOK = «Neveléstudomány: oktatás – kutatás – innovació» (Hungary) NEWPA = «New paideia» (Greece)

NINSS = «Ningxia Social Science» (China)

NISO = «Nauchnye Issledovanya v Obrazovanii. Pedagogika. Psikhologya.

Ekonomika» (Russia)

NJHS = «Nuncius. Journal of the History of Science» (Italy) NLOBO = Novoe Literaturnoe obozrenie (Russia)

NOLIT = «Northern Literature» (China)

NOVPETE = «Novye pedagogicheskie tekhnologii» (Russia)

NPPI = «Novoe v Psikhologo-Pedagogicheskikh Issledovanyakh» (Russia) NR = «Nauka i Religya» (Russia)

NS = «Neskuchnyj Sad» (Russia)

OBED = «Observation of Education» (China) OBRA = «Obrazovanie» (Bulgaria)

OBRAN = «Obrazovanie i nauka» (Russia) OBRO = «Obrazovanie i Obshchestvo» (Russia) OBUCH = «Obuchenie» (Russia)

ODOSHDE = «O doshkol’nom detstve» (Russia) ODP = «Obrazovanie XXI Veka» (Russia)

ORE = «Oxford Review of Education» (United Kingdom)

OSS = «Obrazovanie v Sovremennoj Shkole» (Russia)

OTECH = «Obrazovanie i tekhnologii. Godishno nauchno-metodichesko spisanie» (Bulgaria)

OTS = «Otkrytaya Shkola» (Russia)

OUP = «Obrazovanie v uslovyakh Perekhodana Novye Standarty» (Russia) OZP = «Otechestvennaya i Zarubezhnaya Pedagogika» (Russia)

PDV = «Prepodavatel XXI Vek» (Russia) PED = «Pedagogika» (Bulgaria)

PEDG = «Pedagogika» (Russia)

PEDISK = «Pedagogika iskusstva» (Russia) PEDIZ = «Pedagogicheskie izmerenya» (Russia) PEED = «People’s Education» (China)

PER = «Perspectiva. Revista do Centro de Ciências da Educação» (Brazil) PH = «Paedagogica Historica» (Netherlands)

PHHE = «Perspectives on the History of Higher Education» (USA) PNPR = «Pedagogicheskaya Nauka i Praktika – Regionu» (Russia) POBN = «Pedagogicheskoe Obrazovanie i Nauka» (Russia)

PP = «Pro-Posiçôes» (Brazil)

PPP= «Psikhologo-Pedagogichesky Poisk» (Russia)

PPR = «Pedagogika i Psikhologya v Rossii: Vchera, Segodnya, Zavtra» (Russia) PRER = «Preschool Education Research» (China)

PRIMEF = «Primary Education Florina» (Greece) PRIS = «Prepodavanie Istorii v Shkole» (Russia)

PRISO = «Prepodavanie Istoriii Obshchestvoznanya v Shkole» (Russia) PRO = «Pravo i Obrazovanie» (Russia)

PROBRA = «Professional’noe obrazovanie: teorya i praktika» (Russia) PROPO = «Problemy pedagogicheskogo obrazovanya: istorya i sovremennost’»

(Russia)

PROS = «Profi Shkola» (Russia) PSIKHOL = «Psikhologya i shkola» (Russia)

PSM = «Pedagogika v Sovremennom Mire» (Russia) PSO= «Problemy Sovremennogo Obrazovanya» (Russia) PST = «Portugese Studies» (England)

PTE IGYK = «PTE-Igyk» (Hungary)

PZB = «Pedagocheskyj Zhurnal Bashkortostana» (Russia)

QFIAB = «Quellen und Forschungen aus Italienischen Archiven und Bibliotheken» (Germany)

QS = «Quaderni Storici» (Italy)

QSUP = «Quaderni per la Storia dell’Università di Padova» (Italy) QSUT = «Quaderni di Storia dell’Università di Torino» (Italy) RALO = «Revista de Administração Local» (Portugal)

RBHE = «Revista Brasileira de História de Educação» (Brazil) RCE = «Revista de Ciencias de la Educación» (Spain)

RDO = «Rozprawy z Dziejow Oswiaty» (Poland)

RECOED = «Revista Contemporânea de Educação» (Brazil) REDUQ = «Revista Educacão em Questão» (Brazil)

REE = «Revista de Educação» (Brazil)

REED = «Research of Elementary Education» (China) REMOCL = «Research of Modern Chinese Literature» (China) REOSET = «Research of Education and Teaching» (China) REPD = «Revista Profi Docente» (Brazil)

REPMA = «Research of Press Marketing» (China)

RESCIMO = «Research of Chinese Modern Literature» (China) RFP = «Revue Française de Pédagogie» (France)

RH = «Revista HISTEDBR-On Line» (Brazil) RHC = «Revista Historia Caribe» (Colombia) RHE = «Revista História da Educação» (Brazil)

RHEC = «Revista Historia de la Educación Colombiana» (Colombia)

RHEI = «Revue d’Histoire de l’Enfance Irrégulière. Le Temps de l’Histoire» (France)

RHEL = «Revista Historia de la Educación Latinoamericana» (Colombia) RIPE = «Ricerche Pedagogiche» (Italy)

RIPEDI = «Ricerche di pedagogia e didattica» (Italy) RMC = «Roma Moderna e Contemporanea» (Italy)

RMHE = «Revista Mexicana de Historia de la Educación» (Mexico) RN= «Revue du Nord» (France)

RPED = «Revista Portuguesa de Educação» (Portugal) RPH = «Revista Procesos Históricos» (Venezuela)

RPI = «Reading Primers International – Newsletter» (Germany) RSE = «Estudios sobre Educación» (Spain)

RSI = «Rivista Storica Italiana» (Italy)

RSR = «Rassegna Storica del Risorgimento» (Italy)

RTUZI = RTU zinātniskie raksti. Humanitārās un sociālās zinātnes (Lettland) RUSJA = «Russky yazyk v shkole» (Russia)

RUSREC = «Russkaya rech’» (Russia) SA = «Studime Albanalogjike» (Albania)

SAGHE = «Sarmiento. Anuario Galego de Historia da Educación» (Spain) SARE = «Southern African Review of Education» (South Africa)

SCI-TE = «Sci-Tech Info» (China)

SCIRS = «Social Compass. International Review of Sociology of Religion» (United Kingdom)

SE = «Studium Educationis» (Italy)

SELSH = «Sel’skaya shkola» (Russia) SHB = «Shkol’naya Biblioteka» (Russia) SIBUCH = «Sibirskij uchitel» (Russia)

SISP = «Sovremennye issledovaniya social’nykh problem (elektronnyj nauchnyj zhurnal» (Russia)

SOB = «Sociologya Obrazovanya» (Russia) SOCIOBRA = «Sociologya obrazovanya» (Russia)

SONP = «Strategii na Obrazovatelnata i Nauchnata Politika» (Bulgaria) SOTLI = «Southern Literature» (China)

SOVRO = «Sovremennaya shkola Rossii. Voprosy modernizacii» (Russia)

SP = «Sodobna Pedagogika. Journal of Contemporary Educational Studies» (Slovenia)

SPR = «Social’naya Pedagogika v Rossii» (Russia)

SREPRO = «Srednee professional’noe obrazovanie» (Russia) SS = «Studi Storici» (Italy)

STE = «Shkol’nye Tekhnologii» (Russia) STIP = «Stranicy Istorii Pedagogiki» (Russia) SUAN = «Sumadijski anali» (Latvia)

TAG = «Tagad»

TEAMA = «Teaching and Management» (China)

TEOPRA = «Teorya i praktika obuchenya i vospitanya» (Russia) THEC = «Theory and Creation» (China)

TLJA = Theodor-Litt-Jahrbuch (Germany) TRUS = «Truth Seeking» (China)

TT = «Teachers and Teaching» (United Kingdom) UCHIT = «Uchitel’» (Russia)

UDD = «Uddannelseshistorie (Danemark)

UDOU = «Upravlenie Doshkol’nym Obrazovatel’nym Uchrezhdeniem» (Russia)

UNICH = «Universitetskie Chtenya» (Russia) UPRASO = «Upravlenie sovremennoj shkoly» (Russia)

US-CHI = «US-China Education Review» (United States)

UZKU = «Uchenye Zapiski Kazanskogo Universiteta. Serya Gumanitarnyj Nauki» (Russia)

VDOU = «Vospitatetel’ Dosholnogo Obrazovatel’nogo Uchrezhdenya» (Russia)

VESGE = «Vestnik Gercenovskogo universiteta» (Russia)

VESTU = «Vestnik Universiteta Rossijskoj akademii obrazovanya» (Russia) VKTU = «Vestnik Kazanskogo tekhnologicheskogo universiteta» (Russia) VMGGU = «Vestnik Moskovskogo Gosudarstvennogo Gumanitarnogo

Universiteta im. M.A. Sholokhova» (Russia)

VMGPU = «Vestnik Moskovskogo Gorodskogo Pedagogicheskogo Universiteta. Serya Pedagogika i Psikhologya» (Russia)

VMUPO = «Vestnik Moskovskogo Universiteta. Pedagogicheskoe Obrazovanie»

VNES = «Vneshkol’nik» (Russia)

VOB = «Voprosy Obrazovanya» (Russia) VOF = «Voprosy filosofi (Russia)

VOGPU = «Vestnik Orenburgskogo Gosudarstvennogo Pedagogicheskogo Universiteta» (Russia)

VOR = «Vysshe Obrazovanie v Rossii» (Russia) VORS = «Vysshee obrazovanie segodnya» (Russia)

VOSPIMLA = «Vospitanie i obuchenie detej mladshego vozrasta» (Russia) VOSS = «Vospitanie v Shkole» (Russia)

VOSSHKO = «Vospitanie shkolnikov» (Russia)

VSO = «Voprosy sovremennogo obrazovanya» (Russia) VVS = «Vestnik Vysshej Shkoly» (Russia)

YD = «Yearbook. International Society for History Didactics» (Germany) YIL = «Yilin» (China)

ZHP= «Zeitschrift für Heilpädagogik» (Germany) ZNS = «Zavuch Nachal’noj Shkoly» (Russia)

ZP = «Zeitschrift für Pädagogik» (Germany)

***

A History of Popular Education = Braster Sjaak, Simon Frank, Grosvenor Ian (edd.), A History of Popular Education: Educating the people of the World, London and New York, Routledge, 2013, pp. 256.

Aktual’nye problemy teorii i praktiki modernizacii obrazovanija = Aktual’nye problemy teorii i praktiki modernizacii obrazovanija [Actual problems of the theory and practice of the modernisation of education], Moskva, 2013.

A Universidade de Lisboa nos Séculos XIX e XX = Campos Matos Sérgic, Ramos do Ó Jorge (edd.), A Universidade de Lisboa nos Séculos XIX e XX, Prefacio António Novoa, Lisboa, Tinta da China, 2013, Vol. I, pp. 525; Vol. II, pp. 1284.

A Universidade medieval em Lisboa século XIII-XVI = Fernandes Hermene- gildo (ed.), A Universidade medieval em Lisboa século XIII-XVI, Lisboa, Tinta de China, 2013, pp. 604.

ATEE Spring University. Teacher of the 21st Century = Teacher of the 21st Century: Quality education for quality teaching – Association for Teacher Education in Europe (CD-ROM), Riga, ATEE, LU, 2010, pp. 639.

Bambini brasiliani = Mimesse Eliane, Bacellar Carlos, Maschio Eliane, Carval- ho Marta, Terciane Luchese (edd.), Bambini brasiliani. A infância das crianças italianas e Ítalo-Brasileiras, Jundiaí, Paco Editorial, 2013, pp. 152.

Bologna Fifty years of Children’s Books from Around the World = Grilli Gior- gia (ed.), Bologna Fifty years of Children’s Books from Around the World, Bologna, Bononia University Press, 2013, pp. 529.

Centocinquanta anni di scuola in Italia (150 anni di scuola in Italia) = Bella- talla Luciana, Marescotti Elena (edd.), 150 anni di scuola in Italia. Identi- tà, figure, situazioni, Padova, Cleup, 2013, pp. 227.

Childhood in the Western World = Fass Paula S. (ed.), Childhood in the Western World, London and New York, Routledge, 2013, pp. 531.

Ciudadanías e identidades = Beas Miranda Miguel (ed.), Ciudadanías e iden- tidades en los manuales escolares (1970-2012), Sevilla, Díada Editora, 2013, pp. 219.

Clio’s Ways… = Vojnovich Mijo, Kozuh Sasa (edd.), Clio’s Ways… Topical problems of modern historical science, University of Primorska, Faculty of Education, Koper, 2013, pp. 266.

Comparative Education, Teacher Training, Education Policy, Social Inclu- sion, History of Education. Vol. 9 = Popov Nikolai, Wolhuter Charl, Leutwyler Bruno, Mihova Marinela, Ogunleye James (edd.), Comparative Education, Teacher Training, Education Policy, Social Inclusion, Histo- ry of Education, Vol. 9, Sofia, Bulgarian Comperative Education Society, Bureau for Educational Services, 2011, pp. 432.

Cura e formazione nella storia delle donne = De Serio Barbara (ed.), Cura e formazione nella storia delle donne. Madri, maestre, educatrici, Bari, Progedit, 2012, pp. XXX-130.

Dicionário de História da I República e do Republicanismo = Rollo Maria Fernanda (ed.), Dicionário de História da I República e do Republicanis- mo, Volume I: A-E, Lisboa, Assembleia da República, 2013, pp. 1364.

Die Universitären Kollegien im Europa des Mittelalters und der Renaissance

= Sohn Andreas, Verger Jacques, Die Universitären Kollegien im Europa des Mittelalters und der Renaissance, Bochum, D. Windler, 2011, pp. 237.

Educação e Formação de Professores = Bezerra Ada Augusta Celestino, Nasci- mento Marilene Batista da Cruz (edd.), Educação e Formação de Profes- sores: questões contemporâneas, Fortaleza, Edições UFC, 2013, pp. 200.

Educação e formação de professores = Guerra Henriques Helder Manuel (ed.), Educação e formação de professores: história(s) e memória(s), Porta- legre, Instituto Politécnico de Portalegre – Escola Superior de Educação, 2013, pp. 111 [e-book].

Educação e Património Cultural = Mogarro Maria J. (ed.), Educação e Património Cultural: Escolas, Objetos e Práticas, Lisboa, Edições Colibri, 2013, pp. 250.

El asociacionismo en la enfermería y su influencia en el desarrollo de la profesión = Álvarez Nebreda Carlos, Hernández Martín Francisca (edd.), El asociacionismo en la enfermería y su influencia en el desarrollo de la profesión. 150 años de historia del Colegio de Enfermería de Madrid (1862- 2012), Madrid, Colegio Ofi de Enfermeras de Madrid, 2013, pp. 264.

Ellen Key = Planefors Per-Inge (ed.), Ellen Key. Creating a European Identity, Umea, Alvastra Publishing House, 2013, pp. 92.

Erziehung und Bildung in ländlichen Regionen-Rural Education = Gerde- nitsch Claudia, Hopfner Johanna (edd.), Frankfurt am Main, Berlin u.a, Peter Lang, 2011, pp. 229.

Európaiság, magyarság Közép-Európában = Ildikó Lőlincz (ed.), Európaiság, magyarság Közép-Európában. XIV. Apáczai-napok. Nemzetközi Tudományos Konferencia 2010 [Being European, being Hungarian in Central-Europe. XIV Apaczai-Days. International Conference 2010], Nyugat-magyarországi Egyetem, Győr, 2011, pp. 979 [e-book].

Falce e fumetto = Meda Juri (ed.), Falce e fumetto. Storia della stampa perio- dica socialista e comunista per l’infanzia in Italia (1893-1965), Firenze, Nerbini, 2013, pp. 335.

Federal’nye gosudarstvennye obrazovatel’nye standarty = Migunova T.L. (ed.), Federal’nye gosudarstvennye obrazovatel’nye standarty: problemy i perspektivy vnedrenya: sbornik statej uchastnikov III Vserossijskikh Vachterovskikh chteny s mezdunarodnym uchastiem, posvyashchennym 160-letiyu so dnya rozhdenya V.P. Vachterova (25-26 yanvarya 2013 g.) [Federal State education standarts: problems and perspectives of the adoption [of new measures]: collection of articles of the participants of the III All-russian Vechterov readings with an international participa- tion, dedicated to the 160 years from V.P. Vachterov’s birth (25-26 Janu- ary 2013)], Nizheorodskij Gosudarstvennyj Institut «N.I. Lobachevskij», Nacional’nyj-issledovatel’skij Institut, Arzamas, Nauchno-metodicheskij centr «V.P. Vachterov», Kafedra obshchej pedagogiki, Arzamas, AGPI, 2013, pp. 550.

Foucault, Deleuze & Educação = Clareto Sônia Maria, Ferrari Anderson (edd.), Foucault, Deleuze & Educação, Juiz de Fora, Editora UFJF, 2013, pp. 204.

Giovanna Caleffi Berneri = Chessa Fiamma (ed.), Giovanna Caleffi Berneri e la cultura eretica di sinistra nel secondo dopoguerra, Reggio Emilia, Biblio- teca Panizzi Archivio Famiglia Berneri-Aurelio Chessa, 2012, pp. 231.

Grani sotrudnichestva = Takala Irina, Solomesch Ilya (edd.), Grani sotrudni- chestva: Rossya i Severnaya Evropa [The frontiers of cooperation: Russia and Northern Europe]. Sbornik statej, Petrozavodsk, Izdatelstvo Petroza- vodskogo universiteta, 2013, пп. 150.

História dos municípios na Educação e na Cultura = Adão Áurea, Magalhães Justino (edd.), História dos municípios na Educação e na Cultura: incerte- zas de ontem, desafios de hoje, Lisboa, Instituto de Educação, Universida- de de Lisboa [e-Book], 2013, pp. 225.

Historia e identidades culturales = Historia e identidades culturales. Atas do V Simposio Internacional de la Didáctica de las Ciencias Sociales en el âmbi- to iberoamericano e do XIII Congresso Internacional – Jornadas de Educa- ção Histórica, Braga, Instituto de Educação [e-Book], 2013, pp. 1360.

Historiografias Portuguesa e Brasileira no Século XX. Olhares cruzados = Nunes João Paulo Avelãs, Freire Américo (edd.), Historiografias Portu- guesa e Brasileira no Século XX. Olhares cruzados, Coimbra, Imprensa da Universidade, 2013, pp. 392.

History Care = History Care. Festschrift for G. Leontsinis, Bampounis Ch. (ed.), Athens, University of Athens, 2011, Vol. I: pp. 733; vol. II: pp. 759 (pp. 1492).

Il ‘68: una rivoluzione culturale tra pedagogia e scuola = Betti Carmen, Cambi Franco (edd.), Il ‘68: una rivoluzione culturale tra pedagogia e scuola. Itinerari, modelli, frontiere, Milano, Unicopli, 2011, pp. 242.

‘Kartinki v moem bukvare’ = Barannikova Nаtalya B., Bezrogov Vitaly G., Kozlova Maria A. (edd.), ‘Kartinki v moem bukvare’. Pedagogicheskaya semantika illustracij v učebnike dlya nachal’noj shkoly. Sbornik nauchnikh trudov i materialov [‘Pictures in my primer’. The pedagogical semantics of the illustration in the elementary school textbook. A collection of scholarly works and materials], Trudy seminara ‘Kultura detstva: normy, cennosti, praktiki, vyp. 15, Moskva, TehGrupp, 2013, pp. 354.

Il Politecnico di Milano e la formazione delle classi dirigenti nazionali e locali

= Il Politecnico di Milano e la formazione delle classi dirigenti nazionali e locali, Milano, Silvana editoriale, pp. 120.

Il viaggio al femminile come itinerario di formazione identitaria = Ulivieri Simonetta (ed.), Il viaggio al femminile come itinerario di formazione iden- titaria, Milano, Franco Angeli, 2012, pp. 238.

Istoriko-pedagogicheskoe znanie v nachale III tysyaceletya = Kornetov Grigory B. (ed.), Istoriko-pedagogicheskoe znanie v nachale III tysyaceletya: poznavatel’nyj potencial istorii pedagogiki: materialy Devyatoj mezhdunarodnoj nauchnoj konferencii [Historical and pedagogical knowledge at the beginning of the III millenary: cognitive potential of the

history of the pedagogy: materials of the Nneth International scientific conference], Moskva, 14 noyabrya 2013 g., Moskva, Asou, 2013, pp. 216.

Istorya pedagogiki segodnya = Kornetov Grigory B. (ed.), Istorya pedagogiki segodnya: materialy Pervogo nacional’nogo Foruma rossijskikh istorikov pedagogiki, Moskva, 25 aprel’ 2013 g. [History of the pedagogy today: materials of the First national Forum of the russian historians of pedagogy, Moscow, 25th April 2013], Moskva, Asou, 2013, pp. 346.

Izglitiba izaugsmei = Izglitiba izaugsmei: pagatne, tagadne un nakotne [Educa- tion for Development: Past, Current Situation and Future] = Koķe Tatjana, Krūze Aīda, Dace Markus (edd.), Rīga, PLZK, Letonika, 2011, pp. 291.

Karel’skaya sem’ya vo vtoroj polovine XIX – nachale XXI v = Karel’skaya sem’ya vo vtoroj polovine XIX – nachale XXI v.: etnokultur’naya tradicya v kontekste social’nykh transformacij. Sbornik statej i materialov [The Karelian family in the second part of the XIXth century – beginning of the XXI century: ethnocultural traditions in the context of the social transfor- mations], Petrozavodsk, Karel’skij nauchnyj centr RAH, 2013, pp. 498.

L’école et la nation = Falaize Benoit, Heimberg Charles, Lobes Olivier (edd.),

L’école et la nation, Lyon, ENS, 2013, pp. 508.

L’histoire nationale à l’école québécoise = Bouvier Félix, Allard Michel, Aubin Paul, Larouche Marie-Claude (edd.), L’histoire nationale à l’école québé- coise. Regards sur deux siècles d’enseignement, Québec, Septentrion, 2012, pp. 552.

La historia de la cultura escolar = Meda Juri, Badanelli Ana Maria, La histo- ria de la cultura escolar en Italia y en Espana: balance y perspectivas. Actas del I Workshop Italo-Español de Historia de la Cultura escolar (Berlanga de Duero, 14-16 de novembre de 2011)/La storia della cultura scolastica in Italia e in Spagna: bilancio e prospettive. Atti del I Workshop italo-spagno- lo di storia della cultura scolastica (Berlanga de Duero, 14-16 novembre 2011), Macerata, eum, 2013, pp. 262.

La religione istruita = Caimi Luciano, Vian Giovanni (edd.), La religione istruita. Nella scuola e nella cultura dell’Italia contemporanea, Brescia, Morcelliana, 2013, pp. 494.

La ricerca storico-educativa oggi = Cavallera Hervé Antonio (ed.), La ricer- ca storico-educativa oggi. Un programma di ricerca, Lecce-Brescia, Pensa MultiMedia, 2013, 2 voll., pp. 1304.

Laicidade, Religiões e Educação na Europa = Pintassilgo Joaquim (ed.), Laicidade, Religiões e Educação na Europa do Sul no Século XX, Edição, Lisboa, Instituto de Educação da Universidade de Lisboa, pp. 2013, pp. 395 [e-book].

Laikmets un personība [Era and Personality] = Krūze Aīda (ed.), Vol. 12, Rīga, RaKa, 2010, pp. 385.

Laikmets un personība [Era and Personality] = Krūze Aīda (ed.), Vol. 13, Rīga, RaKa, 2011, pp. 356.

Laikmets un personība [Era and Personality] = Krūze Aīda (ed.), Vol. 14, Rīga, RaKa, 2013, pp. 414.

Latvieši un Latvija. Vol. 4 = Stradiņš Jānis (ed.), Latvieši un Latvija, 4.sēj. [Latvians and Latvia, Vol. 4], Rīga, LZA, 2013, pp. 816.

Le frontiere del corpo = Cagnolati Antonella, Pinto Minerva Franca, Ulivieri Simonetta, Le frontiere del corpo. Mutamenti e metamorfosi, Pisa, ETS, 2013, pp. 389.

Le istituzioni universitarie e il Sessantotto = Breccia Alessandro (ed.), Le isti- tuzioni universitarie e il Sessantotto, Bologna, Clueb, 2013, pp. XIV-331.

Les universités dans la ville = Noguès Boris, Amalou Thierry (edd.), Les universités dans la ville en Europe à l’époque moderne (XVIe-XVIIIe siècle), Rennes, PUR, 2013, pp. 252.

Livro de Actas do XII Congresso Internacional Galego-Português de Psicope- dagogia = D. S. Bento et al. (edd.), Livro de Actas do XII Congresso Inter- nacional Galego-Português de Psicopedagogia, Braga, Centro de Investi- gação em Educação (CIEd) / Instituto de Educação [e-Book], Universidade Minho, 2013, pp. 745.

LU Pedagoģijas, psiholoģijas = Krūze Aīda, Lanka Ērika, Aizpurs Jānis (edd.), LU Pedagoģijas, psiholoģijas un mākslas fakultāte zinātnei un izglītībai [Faculty of Pedagogy, Psychology and Art of the University of Latvia for research and education], Rīga, LU Akadēmiskais apgāds, 2013, pp. 407.

Luigi Ambrosoli e la storia d’Italia = Lacaita Carlo, Laforgia Enzo (edd.), Luigi Ambrosoli e la storia d’Italia. Studi e testimonianze, Milano, Franco Angeli, 2012, pp. 191.

Lumières de la sagesse = Vallet Éric, Aube Sandra, Kouamé Thierry (edd.), Lumières de la sagesse. Écoles médiévales d’Orient et d’Occident, Paris, Publications de la Sorbonne- Institut du monde arabe, 2013, pp. 424.

Maestre e maestri d’Italia = Marrone Gianna (ed.), Maestre e maestri d’Italia in 150 anni di storia della scuola, Roma, Edizioni conoscenza, 2012, pp. 237.

Mehrsprachigkeit und Schulbuch = Augschöll Blasbichler Annemarie, Videsott Gerda, Wiater Wener (edd.), Mehrsprachigkeit und Schulbuch. Beiträge zur historischen und systematischen Schulbuchforschung, Klinkhardt, Bad Heilbrunn, 2013, pp. 280.

Missions and Media = Jensz Felicity, Acke Hanna (edd.), Missions and Media: The Politics of Missionary Periodicals in the Long Nineteenth Century, Stuttgart, Franz Steiner Verlag (Missionsgeschichtliches Archiv Series), 2013, pp. 263.

Mokslo ir technikos raida Lietuvoje = Nakas Algimantas, Keliotiene Regina (edd.), Mokslo ir technikos raida Lietuvoje: 15-osios mokslo istorikų konferencijos pranešimai, Vilnius, Vilniaus Gedimino Technikos Universitetas, 2012, pp. 316.

Multilingualism in the Graeco-Roman Words = Mullen Alex, James Patrick, Multilingualism in the Graeco-Roman Words, Cambridge, Cambridge University Press, 2012, pp. XVII-389.

Netzwerke in bildungshistorischer Perspektive = Grunder Hans-Ulrich, Hoffmann-Ocon Andreas, Metz Peter (edd.), Netzwerke in bildungshis- torischer Perspektive, Bad Heilbrunn, Verlag Julius Klinkhardt, 2013, pp. 256.

Neue Raume, Neue Zeiten = Hunner-Kreisel Christine, Mania Stephan (edd.), Neue Raume, Neue Zeiten: Kindheit und Familie im Kontext von (Trans-) Migration und sozialem Wandel, Wiesbaden, Springer VS, 2013, pp. VII-181.

New challenges in Education = Gallová Mária, Gunchaga Ján, Chanasová Zuzana, Moldová Choancová Michaela, New challenges in Education. Retrospection of history of education to the future in the interdiscipli- nary dialogue among didactics of various school subjects, Ružomberok, Verbum, 2013, pp. 277.

Non bramo altr’esca = Tortorelli Gianfranco (ed.), Non bramo altr’esca. Studi sulla casa editrice Barbèra, Bologna, Pendragon, 2013, pp. 335.

«Non lamento, ma azione» = Bocci Maria (ed.), «Non lamento, ma azione». I cattolici e lo sviluppo italiano nei 150 anni di storia unitaria. Atti del convegno di studi Università Cattolica del Sacro Cuore di Milano (24-25 novembre 2011), Milano, Vita e Pensiero, 2013, pp. 387.

Non solo Rivoluzione = Musiani Elena (ed.), Non solo Rivoluzione. Modelli formativi e percorsi politici, Aracne, Roma, 2013, pp. 236.

O Corpo – Memória e identidade = Brás José Viegas, Gonçalves Maria Neves (edd.), O Corpo – Memória e identidade, Lisboa, Edições Universitárias Lusófonas, 2013, pp. 153.

Olímpico. Os jogos num percurso = Pinto P.M. (edd.), Olímpico. Os jogos num percurso de valores e de significado, Porto, edições Afrontamento, 2013, pp. 111.

Ot velikogo do smeshnogo… = Narsky I.V. (ed.), Ot velikogo do smeshno- go… Instrumentalizatsiya smekha v rossiyskoy istorii XX veka [From great to funny: instrumentalization of laughter in Russian history of the XXth century], Chelyabinsk, Kamennyj poyas, 2013, pp. 295.

Ottocento fra casa e scuola = Cantatore Lorenzo (ed.), Ottocento fra casa e scuola. Luoghi, oggetti, scene della letteratura per l’infanzia, Milano, Unicopli, 2013, pp. 277.

Pedagogicheskoe masterstvo (III) = Pedagogikheskoe masterstvo (III): materialy mezhdunarodnoj nauchnoj konferencii (g. Moskva, yun’ 2013 g.) [Pedagogial trade (III): materials of the International scientific confer- ence (Moscow, yune 2013)], Moskva, Buki-Vedi, 2013, pp. 153.

Pedagoģijas vēsture [History of Pedagogy: 15 Questions] = Ķestere Iveta, Krūze Aīda, (edd.), Pedagoģijas vēsture: 15 jautājumi. Zinātnisku rakstu krājums [History of Pedagogy: 15 Questions], Rīga, Raka, 2010, pp. 297.

Per la storia dell’infanzia abbandonata in Europa = Lomastro Francesca, Reggiani Flores, Per la storia dell’infanzia abbandonata in Europa. Tra Est e Ovest: ricerche e confronti, Roma, Viella, 2013, pp. 209.

Podgotovka pedagogicheskikh kadrov = Kornetov Grigory B., Salov A.I., Podgotovka pedagogicheskikh kadrov: istorya, teorya, praktika: sbornik nauchnykh trudov i metodicheskikh materialov [The training of pedagog- ical staff: history, theory, practice: Collection of scientific works and meth- odological materials], Moskva, Asou, 2013, pp. 188.

Prensa pedagógica = Hernandez Diaz José María (edd.), Prensa pedagógica y patrimonio histórico educativo. Contribuciones desde la Europa Medi- terránea e Iberomérica, Salamanca, Ediciones Universidad de Salamanca, 2013, pp. 433.

Progetto Generazioni = Corsi Michele, Ulivieri Simonetta (edd.), Progetto Generazioni. Bambini e Anziani: due stagioni della vita a confronto, Pisa, ETS, 2012, pp. 909.

Psicologia da Educação = Veiga Feliciano H. (ed.), Psicologia da Educação. Teoria, investigação e aplicação. Envolvimento dos alunos na escola, Lisboa, Climpsi Editores, 2013, pp. 773.

Quality Education for Quality Teaching = Daniēla Linda, Rutka Lūcija, Žogla Irēna (edd.), Quality Education for Quality Teaching. Conference Proceedings, Brussels, Association for Teacher Education in Europe, 2013.

Representações da República = Bernardo Luís Manuel, Santa Bárbara Leonor, Andrade Luís, Representações da República, V. N. Famalicão, Edições Húmus, 2013, pp. 830.

Rethinking the History of Education: Transnational perspectives = Popkewitz Thomas S. (ed.), Rethinking the History of Education: Transnational perspectives on Its Questions, Methods, and Knowledge, New York, Palgrave Macmillan [e-Book], 2013, pp. 251.

Rīgas Domskola = Krūze Aīda, Ķestere Iveta, Zigmunde Alīda (edd.), Rīgas Domskola un izglītības pirmsākumi Baltijā. Starptautiskas konferences zinātnisko rakstu krājums [Riga’s Dom School and the Roots of Educa- tion in the Baltic. The Collection of Scientific Articles of the International Conference], Rīga, Raka, 2011, pp. 276.

Santi patroni = Castelli Patrizia, Greci Roberto (edd.), Santi patroni e Univer- sità in Europa, Bologna, Clueb, 2013, pp. 265.

Scientific Papers University of Latvia. Vol. 778. International 8th IOSTE Symposium = International 8th IOSTE Symposium for Central and Eastern Europe Science and Technology Education: Trends and main tendencies in the 21st century, Cedere Dagnija (ed.), Rīga, Latvijas Universitāte, 2011, pp. 272.

Soslovie russkikh professorov = Vishlenkova Elena, Savel’eva I.M. (edd.), Soslovie russkikh professorov. Sozdateli statusov i smyslov, Moskva, Izdatel’skij dom Vysshej shkoly ekonomiki, 2013, pp. 386.

Teachers’ Life-Cycle from Initial Teacher Education = ATEE 36, Teachers’ Life-Cycle from Initial Teacher Education to Experienced Professional, Belgium, ATEE, 2012, pp. 708.

Tessere trame narrare storie = Cagnolati Antonella (ed.), Tessere trame narra- re storie. Le donne e la scritutra per l’infanzia, Roma, Aracne, 2013, pp. 284.

The Making of Modern Portugal = Trindade Luis (ed.), The Making of Modern Portugal, Newcastle upon Tyne, Cambridge Scholars Publishing, 2013, pp. 320.

Trajetórias na formação = Monarcha Carlos, Gatti Júnior Décio (edd.), Trajetórias na formação do campo da história da educação brasileira, Uberlândia, EDUFU, 2013, p. 244.

Tutti a scuola? = D’Ascenzo Mirella (ed.), Tutti a scuola? L’istruzione elemen- tare nella pianura bolognese tra Otto e Novecento, Bologna, Clueb, 2013, pp. 289.

Uchebniki detstva =. Barannikova Natalya B., Bezrogov Vitaly G., Makarevich Galina V. (edd.), Uchebniki detstva. Iz istorii shkoln’noj knigi VII – XXI vekov (Sbornik statej T. 3) [Textbooks of the childhood. From the history of the schoolbook from the 7th to the 21st century (A collection of

Essays, Vol. 3)], Moskva, Izdatel’sky centr Rossyskogo gosudarstvennogo gumanitarnogo universiteta, 2013, pp. 411.

Vozes femininas do Império e da República = Lobo Yolanda, Faria Lia (edd.), Vozes femininas do Império e da República: caminhos e identidades, Rio de Janeiro, Quartet Editora / FAPERJ, 2013, pp. 280.

Zapadnoevropejskaya i rossijskaya uchebnaya literatura XIV – nachala XX vv = Moshkova Lyudmila V., Bezrogov Vitaly G. (edd.), Zapadnoevro- peyskaya i rossyskaya uchebnaya literatura XIV – nachala XX vv.: konfes- sional’nyj aspekt. Sbornik nauchnykh trudov [West European and Russian educational literature from the 16th to the early 20th century: denominatio- nal aspects. A collection of scholarly works], Moskva, ITIP RAO, 2013, pp. 336.

Publications

  1. Journal Articles

    1. Abens Aija, Didactics of History Teaching Under Totalitarian and Democratic Regimes In Latvia: How Much Has Changed In Fifty Years?, RTUZI, 780 (2012), pp. 41-48.

    2. Abens Aija, Historical Memory and Citizenship – Latvian identity in crisis, SUAN, 6 (2011), n. 5, pp. 192-202.

    3. Abens Aija, Preparation of History Teachers at the University of Latvia under Authoritarianism, 1934-1954, in Vilks Ilgonis (ed.), Latvijas Universitātes raksti. Zinātņu vēsture un muzejniecība, 780.sēj. [Scientifi Papers, University of Latvia. History of Sciences and Museology], LURA (2012), pp. 9-19.

    4. Åberg Anders Wilhelm, Conceptions of Nation and Ethnicity in Swedish Children’s Films: The Case of Kidz in da Hood (Förortsungar, 2006), in Kümmerling-Meibauer Bettina (ed.), Children’s Films, JEMMS, 5 (2013), n. 2, pp. 92-107.

    5. Acciani Claudio, Altamura Francesco, Le scienze agrarie fra sviluppo, formazione e ricerca scientifi , ASUI, 17 (2013), pp. 241-257.

    6. Açikgöz Betül, Penetration of the scientifi discourse into textbooks of religious instruction in the 1910s in the Ottoman Empire, HECL, 8 (2013), n. 1, pp. 537-579.

    7. Açikgöz Betül, The civics textbooks in the late Ottoman empire: children of Islam and the Homeland, HECL, 8 (2013), n. 2, pp. 113-157.

    8. Aczél Zsófia, …ez közös gond volt, minden dolgozó anya közös gondja… Üzemi óvodák 1945 és 1975 között [… this was a common problem, a common problem to every working mother… Kindergarten in factories between 1945 and 1975], ISK, 22 (2012), n. 5, pp. 37-55.

    9. Afonso José Antonio, A Escola Pública Laica em Portugal: a República e os Republicanos – um Inquérito aos Programas dos Partidos Republicanos (1910-1926), EFIL, 27 (2013), pp. 21-62.

    10. Agadzhanov B.V., Sozdateli pervykh uchebnykh knig dlja nakhal’nogo obukhenya gramote – bukvarej i azbuk XVI – pervoj chertverti XVIII vv. [The founders of the fi russian schooltextbooks for the beginning of the elementary learning of writing – spellers and primers of the XVIth century

      – fi quarter of the XVIIIth century], PSO, 2 (2010), pp. 50-77.

    11. Aguirre Rueda Jorge Alejandro, Congregaciones religiosas, tecnología pastoral y manuales escolares de historia patria en Colombia: elementos para pensare lo inicios del la «recatolización del sistema educativo», RHEC, 16 (2013), n. 16, pp. 91-117.

    12. Albisetti James C., A Partial Agenda for Modern European Educational History, in If Life where Endless, What Woyld you study?, 53, HEQ (2013), n. 2, pp. 139-149.

    13. Aldrich Richard, Neuroscience, education and the evolution of the human brain, HEJ, 42 (2013), n. 3, pp. 396-410.

    14. Alekhin I.A., Patrioticheskoe vospitanie studencheskoj molodezhi – obrazovanie v mire [Patriotical education of the young students – education in the world], MOOM, 3 (2012), n. 47, pp. 22-31.

    15. Aleshina S.A., Professional’naya podgotovka pedagogicheskikh kadrov v shkolakh Orenburzh’ya v 1920-e gody [The professional training of the pedagogical staff in the Orenburg’s schools during the Twenties], VORS, 11 (2013), pp. 88-92.

    16. Alexiadou Nafsika, Privatising public education across Europe – Shifting boundaries and the politics of (re)claiming schools, EI, 4 (2013), n. 3, pp. 413-422.

    17. Alfieri Paolo, «A qual fi vero e proprio debba rispondere la ginnastica nelle scuole». Emilio Baumann e la manualistica ad uso dei maestri elementari all’indomani della legge De Sanctis, HECL, 8 (2013), n. 2, pp. 195-220.

    18. Alix Sébastien-Akira, Le regard d’un Américain sur l’enseignement de la langue maternelle en France en 1913, HE, 37 (2013), n. 137, pp. 33-56.

    19. Allagulov A.M., Normativno-pravovye osnovy formirovanya obrazovatel’noj politiki v Rossii vo vtoroj polovine XIX – nachale XX veka [Normative and legal basis of shaping of educational policy in Russia in the second half of the 19-th-the beginning of the 20th century], IPZ, 1 (2013), pp. 104-110.

    20. Allagulov A.M., Osobennosti realizacii gosudarstvennoj obrazovatel’noj politiki v Rossii vo vtoroj polovine XIX – nachale XX veka [Realization of the State Educational Policy in Russia in the Second Half of the 19th and the Beginning of the 20th Century], PSO, 2 (2013), pp. 65-71.

    21. Allison Jean-Jacques, Après Yverdon et jusqu’à nos jours. L’école cantonale des sourds de Moudon (1869-1986), principales étapes, in De Pestalozzi à nos jours. L’éducation des sourds: de l’institutionnalisation à l’inclusion, BCP (2013), n. 37, pp. 21-23.

    22. Allison Jean-Jacques, Controverse sur la création de l’Institut des sourds: Pestalozzi ou Naef?, in De Pestalozzi à nos jours. L’éducation des sourds: de l’institutionnalisation à l’inclusion, BCP (2013), n. 37, pp. 17-20.

    23. Allison Jean-Jacques, La communication chez les ourds et le moyens techniques pour la faciliter, in De Pestalozzi à nos jours. L’éducation des sourds: de l’institutionnalisation à l’inclusion, BCP (2013), n. 37, pp. 27-30.

    24. Allisson Jean-Jacques (ed.), De Pestalozzi à nos jours. L’éducation des sourds: de l’institutionnalisation à l’inclusion, BCP (2013), n. 37, pp. 3-31.

    25. Allisson Jean-Jacques, Des préjuges negatives à l’instruction, in De Pestalozzi à nos jours. L’éducation des sourds: de l’institutionnalisation à l’inclusion, BCP (2013), n. 37, pp. 5-8.

    26. Allisson Jean-Jacques, Une affaire de famille 56 ans durant. Le premier institut pour enfants sourds-muets de Suisse, in De Pestalozzi à nos jours. L’éducation des sourds: de l’institutionnalisation à l’inclusion, BCP (2013), n. 37, pp. 11-16.

    27. Almada Cecilia Elena, La cultura física en el ámbito no escolar durante los primeros gobiernos peronistas. Los Campeonatos Evita, AHEA, 14 (2013), n. 1, pp. 1-4.

    28. Almássy Balázs, Tanártípusok a Nyugat korának magyar irodalmában [Teacher-models in the Hungarian literature of the Nyugat period], NEVEOK, 1 (2013), n. 4, pp. 45-68.

    29. Almeida Vanessa Sievers de, Natalidade e educação: refl sobre o milagre do novo na obra de Hannah Arendt, PP, 24 (2013) 2, pp. 221-237.

    30. Altamura Francesco, Vincenzo Ricchioni fra scienza, politica e governo dell’Università, ASUI, 17 (2013), pp. 259-272.

    31. Alvarez Domínguez Pablo, Cultura escolar y patrimonio histórico educativo, CP, 22 (2012-2013), pp. 7-14.

    32. Álvarez Domínguez Pablo, Educar en emociones y transmitir valores éticos: un desafío para los Museos de Pedagogía, Enseñanza y Educación, EH, 22 (2013), pp. 93-116.

    33. Amaral Alexandra, Felgueiras Margarida Louro, As elites nos primórdios do ensino da medicina no Porto, in Escola Superior de Educação de Coimbra, EXE (2013), pp. 8-18.

    34. Amaro A., Felgueiras Margarida Louro, Perspetiva histórica sobre a educação e o movimento de defesa dos animais não humanos na transição do século XIX para o século XX, in Escola Superior de Educação de Coimbra, EXE (2013), pp. 29-39.

    35. Amboni Vanderlei, Neto Luiz Bezerra, dos Santos Bezerra Maria Cristina, Trabalho e educação na construção da Russia socialista, HS, 13 (2013), n. 51, pp. 266-278.

    36. Amorim Simone Silveira, Ferronato Cristiano, Menezes de Santana Leyla, As origines do processo de institucionalização da profi docente na província de Sergipe: um estudo sobre a lei geral de 15 de outubro de 1827 e a lei provincial de 5 de março de 1835, HS, 13 (2013), n. 54, pp. 100-114.

    37. Amsing Hilda T.A., Greveling Linda, Dekker Jeroen J.H., The struggle for comprehensive education in the Netherlands: the representation of secondary school innovation in Dutch newspaper articles in the 1970s, HEJ, 42 (2013), n. 4, pp. 460-485.

    38. Anagnostopoulou M., Kantartzi E., Η εισαγωγική επιμόρφωση των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης. Μιαμελέτηπερίπτωσης [The introductory training of primary school teachers. A case study], EDSCI, 4 (2010), pp. 7-22.

    1. Anderson Robert David, Edinburgh University, schools and the civil service in the early twentieth century, HEJ, 42 (2013), n. 4, pp. 444-459.

    2. Andrade Edson Francisco, Surgimento e consolidação do Estado federativo no Brasil: implicações na gestão da educação, RBHE, 13 (2013), n. 1, pp. 227-254.

    3. Andrade Francisco Ari, Leite Lobato Ana Maria, A mãe ensina, o fi aprende as lições di ABC pelo Jornal, HS, 13 (2013), n. 54, pp. 144-155.

    42. Andreadakis N., Gotovos A., Damanakis M., Ροές και διαρροές στα ελληνικά πανεπιστήμια [Flows and leaks in Greek universities], EDSCI (2011), pp. 91-104.

    1. Andreasen Karen, Rasmussen Palle, Ydesen Christian, Den diskrete internationalisering: Danske uddannelser i international kontekst 1968- 1982 [The discrete internationalization: Danish education in international context 1968-1982], UDD, 47, (2013), pp. 36-59.

    2. Andreev D.A., Proletarizacya vysshej shkoly: «novyj student» kak instrument obrazovatel’noj politiki [The Proletarisation of the Higher School: the «New Student» as an Instrument of the Educational Policy], in Raspisanie peremen. Ocherki istorii obrazovatel’noj i nauchnoj politiki v Rossyskoj imperii – SSSR (konec 1880-kh– 1930-e gody) [The Schedule

    of Changes. The Essays of the History of the Educational and Scientifi Policy in the Russian Empire and Soviet Union (late 1880-1930s)], NLOBO (2012), pp. 494-522.

    45. Andreou A., Kasvikis K., Ισορροπώντας στο κενό μεταξύ θεωρίας και πράξης: Οι φοιτητές αξιολογούν το μάθημα της Διδακτικής της Ιστορίας στο Π.Τ.Δ.Ε. Φλώρινας. [Balancing the gap between theory and practice: Students evaluate the module of the Teaching of History in the Faculty of Pedagogy (Department of primary education) of the University of Western Macedonia], HISTI, 10 (2012), pp. 131-145.

    46. Andres Lesley, Pechar Hans, Participation Patterns in Higher Education: a comparative welfare and production régime perspective, in Adult Learning Systems in a Comparative Perspective, EJE, 48 (2013), n. 2, pp. 247-261.

    47. Antoniou Ch., Ξενόγλωσση εκπαιδευτική πολιτική και διδασκαλία της ελληνικής γλώσσας στο Ινστιτούτο Ξένων Γλωσσών και Φιλολογιών (ΙΞΓΦ) του Α.Π.Θ. (1931-1982) [Foreign language education policy and teaching of the Greek language at the Institute of Foreign Languages and Literatures in the Institute of Foreign Languages and Literatures of the AUTH (1931- 1982), HISTI, 10 (2012), pp. 112-130.

    1. Anttila Erkko, Väänänen Ari, Rural schoolteachers and the pressures of community life: local and cosmopolitan coping strategies in mid-twentieth- century Finland, HEJ, 42 (2013), n. 2, pp. 182-203.

    2. Anyanwu Ogechi E., Challenging the status quo: Alan Pifer and higher education reform in Colonial Nigeria, HEJ, 42 (2013), n. 1, pp. 70-91.

    3. Appel Federico, Contro il romanzo contemporaneo: Yambo e la trilogia di Carlo Bousset, HECL, 8 (2013), n. 2, pp. 433-454.

    4. Apple Michael W., Between traditions: Stephen Ball and the critical sociology of education, LRE, 11 (2013), n. 3, pp. 206-217.

    5. Arantes Adlene Silva, Representações de negros em livros escolares de leitura utilizados nas escolas primárias pernambucanas (1843-1897), RBHE, 13 (2013), n. 2, pp. 73-100.

    6. Archipova V.V., Pervyj kraevoj s’ezd uchitelej istorii i obshchestvoznanya Khabarovskogo kraya: Khabarovsk, 20-21 dekabrja 2012 g. [First regional Congress of the Teacher of history and social sciences in the Chabarovsk region], PRISO, 5 (2013), pp. 26-30.

    7. Arguelho de Souza Ana A., Ensino de língua e liteartura no Brazil do século XIX: O curso elementar de literatura nacional e as postillas de rethorica e poetica utilizados no imperial colégio de Pedro II, in Instrumentos do trabalho didático, CHE, 12 (2013), n. 1, pp. 15-28.

    8. Arguelho de Souza Ana Aparecida, Pulchério Lancillotti Samira Saad, Apresentação, in Instrumentos do trabalho didático, CHE, 12 (2013), n. 1, pp. 13-14.

    9. Aricha-Metzer Inbar, Creating the Language of Mathematics Instruction: Hebrew Schools in Palestine Before 1948, IJHME, 8 (2013), n. 2, pp. 1-22.

    10. Ascenzi Anna, Sani Roberto, «Moulding the peasant masses to make our Italy into a Nation». Ottavio Gigli and the National Association for the Founding of Rural Infant Schools, from the struggle against illiteracy to nation-building (1866-1873), HECL, 8 (2013), n. 2, pp. 159-194.

    11. Astaf’eva E.N., Mezhlichnostnye konfl v zhizni rebenka (interpretacya vospominany o detstve) [Interpersonal conflicts in the life of the child (interpretation of childhood remembrance], ISTPE (2013), pp. 177-198.

    12. Astaf’eva E.N., Pedagogika manipuljacii Zh.-Zh. Russo: obosnovanie celeesoobraznosti manipuljativnoj pedagogiki, osnovannoj na skrytom vlyanii nastavnika na rebenka [Pedagogy of manipulation of Jean-Jacques Rousseau: statement of the opportunity of the pedagogy of manipulation, founded on the secret influence for the instructor on the child], IPZ, 1 (2013), pp. 160-172.

    13. Astaf’eva E.N., Ob obrazovanii naroda i pedagogike svobody (rezencya

      N.G. Chernyshevskogo na Zhurnal «Jasnaja Poljana» [About educationg people and pedagogy of freedom (Chernyshevsky’s review of the journal Yasnaya Polyana)], IPZ, 3 (2013), pp. 118-126.

    14. Astaf’eva E.N., Pervoe postsovetskoe otechestvennoe posobie po istorii pedagogiki [First post-soviet Russian manual on history of education], pp. 176-188.

    15. Avanesov V.S., Istorya pedagogicheskoj teorii izmereny: k istorii otechestvennoj shkoly XX-XXI vv. [The history of the pedagogical measurement theory: for the history of the national school XX-XXI century], PEDIZ, 3 (2012), pp. 3-26.

    16. Azzariti-Fumaroli Luigi, Walter Benjamin. Progredire verso l’infanzia, ASE, 20 (2013), pp. 343-350.

    17. Babajan A.V., Kacalova N.F., Zhenskie medicinskie uchebnye zavedenya v Rossii (konec XIX-nachalo XX v.) [Medical institutions for Women in Russia (late 19th-early 20th centuries], IPZ, 2 (2013), pp. 63-70.

    18. Babalis Th., Karaminas I., Trilianos A., Stavrou N., Έλεγχος δομικής εγκυρότητας και αξιοπιστίας του ερωτηματολογίου: «Το παιδί του εκπαιδευτικού στην τάξη του – απόψεις και αντιλήψεις των Ελλήνων δασκάλων» [Checking structural validity and reliability of the questionnaire: «The teacher’s child

      in the classroom-opinions and perceptions of Greek teachers»], EDSCI, 4 (2010), pp. 201-218.

    19. Bailey Merridee L., Hornbooks, JHCY, 6 (2013), n. 1, pp. 3-14.

    20. Baillargeon Normand, Débat sur l’enseignement de l’histoire: Sur quelques points aveugles, in Débat sur l’enseignement de l’histoire au Québec/ Debate on the Teaching of History in Quebec, HSE, 25 (2013), n. 2, pp. 108-114.

    21. Bakker Nelleke, Cylinders and séances: Elise van Calcar and the spirit of Froebel, HEJ, 42 (2013), n. 2, pp. 147-165.

    22. Balabust N. Yu., Etapy i osobennosti stanovlenya sistemy podgotovki pedagogicheskikh kadrov v Podol’skoj gubernii v kontekste obrazovatel’noj politiki carskogo pravitel’stva: vtoraya polovina XIX – nachala XX veka [Steps and peculiarities of the birth of the system of the preparation of the pedagogical staff in the Podol’sk province in the context of the politics of the Tsaris government: second half of the XIXth – beginning of the XXth century], IZYUFED, 10 (2013), pp. 70-80.

    23. Balashov E.M., Politika v oblasti shkol’nogo, professional’no- technicheskogo i srednego special’nogo obrazovanya, 1917-1941 gody [The Policy in the Sphere of the School, Vocational and Secondary Professional Education, 1917-1941], in Raspisanie peremen. Ocherki istorii obrazovatel’noj i nauchnoj politiki v Rossyskoj imperii – SSSR (konec 1880-kh– 1930-e gody) [The Schedule of Changes. The Essays of the History of the Educational and Scientific Policy in the Russian Empire and Soviet Union (late 1880-1930s)], NLOBO (2012), pp. 435-493.

    24. Ball Stephen J., Reading and re-writing the self: an epilogue, LRE, 11 (2013), n. 3, pp. 281-282.

    25. Bandini Gianfranco, Pour une école coopérative et socialement engagée: diffusion et révision de l’œuvre de Célestin Freinet en Italie, HECL, 8 (2013), n. 2, pp. 357-376.

    26. Banks-Leite Luci, Ernica Mauricio, Uma trajetória em meio às transformações do mundo contemporâneo: entrevista com Janette Friedrich, PP, 24 (2013) 1, pp. 243-264.

    27. BarannikovaN.B.,Problemysamobytnostiotechestvennojpedagogicheskoj tradicii v konce XIX- nachale XX veka [Understanding the problem of uniqueness in Russian pedagogy at the end of the 19th – at the beginning of the 20th centuries], IPZ, 2 (2013), pp. 48-62.

    28. Barbieri Marco, Per una prosopografi dei laureati alla Facoltà teologica pavese nell’età delle riforme asburgiche. Stato dell’arte e prospettive di ricerca, ASUI, 17 (2013), pp. 447-454.

    29. Barbosa Azevedo Crislane, Cardoso Graccho, Bezerra Abdias, José de Alencar Cardoso e o movimento renovador na educação escolar Sergipana na década de 1920, in Intelectuais e Educação, HS, 13 (2013), n. 53, pp. 92-114.

    30. Baretta Alessandra, Milani Maria Piera, Il fondo docenti dell’Archivio storico dell’Università degli Studi di Pavia: i risultati di un progetto di recupero e valorizzazione, ASUI, 17 (2013), pp. 487-494.

    31. Barinov D.A., Kollektivnaya biografya studenchestva Sankt-Peterburskogo universiteta 1884-1917 gg.: statistichesky analiz [Collective Biography of the Students of the Saint Petersburg University of 1884-1917: Statistical Review], KLIO, 10 (2013), n. 82, pp. 42-48.

    32. Barreiras Pinto Cavadas Bento Filipe, O corpo diferente: representaçoes das raças humanas nos manuais escolares de zoologia, RHE, 17 (2013), n. 39, pp. 189-212.

    33. Barron Hester, ‘Little prisoners of city streets’: London elementary schools and the School Journey Movement, 1918-1939, HEJ, 42 (2013), n. 2, pp. 166-181.

    34. Barros Cavalcanti Júnior Henrique Sérgio, Ferraz Isabela Neves, A universidade pública brasileira sob o paradigma da pós-modernidade, RH, 13 (2013), n. 49, pp. 149-163.

    35. Barros Josemir Almeida, Sandra Cristina Fagundes de Lima, História das escolas públicas primárias em áreas rurais: ausência de políticas públicas (Mnas Gerais 1899-1911), in Educação do Campo, RH, 13 (2013), n. 50, pp. 251-263.

    36. Baryshnikova O.M., Selesten Frene o reforme shkoly i roly uchitelja: vopros pedagogicheskogo tvorchestva uchitelja, organizayushchego shkolnykh vospitatel’nykh processov v trudakh franzuskogo pedagoga S. Frene (1896-1966) [Celestine Freinet about the reform of the school and the role of the reacher: the question of the pedagogical creation of the teacher, organisator of the school educational process in the works if the French pedagogue Celestine Freinet (1896-1966)], SIBUCH, 3 (2013), n. 88, pp. 14-20.

    37. Basso Jaqueline Daniela, Bezerra Neto Luiz, A educação escolar rural no estado de SãO Paulo entre 1890 e 1970: breve discussão sobre o ruralismo pedagógico, in Educação do Campo, RH, 13 (2013), n. 50, pp. 63-76.

    38. Bates Richard, Educational administration and the management of knowledge: 1980 revisited, JEAH, 45 (2013), n. 2, pp. 189-200.

    39. Batinic Štefka, Radeka Igor, The development and prospects of teacher education in Croatia, in Protner Edvard, Polenghi Simonetta (edd.), The development of teacher education in the countries of Central and South-

      Eastern Europe. Proceedings of the International Conference: Maribor (Slovenia), 11-13 October 2012, University of Maribor, Faculty of Arts, HECL, 8 (2013), n. 1, pp. 43-62.

    40. Batista Eraldo Leme, Lima Marcos Roberto, Dermeval Saviani – Compromesso e luta por uma pedagogia para além do capital, in Intelectuais e Educação, HS, 13 (2013), n. 53, pp. 391-402.

    41. Bauml Michelle, Field Sherry L., Elementary Schools, Teaching, and Social Studies in Texas: Facing the Great Depression, M. Elizabeth Bellows, AEHJ, 40 (2013), n. 2, pp. 261-278.

    42. Beas Miranda Miguel, Sevilla Meríno Diego, Consideraciones en torno a la relación entre iglesia y estado en la educación: hitos en la historia contemporánea española, in Laicidade, Religiões e Educação na Europa, pp. 113-128.

    43. Becchi Egle, Documenti dell’io e pedagogia della casa, ASE, 20 (2013), pp. 327-342.

    44. Becchi Egle, Scotto Di Luzio Adolfo, Auctor et Lector in Fabula, 8, NBC (2013), n. 2, pp. 45-53.

    45. Beech Jason, Rabelo Rafaela Silva, O conceito de ‘transferência educacional’ na história da educação comparada: continuidades e rupturas, RBHE, 13 (2013), n. 2, pp. 45-72.

    93. Beladakis M., Ολοήμερο Δημοτικό Σχολείο: Οι απόψεις των εκπαιδευτικών, των γονέων και των μαθητών [All day Primary School: The views of teachers, parents and students], EDSCI, 4 (2010), pp. 175-200.

    1. Belenchuk L. N., Prosveshchenie nacional’nykh okrain Rossii v 1890- 1917 godakh [The Enlightenment of the Russian National Remote Areas in 1890-1917], in Raspisanie peremen. Ocherki istorii obrazovatel’noj i nauchnoj politiki v Rossyskoj imperii – SSSR (konec 1880-kh– 1930- e gody) [The Schedule of Changes. The Essays of the History of the Educational and Scientific Policy in the Russian Empire and Soviet Union (late 1880-1930s)], NLOBO (2012), pp. 611-631.

    2. Bellamy Foster John, Educação e a crise estrutural do capital: o caso dos Estados Unidos, PER, 31 (2013), n. 1, pp. 85-136.

    3. Bereta da Silva Cristiani, Cultura escolar e cultura política: projeto de nacionalização e o jornal escolar A Criança Brasileira (Santa Catarina, 1942-1945), RHE, 17 (2013), n. 40, pp. 175-195.

    4. Berloffa Caraçato Viviane de Oliveira, Olivo Francisco Lucas Maria Angélica, Gomes Machado Maria Cristina, História do Colégio estadual Dr. Gastão Vidigal: em análise of exames de admissão (1953-1971), HS, 13 (2013), n. 52, pp. 215-237.

    5. Berlyavsky L.G., Rol’ i funckii Narkomprosa [The Role and the Function of the People’s Commissariat of Enlightenment], in Raspisanie peremen. Ocherki istorii obrazovatel’noj i nauchnoj politiki v Rossyskoj imperii

      • SSSR (konec 1880-kh– 1930-e gody) [The Schedule of Changes. The Essays of the History of the Educational and Scientific Policy in the Russian Empire and Soviet Union (late 1880-1930s)], NLOBO (2012), pp. 380-403.

    6. Berlyavsky L.G., Vysshee obrazovanie i nauka v Rossii (1810-1900 gody): tradicionnye ‘mesta znanya’ [Higher Education and Science in Russia in 1810-1900: Traditional ‘Places of Knowledge’], in Raspisanie peremen. Ocherki istorii obrazovatel’noj i nauchnoj politiki v Rossyskoj imperii

      • SSSR (konec 1880-kh– 1930-e gody) [The Schedule of Changes. The Essays of the History of the Educational and Scientific Policy in the Russian Empire and Soviet Union (late 1880-1930s)], NLOBO (2012), pp. 11-27.

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    33. de Souza Davisson Cangussu, O ensino de sociologia e a pedagogia histórico-crítica: uma análise dos fundamentos teórico-metodológcos das propostas atuais, HS, 13 (2013), n. 51, pp. 122-138.

    34. de Souza José Edimar, «Civilizar o rural?»: memórias de práticas em torno da aula pública municipal no Morro dos Bois – Novo Amburgo/RS (1933-1952), in Educação do Campo, RH, 13 (2013), n. 50, pp. 18-30.

    35. de Souza Luciene Maria, Lucena Carlos Alberto, Entre o ideal e o real: a construção do pensamento empresarial uberlandese e seus projetos educacionais papa a formação dos trabalhadores (1940-1960), RH, 13 (2013), n. 49, pp. 197-209.

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    37. de Souza Vânia de Fátima Matias, de Barros Lara Angela Mara, Lauro de Oliveira Lima: A questão da universidade brasile ira na década de 1960, CHE, 12 (2013), n. 2, pp. 695-708.

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    41. Del Campo Machado Ruth Marcela, Beas Miranda Miguel, De la didáctica tradicional a la didáctica no parametral: consideraciones en torno al uso de los libros de texto en la formación de docentes de inglés en Colombia, HECL, 8 (2013), n. 2, pp. 607-628.

    42. del Mar del Pozo Andrés María, Nacionalismo, globalización y cultura escolar: láminas murales para la enseñanza de la historia (1860-1939), RMHE, 1 (2013), n. 1, pp. 1-28.

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    4. Diamant Ana, Urrutia Juan Pablo, Programas Educativos en el Centro de Desarrollo Integral de Isla Maciel. Voces que visibilizan una experiencia de extensión universitaria en la UBA de los ´60, AHEA 14 (2013), n. 2, pp. 1-22.

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    9. Dorn Charles, ‘It was a sort of soft war that one waged’: Teacher education at the University of Cape Town, 1976-1994, SARE, 19 (2013), n. 2, pp. 48-71.

    10. Doroshenko S.I., Pedagogicheskie kursy dlya uchitelej penya obshcheobrazovatel’nykh shkol Vladimirskoj gubernii v nachale XX veka [The pedagogical courses for the teachers for singing of the general school of the Vladimir province at the beginning of the XX century], PEDISK, 2011, pp. 22-32.

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    of artistic word in pedagogical works of A.S. Makarenko and V.A. Sukhomlinsky], IPZ, 1 (2013), pp. 182-190.

    970. Peng Cui, 后现代语境中的儿童教育理念探微——简评«嘎嘣小子传» [Exploration into ideas of children education in a post-modern context: on «Life of Gabeng»], JOLUNS, 1 (2012), pp. 116-119.

    1. Peng Hailei, Gao Xiaoli, 儿童幻想文学创作新议 [Revisiting the writing of children’s fantasies], JOYU, 4 (2011), pp. 14-15.

    2. Pereira de Freitas Vívian Grasielle, Alves Durães Sarah Jane, O professor da escola primâria em minas gerais: alcun deveres higienistas, nacionalistas e pedagógicos (1906-1927), CHE, 12 (2013), n. 2, pp. 709-724.

    3. Pereira de Freitas Vívian Grasielle, Alves Durães Sarah Jane, Trabalho docente na escola primária mineira: um código disciplinar para um agente da Modernidade, RBHE, 13 (2013), n. 1, pp. 95-128.

    4. PereiraVersieux Daniela, Modernização e escolarização do trabalho agrí- cola: az fazendas modelo em mina gerais (1906-1915), CHE, 12 (2013), n. 1, pp. 127-141.

    5. Perret Cathy, Pratiques de recherche documentaire et réussite universitaire des étudiants de première année, CAE, 35 (2013), n. 1, pp. 197-215.

    6. Pescosolido Guido, Rosario Romeo, la crisi dell’università e la nascita della Luiss, DPRS, 26 (2013), n. 1, pp. 265-284.

    7. Pessanha Eurize Caldas, Tavares Silva Fabiany de Cassia, História de uma instituição escolar: democratização ou elitização do ensino secundário (1939-1971)?, PER, 31 (2013), n. 3, pp. 1021-1041.

    8. Petrova Veselina, Novatorstvoto v Elenskoto klasno uchilishte [Innovation in Elena Secondary School], PED, 85 (2013), n. 9, pp. 1366-

      1373.

    9. Phillip Anton Cormack, Children’s school reading and curriculum innovation at the edge of Empire: The school paper in late nineteenth- century Australia, HER, 42 (2013), n. 2, pp. 153-169.

    10. Pianelli Godoy Alexandre, O modelo escolar paulistano na revista escola municipal (1968-1985), RHE, 17 (2013), n. 39, pp. 101-128.

    11. Piccolo Gustavo Martins, Gonçalves Mendes Enicéia, Sobre formas e conteúdos: a defi como produção histórica, PER, 31 (2013), n. 1, pp. 283-315.

    12. Pichugina V.K., Antropologichesky diskurs «zaboty o sebe» Marka Tullya Cicerona [Anthropological discourse «care of oneself» of Marcus Tullius Cicero], IPZ, 2 (2013), pp. 158-168.

    13. Pichugina V.K., Istorya pedagogiki kak istorya stanovlenya antropologicheskogo diskursa pedagogiki [History of the pedagogy as history of the raise of the anthropological discourse of the pedagogy], ISTPE, 2013, pp. 81-92.

    14. Pié Balaguer Asun, L’Epistemologia feminista d’Audre Lorde (1934- 1992) i la teoria Queer en la pedagogia social del segle XXI, EH, 21 (2013), pp. 115-141.

    15. Piel L. Halliday, The Family State and Forced Youth Migrations in Wartime Japan (1937-1945), in Enfances déplacées. (II) en temps de guerre, RHEI, 15 (2013), pp. 147-165.

    16. Pilar Navarro Maria, Escola Nova: una nova pedagogia de la lectura a Catalunya, EH, 22 (2013), pp. 65-92.

    17. Pimenta Borges Jean Felipe, Dantas Sandra Mara, A educação escolar no país em construção: Uberaba no período da primeira República brasileira, HS, 13 (2013), n. 51, pp. 27-41.

    18. Pimenta Rocha Heloísa Helena, «Não devemos adotar indifferentemente qualquer livro de leitura»: Um estudo sobre os processos de seleção de livros para a escola primâria paulista, CHE, 12 (2013), n. 2, pp. 537-550.

    19. Pineau Pablo Luis, Ayuso María Luz, Aguiar da Costa Betina, Editorial, AHEA, 14 (2013), n. 2, pp. 1-3.

    20. Pineau Pablo, Ayuso María Luz, Aguiar da Costa Betina, Editorial, AHEA, 14 (2013), n. 1, pp. 1-2.

    21. Pintassilgo Joachim, Liberal state and education in Portugal: social integration, freedom of teaching and secularization (40’s to 80’s of the nineteenth century), BORP, 65 (2013), n. 4, pp. 91-104.

    22. Pintassilgo Joachim, Oliveira Hélia, A formação inicial de professores em Portugal: refl em torno do atual modelo, RECOED, 8 (2013), n. 15, pp. 24-40.

    23. Pinto Díaz Iván Alexis, Los formadores en la Escuela Normal Rural Mactumactzá, Chiapas. La configuración de un hacer escuela, AHEA, 14 (2013), n. 2, pp. 1-5.

    24. Pirický Gabriel, The Ottoman Age in Southern Central Europe as Represented in Secondary School History Textbooks in the Czech Republic, Hungary, Poland, and Slovakia, in Postcolonial Memory Politics in Educational Media, JEMMS, 5 (2013), n. 1, pp. 108-129.

    25. Pironi Tiziana, Il contributo dell’Unione Donne Italiane alla riforma sulla scuola media unica, in Per i cinquantanni della scuola media unica, NBC, 8 (2013), n. 1, pp. 33-41.

    26. Pironi Tiziana, Il contributo storiografi di Tina Tomasi agli studi sulle donne, ADIF, 2013, n. 8, pp. 130-145.

    27. Pironi Tiziana, Il Kindergarten di Ernesta Galletti Stoppa, IN (2013), n.

      6, 2013, pp. 324-327.

    28. Pironi Tiziana, Mamma a tempo pieno tra mito e realtà, IN (2011), n. 5, pp. 340-342.

    29. Pisarev L., Detsky sad: istoricheskoe nasledie, problemy, tendencii razvitya: opyt evropeiskikh stran (ot antichnosti do nashikh dnej) [The children garden: historical heritage, problems, trends of development: experience of the European countries], DOV, 8 (2013), pp. 118-124.

    1000. Piseri Federico, Governatori e «magistri a schola» nelle corti sforzesche. Un primo approccio prosopografi , in Paoli Maria Pia (ed.), Itinerari del sapere nell’Europa moderna, ASE, 20 (2013), pp. 41-54.

    1001. Pizzi Katia, Pinocchio, Futurism and modernity, HECL, 8 (2013), n. 2,

    pp. 475-493.

    1002. Platt Adreana Dulcina, Assmann Selvino José, Volpato Dutra Delamar José, A formação acadêmica dos revolucionários republicanos brasileiros no séc., HS, 13 (2013), n. 51, pp. 103-121.

    1003. Plockaya O.A., Rol’ pravogo obykhaya i obykhno-pravovykh norm v pravovom vospitanii u Kimi (zyryan): XIX-XX vv. [The role of the customary law and of the customary norms in the juridical education of the Kimi (Zyryan): XXth-XXth centuries], PRO, 10 (2013), pp. 154-161.

    1004. PolenghiSimonetta,DieRousseaurezeptionaufdeutsch-österreichischem Gebiet. Von Lessings Rezensionen bis Mildes Auslegung (1751-1813), HECL, 8 (2013), n. 2, pp. 95-111.

    1005. Polenghi Simonetta, Elementary school teachers in Milan during the Restoration (1814-1859): innovations and improvements in teacher training, in Protner Edvard, Polenghi Simonetta (edd.), The development of teacher education in the countries of Central and South-Eastern Europe. Proceedings of the International Conference: Maribor (Slovenia), 11-13 October 2012, University of Maribor, Faculty of Arts, HECL, 8 (2013), n. 1, pp. 147-166.

    1006. Polenghi Simonetta, Protner Edvard, The development of teacher training in the countries of Central and South-Eastern Europe. Foreword to thematic section of the issue, in Protner Edvard, Polenghi Simonetta (edd.), The development of teacher education in the countries of Central and South-Eastern Europe. Proceedings of the International Conference: Maribor (Slovenia), 11-13 October 2012, University of Maribor, Faculty of Arts, HECL, 8 (2013), n. 1, pp. 11-15.

    1007. Polishchuk V.I., Tradicya vospitanya «novogo cheloveka» v istorii rossyskogo obrazovanya [Tradition of education of the ‘new man’ in the history of russian education], OBRAN, 6 (2013), n. 105, pp. 106-117.

    1008. Pollo Campos Mendonça Ana Waleska, A língua portuguesa como uma nova língua clássica, RHE, 17 (2013), n. 39, pp. 173-187.

    1009. Polo Carmelo Real, El sistema educativo español en el siglo XIX: fundamentos constitucionales y política escolar, CHE, 12 (2013), n. 2, pp. 435-454.

    1010. Polyakova M.A., Formirovanie of basic pedagogcheskikh tradicy zapadnoj civilizacii (antichnost’ i srednie veka) [The formation of basic pedagogical traditions of western civilisation (antiquity and middle age)], IPZ, 2 (2013), pp. 123-129.

    1011. Polyakova M.A., Konceptual’nye protivorechya sovremennogo evropejskogo istoriko-pedagogicheskogo znanya (na materiale nemeckikh i ital’yanskikh pedagogicheskikh izdany) [Conceptual contradictions of the contemporary european historical and pedagogical knowledge (on the basis of the german and italian publications], ISTPE, 2013, pp. 75-80.

    1012. Polyakova M.A., Osobennosti formirovanya bazisnykh pedagogicheskikh tradicy zapadnoj civilizacii (antichnost’ i Srednie veka) [Peculiarities of the formation of basic pedagogical traditions of the west civilization (antiquity and Middle ages)], ISPESE, 2013, pp. 63-70.

    1013. Pomante Luigiaurelio, Atelier Heloïse 2013. European Workshop on Historical Academic Databases. The new frontiers of historical research on higher education and universities in a recent international conference, HECL, 8 (2013), n. 2, pp. 679-688.

    1014. Pomante Luigiaurelio, Atelier Heloïse 2013. European Workshop on Historical Academic Databases, ASUI, 17 (2013), pp. 560-562.

    1015. Pomante Luigiaurelio, Fascismo, cultura e università in un importante discorso di Giuseppe Bottai (1928), HECL, 8 (2013), n. 1, pp. 713-726.

    1016. Pomelov B.V., Prosvetitel’sko-pedagogicheskaya deyatelnost’ V.V. Radlova: Tyurkolog, etnograf, arkheolog, pedagog-prosvetitel’, inspektor school dlya nerusskogo naselenya Kazanskogo uchebnogo okruga, 1837-1912 gg. [V.V. Radlov’s Enlightening and pedagogical activit: specialist of Turkology, archeology, Pedagogue-Enlightener, inspector of the schools for the not russian population of Kazan educational district], PEDG, 3 (2013), n. 6, pp. 112-118.

    1017. Pomelov V.B., Osnovopolozhnik doshkol’nogo vospitanya: vydayushchy nemecky pedagog – Fridrich Vil’gel’m August Frebel, 1782-1852 gg.) [The founder of the preschool education: the relevant german pedagogue Friedrich Wilhelm August Froebel, 1782-1852)], PEDG, 2 (2012), n. 9, pp. 93-100.

    1018. Ponte Fernando, O Estado e a educação na perspectiva da classe trabalhadora, PER, 31 (2013), n. 1, pp. 29-44.

    1019. Popkewitz Thomas S., Reading a Primer, Writing a Book Review, and Styles of Reason, IJHE, 3 (2013), n. 2, pp. 165-171.

    1020. Popov A.V., Popova I.N., Problema soderzhanya patrioticheskogo vospitanya s pozicii retrospektivno-istoricheskogo podkhoda (na primere vospitanya dvoryanskoj molodezhi XIX v. v Rossii: k 200-letnej godovishchine Otechestvennoj vojny 1812 g.) [The problem of the content of the national education from the point of view of the retrospective-historical approach (on the basis of the exemple of the education of the noble youth in the XIX century in Russia: for the 200 years of the Patriotic war of 1812], VNES, 1 (2013), pp. 48-52.

    1021. Popov L.V., Rozov N. Ch., Predtecha vysshego obrazovanya v Rossii (istorya otkrytya, stanovlenya i preobrazovanyj pervogo otechestvennogo vuza – Slavyano-greko-latinskoj Akdemii (1685g.), nyne Moskovskaya dukhovnaya Akademya [The precursor of the high education in Russia (History, opening, development and transformation of the fi national high educational institution – the Slavian-Greek- Latin Akademy (1685), actually the Moscow Religious Academy)], VOR, 1 (2013), pp. 135-141.

    1022. Pöppinghege Rainer, Der Historiker Karl Lamprecht und die frühe Hochschulpädagogik, JHB, 19 (2013), pp. 153-168.

    1023. Porto Gonçalves Dilza, Patrícia Rodrigues Augusto Carra, Feupa: uma revista produzida pela Federação dos Estudantes Universitários de Porto Alegre (RS, 1945/46), RHE, 17 (2013), n. 40, pp. 221-250.

    1024. Porwancher Andrew, Prying the gates wide open: academic freedom and gender equality at Brown University, 1974-1977, PH, 49 (2013), n. 2, pp. 273-292.

    1025. Powell Justin W., Disciplining: Corporal punishment to full-body segregation, IJHE, 3 (2013), n. 1 pp. 113-115.

    1026. Powell Lesley, A critical assessment of research on South African further education and training colleges, SARE, 19 (2013), n. 1, pp. 59-81.

    1027. Prentis Guthrie Malcolm David, Wilson and the trans-Tasman educational career, HER, 42 (2013), n. 1, pp. 69-84.

    1028. Priem Karin, Thyssen Geert, Fragmented Utopia: Luxembourgian Industrialists, Intellectual Networks and Social-Educational Reforms between Tradition and Avant-Garde, JHB, 19 (2013), pp. 106-126.

    1029. Priem Karin, Thyssen Geert, Puppets on a string in a theatre of display? Interactions of image, text, material, space and motion in The Family of Man (ca. 1950s-1960s), in Thyssen Geert, Priem Karin (edd.), Modes and Meaning: Displays of Evidence in Education, PH, 49 (2013), n. 6, pp. 828-845.

    1030. Priemysheva M.N., Ya. K. Krot i tradicii russkogo yazykoznanya: k 200-letiyu so dnya rozhdenya uchenogo (Jakov Karlovich Grot – dejstvuyushchy chlen Imperatorskoj akademii Nauk, rodonachal’nik ofi orfografi v Rossii, 1812-1893 gg.) [Ja. K. Krot and the traditions of the russian linguistic: for the 200 hundred years from the birth of the scholar (Jakov Karlovich Grot – active member of the Imperator Akademy of Science, the progenitor fo the offi orthograhy in Russia, 1812-1893], RUSJA, 12 (2012), pp. 64-70.

    1031. Prieto Egido Miriam, El Tratamiento de las emociones en la teoría de la educación de Richard Stanley Peters y la tradición anglosajona del siglo XX, EH, 21 (2013), pp. 89-113.

    1032. Prokhorov A.V., Nauchno-pedagogicheskoe predstavlenie o cheloveke i ego samorazvitii v kontekste idej K.D. Ushchinskogo [The scientifi pedagogical representation about the person and his development in the context of K.D. Ushchinsky’s ideas], POBN, 3 (2013), pp. 59-63.

    1033. Prokof’eva E.A., U istokov obrazovatel’nogo prava: pedagogicheskie vzglyady N.I. Pirogova: 1810-1881. Professor khirurgii, pisatel’, pedagog, o deyatel’nosti uchenogo v period ego raboty popechitelem Kievskogo uchebnogo okruga [At the sources of the juridical education:

    N.I. Pirogov’s pedagogical conceptions. Professor of chirurgy, writer, pedagogue, about the activity of the scholar in the period of his activity as tutor of the Kievan educational district], PRO, 5 (2013), pp. 45-52.

    1034. Protner Edvard, The development of private education regulation in the fi of teacher training in Slovenia, in Protner Edvard, Polenghi Simonetta (edd.), The development of teacher education in the countries of Central and South-Eastern Europe. Proceedings of the International Conference: Maribor (Slovenia), 11-13 October 2012, University of Maribor, Faculty of Arts, HECL, 8 (2013), n. 1, pp. 17-41.

    1035. Pruneri Fabio, Il PCI e la riforma della scuola media unica, NBC, 8 (2013), n. 2, pp. 55-65.

    1036. Pruneri Fabio, Il PCI e la riforma della scuola media unica – I parte, in Per i cinquantanni della scuola media unica, NBC, 8 (2013), n. 1, pp. 43-51.

    1037. Prytz Johan, Social Structures in Mathematics Education. Researching the History of Mathematics Education with Theories and Methods from the Sociology of Education, IJHME, 8 (2013), n. 2, pp. 49-72.

    1038. Przyrembel Alexandra, Haben Tiere eine Geschichte? Europäische Zivilisierungsmissionen zum Schutze des Tiers im 19. Jahrhundert, GWU, 64 (2013), nn. 1-2, pp. 90-103.

    1039. Pu Haifeng, 激发想象唤起美感——论罗斯金”狄更斯式”的童话观 [Inspiring imagination and arousing the sense of beauty: on Ruskin’s Dickensian concept of fairy tales], APMA, 9 (2012), pp. 80-81.

    1040. Pulchério Lancillotti Samira Saad, Manuais de psicologia – Instrumentos de trabalho utilizados na formação dos professores paulistas (1920- 1940), in Instrumentos do trabalho didático, CHE, 12 (2013), n. 1, pp.

    29-44.

    1041. Pusyryova L.V., K voprosu o razvitii i stanovlenii rossyskoj pedagogicheskoj pressy (vtoraya polovina XIX – nachalo XX vv.) [About the russian pedagogical press (in the second half of XIX-early XX century)], PSO, 1 (2012), pp. 49-59.

    1042. Pyrozhenko L.V., Soderzhanie shkol’nogo obrazovanya kak sostavlyajushchaya pedagogicheskoj sistemy V.A. Sukhomlinskogo [Content of School Education as a Component of V.A. Sukhomljnsky’s Teaching system], PSO, 6 (2013), pp. 48-56.

    1043. Qian Shuying, “十七年”童话:在政治与传统之间的艺术新变 [Seven- teen years fair tales: artistic innovation between politics and tradition], DEBA, 11 (2013), pp. 40-45.

    1044. Qin Xiaochun, “艺术兴学”理念下的高师儿童文学教学实践 [Chil- dren’s literature teaching practice in normal universities under the concept of «art reviving education»], JOGUNOS, 1 (2011), pp. 131-133.

    1045. Qin Xiaochun, 高师儿童文学精品课程的研究与实践 [Research and practice of children’s literature core course in normal universities], JOGUPS, 3 (2010), pp. 157-160.

    1046. Quesada Beck Dinah, Corrêa Henning Paula, Composições na força constitução de um sujeito moderno: o infantil, HS, 13 (2013), n. 54, pp. 28-40.

    1047. Qvarsebo Jonas U.D., Swedish progressive school politics and the disciplinary regime of the school, 1946-1962: a genealogical perspective, PH, 49 (2013), n. 2, pp. 217-235.

    1048. Rachinsky S.A., Zametki o sel’skikh shkolakh [Remarks about a rural school], IPZ, 1 (2013), pp. 23-39.

    1049. Radel Antoine, Morales Yves, Une éducation sanitaire «par corps». Analyse de deux campagnes de lutte contre la sédentarité (1980 et 2001-2012), CAE, 35 (2013) 1, pp. 217-234.

    1050. Radó Péter, Egy végtelen történet: közoktatási decentralizáció Délkelet- Európában [A neverending story: decentralization of public education in South-East Europe], EDC, 22 (2013), n. 1, pp. 47-59.

    1051. Rafante Heulalia Charalo, Lopes Roseli Esquerdo, Helena Antipoff e o desenvolvimento da educação especial no Brasil (1929-1961), in Intelectuais e Educação, HS, 13 (2013), n. 53, pp. 331-356.

    1052. Raftery Deirdre, ‘Je suis d’aucune Nation’: the recruitment and identity of Irish women religious in the international mission fi c. 1840- 1940, in Bruno-Jofré Rosa (ed.), Catholic teaching congregations and synthetic configurations: building identity through pedagogy and spirituality across national boundaries and cultures, PH, 49 (2013), n. 4, pp. 513-530.

    1053. Raftery Deirdre, Rebels with a cause: obedience, resistance and convent life, 1800-1940, in Jacobs Andrea, Leach Camilla, Spencer Stephanie (edd.), Rulers, Rebels and Reformers, HEJ, 42 (2013), n. 6, pp. 729-744.

    1054. Raimondo Rossella, Bridewell e case di correzione: genesi e sviluppo in Inghilterra (1555-1800), NBC, 8 (2013), n. 2, pp. 103-110.

    1055. Raimondo Rossella, Il «Reclusorio pei discoli» di Bologna: indagine storico-educativa sulle pratiche di internamento dei soggetti devianti e marginali, RIPEDI, 1 (2013), pp. 135-156.

    1056. Rajland Beatriz, Estado, emancipación y educación: una aproximación desde el pensamiento marxista, PER, 31 (2013), n. 1, pp. 45-66.

    1057. Ramos Escobar Norma, Espinosa Hernández Armando René, Origen y prospectiva del proyecto Memoria Escolar Fotográfi del Sistema Educativo Estatal Regular en San Luis Potosí, RMHE, 1 (2013), n. 1, pp. 163-170.

    1058. Ramos Géssica Priscila, A escola contemporânea e sua identidade (ou sobre o óbvio esquecido), RH, 13 (2013), n. 49, pp. 350-362.

    1059. Ramsey Paul J., Editor’s Introduction, AEHJ, 40 (2013), n. 2, pp. V-VI.

    1060. Ramsey Paul J., Editor’s Introduction, AEHJ, 40 (2013), n. 1, pp. IX-XI.

    1061. Rao Parimala V., Promiscuous Crowd of English Smatterers: The ‘Poor’ in the Colonial and Nationalist Discourse on Education in India, 1835- 1912, COED, 10 (2013), n. 2, pp. 223-248.

    1062. Rask Maija, Uusiautti Satu, Määttä Kaarina, Health. The fi prerequisite of the joy of life. The history of the subject of health education in Finland, HECL, 8 (2013), n. 2, pp. 415-431.

    1063. Rat’kovsky I.S., Iz Vil’no v Peterburg: vypuskniki Pervoj Vilenskoj gimnazii v Sankt-Peterburgskom universitete [From Vilnius to Petersburg: the First Vilnius Gymnasium Graduates at the Saint Petersburg University], KLIO, 10 (2013), n. 82, pp. 99-101.

    1064. Read Jane, Bringing Froebel into London’s infant schools: the reforming practice of two head teachers, Elizabeth Shaw and Frances Roe, from the 1890s to the 1930s, in Jacobs Andrea, Leach Camilla, Spencer Stephanie (edd.), Rulers, Rebels and Reformers, HEJ, 42 (2013), n. 6, pp. 745-764.

    1065. Reese William J., In search of American progressives and teachers, HEJ, 42 (2013), n. 3, pp. 320-334.

    1066. Reichenbach Roland, Bildung und Schwärmerei – Alfred North Whitehead zu Schule und Unterricht, IJHE, 3 (2013), n. 2, pp. 226-233.

    1067. Reid Jason, «The Ayn Rand School for Tots»: John Dewey, Maria Montessori, and Objectivist Educational Philosophy during the Postwar Years, HSE, 25 (2013), n. 1, pp. 72-94.

    1068. Reis de Figueiredo Gil Vicente, O fi da educação pública no Brasil na próxima década, RH, 13 (2013), n. 49, pp. 124-136.

    1069. Renk Valquiria Elita, O estado e as políticas de nacionalização da infância nas escolas étnicas do Paraná, HS, 13 (2013), n. 52, pp. 165-182.

    1070. Ressler Patrick, Marketing pedagogy: Nonprofi marketing and the diffusion of monitorial teaching in the nineteenth century, PH, 49 (2013), n. 3, pp. 297-313.

    1071. Ressler Patrick, Subjektiv repräsentativ. Jahresberichte von Schulgesell- schaften als Quelle zur Erforschung historischer Internationalisierungs- prozesse im Bildungsbereich, JHB, 19 (2013), pp. 283-304.

    1072. Revah Daniel, de Almeida Toledo Maria Rita, A presentaçao do dossiê: lugares de poder, produçao e circulaçao de saberes pedagógicos, RHE, 17 (2013), n. 39, pp. 7-8.

    1073. Revah Daniel, Escola e nova escola: faces de um velho sonho, RHE, 17 (2013), n. 39, pp. 79-99.

    1074. Revuelta-Eugercios Bárbara A., Abandoned and illegitimate, a double mortality penalty? Mortality of illegitimate infants in the foundling hospital of Madrid, La Inclusa (1890-1935), HF, 18 (2013), n. 1, pp.

    44-67.

    1075. Reyes-Jedlicki Leonora Eugenia, Toledo Jofré María Isabel, Egaña Baraona María Loreto, École, communauté et sujet enseignant. Le projet historique de l’École Consolidée Miguel Dávila Carson. Chili, 1953-1977, PH, 49 (2013), n. 3, pp. 425-443.

    1076. Rezende Isobe Rogéria Moreira, Inspeçao técnica como dispositivo de formaçao de professores: estratégia de produçao de um modelo escolar em Minas Gerais, RHE, 17 (2013), n. 39, pp. 9-21.

    1077. Rickman Johanna, «He Would Never Consent in His Heart»: Child Marriages in Early Modern England, JHCY, 6 (2013), n. 2, pp. 293-313.

    1078. Riello Giorgio, Imperial Lives: Two Children in Asian Clothing, JHCY, 6 (2013), n. 2, pp. 197-205.

    1079. Rigoni Jacques Alice, Costa Grimaldi Lucas, O jornal Das Band da Deutsche Hilfsvereinsschule e as escritas escolares sobre imigração alemã (Colégio Farroupilha/RS, 1929-1938), RHE, 17 (2013), n. 40,

    pp. 99-119.

    1080. Riquelme Graciela, Langer Ariel, Los docentes universitarios y la producción y circulación del conocimiento: un estudio sobre universidades argentinas. University Professors and the Production and Circulation of Knowledge: a Study of Argentine Universities, CIAN, 16 (2013), n. 1, pp. 81-114.

    1081. Rita Giovanni, Le «scienze sagre» nella Sapienza romana tra giansenismo e cattolicesimo reazionario. Itinerari biobibliografi , ASUI, 17 (2013), pp. 399-431.

    1082. Ritrovato Ezio, Tra la Scuola Superiore di Commercio e la Facoltà di Economia: precedenti storici e sviluppi fi agli anni ’70 del Novecento, ASUI, 17 (2013), pp. 229-240.

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    1390. Weber Carolyn A., Caught between Catholic and Government Traditions: Americanization and Assimilation at St. Joseph’s Indian Normal School, AEHJ, 40 (2013), n. 1, pp. 75-92.

    1391. Wegner Kathryn L., Progressive reformers and the democratic origins of citizenship education in the United States during the First World War, in Jacobs Andrea, Leach Camilla, Spencer Stephanie (edd.), Rulers, Rebels and Reformers, HEJ, 42 (2013), n. 6, pp. 713-728.

    1392. Wei Hong, 儿童文学分层次教学模式研究 [Research on stratifi teaching model of children’s literature], HEILED, 7 (2010), pp. 171-173.

    1393. Wei Hong, 师范院校儿童文学课程改革路向 [Directions of curricular reform of children’s literature courses in normal universities], HEILED, 5 (2010), pp. 70-72.

    1394. Weiduschadt Patricia, Revista O Pequeno Luterano: leitores e correspondências, RBHE, 13 (2013), n. 2, pp. 159-188.

    1395. Weir Christine, ‘Deeply Interested in These Children Whom You Have Not Seen’: The Protestant Sunday School View of the Pacifi 1900- 1940, JPH, 48 (2013) 1, pp. 43-62.

    1396. Werner Sven, Zur Körperbehindertenpädagogik des frühen 20. Jahrhunderts zwischen christlicher Fürsorge und ökonomischem Kalkül. Professionalisierungsprozesse am Beispiel der ,Krüppelfürsorge‘, JHB, 19 (2013), pp. 225-246.

    1397. Wessler Boneti Lindomar, O debate sobre as desigualdades e diferenças sociais na educação no Brasil: signifi e contradições, PER, 31 (2013), n. 1, pp. 261-282.

    1398. Westberg Johannes, Stimulus or impediment? The impact of matching grants on the funding of elementary schools in Sweden during the nineteenth century, HEJ, 42 (2013), n. 1, pp. 1-22.

    1399. Whitley David, Learning with Disney: Children’s Animation and the Politics of Innocence, in Kümmerling-Meibauer Bettina (ed.), Children’s Films, JEMMS, 5 (2013), n. 2, pp. 75-91.

    1400. Wiatr Marcin, Grenzräume neu vermessen. Multiethnische Raum- Perspektiven in polnischen Schulbüchern, GWU, 64 (2013), nn. 1-2,

    pp. 46-60.

    1401. Wigelsworth, Jeffrey R., A Growns and Governments: The Spectre of James II at the University of Oxford in the early Eighteenth century, HU, 27 (2013), n. 2, pp. 116-145.

    1402. Wiszlenkowa Elena, Ilina Kira, On the Origin of Russian Academic Degrees. (First Half of the Nineteenth Century), RDO, 50 (2013), pp. 81-98.

    1403. Wittrock Björn, The Modern University in Its Historical Context: Rethinking Three Transformation, HU, 27 (2013), n. 1, pp. 199-226.

    1404. Wojcik-Andrews Ian, Elder Quests, Kid Ventures, and Kinder Quests, JEMMS, 5 (2013), n. 2, pp. 61-74.

    1405. Wollons Roberta, A Grander Grand Narrative, in If Life where Endless, What Woyld you study?, HEQ, 53 (2013), n. 2, pp. 196-202.

    1406. Wood Alexandra L., Challenging History: Educating the Public about the Japanese Canadian Experience in British Columbia, HSE, 25 (2013), n. 2, pp. 65-85.

    1407. Wright Lawrence, Towards ‘Discourse 4’: Re-orientating research discourse to address a key aspect of South Africa’s education crisis, SARE, 19 (2013), n. 1, pp. 23-37.

    1408. Wu Dienian & Gu Zuoqing, 刘国钧早期学术思想演进之一翼——从儿 童教育到儿童图书馆建设 [Part of Liu Guojun’s early academic ideas: from children’s education and construction of children’s library], LIBS, 2 (2013), pp. 40-47.

    1409. Wu Qinan, 儿童文学不只是写给儿童的——关于儿童文学中双隐 含读者问题的探讨 [Children’s literature means not only literature written for children: discussion on the double implied reader in children’s literature], JOKUC, 1 (2013), pp. 1-4.

    1410. Wu Zuoli, 在教育和趣味之间——1949-1959年中国图画书研究 [Between education and pleasure: Chinese picture books between 1949 and 1959], JIANSS, 6 (2012), pp. 214-218.

    1411. Xavier Libania, Garcez de Carvalho Fábio, Pesquisa educacional, história da educação e historiographia. Diálogos em curso, intercâmbios possíveis, CHE, 12 (2013), n. 1, pp. 231-251.

    1412. Xie Fangqun, 革命儿童文学叙事中家长功能的消解与转换——« 闪闪的红星»«小兵张嘎»为例 [The disappearance and transformation of parent fi in revolutionary children’s literature: a case study of

    «Sparkling Red Star» and «Zhang Ga the Soldier Boy»], SOTLI, 2 (2013), pp. 64-67.

    1413. Ximenes-Rocha Solange Helena, Imbiriba Sousa Colares Maria Lília, A organização do espaço e do tempo escolar em classes multisseriadas: na contramão da legislação, in Educação do Campo, RH, 13 (2013), n. 50, pp. 90-98.

    1414. Xu Derong & Jiang Jianli, 从双关语的翻译检视译者的儿童文学翻 译观 [Translator’s ideas of children’s literature translation: from the translation of puns], JOCHIMU, 2 (2012), pp. 98-104.

    1415. Xu Derong & Jiang Jianli, 儿童文学经典复译研究——«爱丽丝漫 游奇境记»为例 [Studies on the retranslation of children’s literature classics: a case study of «Alice in Wonderland»], JOCHIMU, 6 (2012), pp. 100-105.

    1416. Xu Derong & Jiang Jianli, 论中美儿童文学中儿童观的差异 [On the differences of the concept of childhood in Chinese and American children’s literature], APMA, 27 (2012), pp. 125-128.

    1417. Xu Derong & Jiang Jianli, 论美国儿童观的历史困窘与现代演进 [On the historical dilemma and modern evolution of American concept of childhood], YIL, 4 (2012), pp. 16-28.

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    1419. Xu Hua, 新时期儿童文学的多元教育指向分析 [Directives of multiple education of children’s literature in the new epoch], LITED, 4 (2012), p. 117.

    1420. Xu Ping & Yi Yuzuo, 论儿童本位理念下的语文教材观——«开明国 语课本»走红谈起 [Chinese textbooks in a children-centered context: beginning from the popularity of «Kaiming Chinese textbook»], EASF, 3 (2013), pp. 112-116.

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    1422. Xu Yurong, 儿童观在绘本阅读教学中的渗透及运用 [Infi

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    1424. Yang Fengxiu, 儿童文学教学中的情感教育培养 [Emotional education in the teaching of children’s literature], LITED, 6 (2013), p. 159.

    1425. Yang Guorong, 从当代视野看周作人的儿童文学观 [Zhou Zuoren’s view of children’s literature from a modern perspective], APMA, 17 (2011), pp. 112-113.

    1426. Yang Hequan, 丰子恺与周作人儿童文学教育思想比较及其当代意义 [Comparison of Feng Zikai and Zhou Zuoren’s ideas on the education of children’s literature and their present signifi , DEBA, 4 (2013), pp. 177-181.

    1427. Yarnell Bradshaw Lauren, Haeussler Bohan Chara, The Struggle for Industrial Education in the «Lowell of the South», Columbus, Georgia, 1850-1930, AEHJ, 40 (2013), n. 2, pp. 189-206.

    1428. Ydesen Christian, Educational testing as an accountability measure: drawing on twentieth-century Danish history of education experiences, PH, 49 (2013), n. 5, pp. 716-733.

    1429. Yoshihito Yasuhara, Journey to an international collaboration on the origins of higher learning, HEJ, 42 (2013), n. 3, pp. 299-305.

    1430. Yu Youxian,以童书沟通童心——少儿出版人的追求 [To communicate with children through books: pursuit of children’s publishers], CHIPRE, 11 (2013), pp. 14-16.

    1431. Yudina N.P., O pedagogicheskoj kul’ture Lili Anatol’evny Stepashko [About pedagogic culture L.A. Stepashko], IPZ, 4 (2013), pp. 203-206.

    1432. Zago Giuseppe, Fra tradizione e cambiamento: il docente di Scienze umane nella Scuola italiana del Novecento, in Il Nuovo liceo delle Scienze Umane, SE, 14 (2013), n. 1, pp. 49-68.

    1433. Zahra Tara, Les enfants «perdus». Migrations forcées, entre familles et nations dans l’Europe d’après-guerre, in Enfances déplacées. (II) en temps de guerre, RHEI, 15 (2013), pp. 23-74.

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    1435. Zakai Sivan, Schneider Jack, «Now Where Do We Go from Here?» Separateness, Integration, and Pluralism in Philadelphia, HEQ, 53 (2013), n. 3, pp. 280-300.

    1436. Zakharova E.Yu., Faktory uspeshnosti issledovatel’skoj raboty shkol’nikov po arkheologii [Factors of success of the pupil investigation activity in archeology], ISSRA, 1 (2013), pp. 100-106.

    1437. Zaldívar Jon Igelmo, Paulo Freire y John Holt: de la educación liberadora a la libertad más allá de la educación, EH, 21 (2013), pp. 13-35.

    1438. Zamojski Andriej, Professor Semen Vol’foson – Sluga i zhertva stalinskoj fi , RDO, 50 (2013), pp. 179-185.

    1439. Zanaev S.Z., M.N. Skatkin ka avtor uchebnikov i uchebnykh posoby [Skatkin as an Author of Textbooks and Student Manuals], PSO, 4 (2012), pp. 78-87.

    1440. Zanaev S.Z., Organizacionnye aspekty razvitya vseobshchej politekhnicheskoj napravlennosti obrazovanya dovoennogo perioda, kak vazhnogo faktora pobedy v Velikoj Otechestvennoj vojne

    [Organizational aspects of development of a general polytechnic trend of education in the pre-war period, as important factor of victory in the Great Patriotic War], PSO, 5 (2011), pp. 54-60.

    1441. Zanten Agnès van, Kosunen Sonja, School choice research in fi European countries: the circulation of Stephen Ball’s concepts and interpretations, LRE, 11 (2013), n. 3, pp. 239-255.

    1442. Zauith Gabriela, Piumbato Innocentini Hayashi Maria Cristina, A influência de paulo Freire no ensino de Ciências e na educaão CTS: uma análise bibliométrica, RH, 13 (2013), n. 49, pp. 267-293.

    1443. Zavarzina L.E., P.F. Kapterov o sushnosti srednej obshcheobrazovatel’noj shkoly [P.F. Kapterov about the essence of the general secondary school], PEDG, 3 (2013), n. 1, pp. 88-98.

    1444. Zavarzina L.E., Pedagog-obshchestvennik P.G. Redkin [Pyotr Grigoryevitch Redkin a a public pedagogue], IPZ, 4 (2013), pp. 30-42.

    1445. Zervas Theodore G., Informal Learning in Late-Nineteenth and Early- Twentieth-Century Greece: Greek Children’s Literature in Historical and Political Contexts, AEHJ, 40 (2013), n. 2, pp. 207-220.

    1446. Zhang Guolong, 新世纪以来中国儿童文学的症结 [Problems in Chinese children’s literature in the new century], CHIBO, 5 (2013), pp. 44-48.

    1447. Zhang Hui, 鲁迅:永不泯灭的童心——兼谈他的儿童译介作品«爱罗先 珂童话集» [Luxun: undying childlike innocence and his translation of

    «Eponehk’s Collection of Fair Tales»], APMA, 32 (2012), pp. 59-60.

    1448. Zhang Jie, 从对安徒生童话的阅读看儿童人格教育的意义 [Signifi

    of children’s personality education from the reading of Anderson’s works], JOCHUD, 1 (2010), pp. 99-100.

    1449. Zhang Jing, 儿童图书出版日益火热之市场研究 [Research of the increasingly popular children’s book market], FORET, 15 (2013), pp. 170-171.

    1450. Zhang Liqin, 游戏精神视野中的幼儿教师文学素养刍议 [Elementary school teacher’s literary expertise from a game spirit perspective], LITED, 9 (2011), pp. 134-135.

    1451. Zhang Mei, 从晚清到五四儿童期刊上的图像叙事 [Visual narrative in children’s magazines: from the late Qing dynasty to May 4th Movement], RESCIMO, 8 (2012), pp. 174-183.

    1452. Zhang Naisi, 浅谈中外儿童文学的比较 [Comparison of Chinese and foreign children’s literature], ANLI, 1 (2010), p. 267.

    1453. Zhang Xinke & Zheng Guomin, 20世纪二三十年代儿童文学教育兴 起的原因探析 [Analysis of the causes of the rise of children’s literature education in the 1920s and 1930s], JOUBENU, 3 (2010), pp. 8-15.

    1454. Zhang Xinke, 当前儿童文学课程设置与教材编写方面存在的问 题 [Problems in curricular setting of children’s literature courses and compilation of textbooks], LITED, 5 (2012), pp. 21-22.

    1455. Zhang Xuehui, 参与式儿童文学教学的尝试与探索 [Efforts and discussions of participatory teaching of children’s literature], FORME, 9 (2010), pp. 85-86.

    1456. Zhang Ying & Jin Shuang, «秘密花园»中哥特式风格的体现及作用 [Gothic style in «Secret Garden» and its function], JOAUT, 1 (2013), pp. 71-75.

    1457. Zhao Xia, 另一种规训——作为教育故事的杨红樱童书 [Another discipline: Yang Hongying’s children books as educational stories], Literature and Arts, 6 (2012), pp. 109-114.

    1458. Zhao Yue, 儿童文学与小学生写作能力培养 [Children’s literature and the training of composition in elementary schools], EMSTT, 1 (2011), pp. 47-50.

    1459. Zheng Liping, 修复与重建:儿童文学对于生死命题的诗意表达 [Recov- ering and rebuilding: poetic expression of life and death theme in chil- dren’s literature], JOKUC, 4 (2011), pp. 12-15.

    1460. Zhou Xiaoying, 谈对儿童文学教育的再认识 [Revisiting education of children’s literature], LITED, 12 (2010), p. 120.

    1461. Zhu Ziqiang, 儿童本位:改革语文教育的一剂良药” [Children as the center: a dote in the reform of Chinese course], PEED, 6 (2010), pp. 33-36.

    1462. Zhu Zuo, Hua Yan, 中澳民间儿童文学比较初探 [Preliminary comparison of Chinese and Australian folklores], ANLI, 2 (2011), pp. 257-269.

    1463. Zhukovskaya T-N., Pravitel’stvenny strategii v sfere prosveschenya i ideya universiteta v Peterburge (1803-1819) [Governmental Strategies in the Sphere of Enlightenment and the Idea of the University in Saint Petersburg, 1803-1819], KLIO, 10 (2013), n. 82, pp. 15-25.

    1464. Zhukovskaya T.N., Lyubeznikov O.A., Pravitel’stvennaya politika i korporacya Peterburskogo universiteta v doreformennyj period: osnovnye itogi i problemy izuchenya [The Governmental Policy and the Corporation of Saint Petersburg University in the Pre-reform Period: Main Results and Problems of Investigations], KLIO, 10 (2013), n. 82, pp. 26-35.

    1465. Ziborova E.O., Studentcheskie perepisi v Peterburgskom universitete v nachale XX v. [Students’ Senses in the Saint-Petersburg University at the Beginning of the 20th century], KLIO, 10 (2013), n. 82, pp. 65-66.

    1466. Zichner Helga, How to Grow English Lawn in Moldova? Reflecting on the Reasons to establish and those to Participate in the Erasmus Mundus Programme of the European Union, in Agarin Timofey, Pawel Karolewski Ireneusz (edd.), Citizenship and Civic Education in Postcommunist Countries, JSSE, 4 (2013), pp. 29-42.

    1467. Zigmunde Alīda, Der Besuch von Theodor Litt anlässlich der Deutsch- Baltischen Lehrertage in Riga im Jahre 1926 und 1933 [The Visit of Theodor Litt on the Occasion of the German-Baltic Teachers Days in Riga in the Years 1926 and 1933], TLJA, 7 (2010), pp. 285-292.

    1468. Zigmunde Alīda, Ķestere Iveta, Latvijas Universitātes Pedagoģijas nodaļa zem divām okupācijām (1940-1953) [Pedagogy Department of the University of Latvia under Two Occupations (1940-1953)], LURA, 780 (2012), pp. 313-325.

    1469. Zigmunde Alīda, Tēlotāja ģeometrija Rīgas Politehnikumā un Rīgas Politehniskajā institute [Descriptive Geometry at the Riga Polytechnical School and Riga Polytechnical Institute (1863-1919)], RTUZI, 21 (2013), pp. 44-49.

    1470. Zipin Lew, Starting from pedagogical zero in ‘developing’ contexts? Let’s re-imagine!: A response to Hugo and Wedekind, SARE, 19 (2013), n. 1, pp. 158-166.

    1471. Zlachevsky Natalia, La Escuela y la Frontera: procesos de identificación nacional de los niños en la frontera entre Argentina y Bolivia, PER, 31 (2013), n. 3, pp. 875-895.

    1472. Zloch Stephanie, Lewandowska Izabela, Grenzüberschreitungen im Schulbuch, GWU, 64 (2013), nn. 1-2, pp. 30-45.

    1473. Zolotukhina N., Zhiznennye uroki vospitanya kharaktera Antona Makarenko: po vospominanyam brata Vitalya Makarenko [Life lessons about Anton Makarenko’s character education: from the brother Vitaly Makareko’s remembrances], SELSH, 1 (2013), pp. 29-34.

    1474. Zoric Vucina, The development of primary school teacher education in Montenegro, in Protner Edvard, Polenghi Simonetta (edd.), The development of teacher education in the countries of Central and South- Eastern Europe. Proceedings of the International Conference: Maribor (Slovenia), 11-13 October 2012, University of Maribor, Faculty of Arts, HECL, 8 (2013), n. 1, pp. 107-127.

    1475. Zorin S.S., Stroiteli russkoj kul’turnoj zhizni (tak nazyval ikh K.S. Stanislavskyj: istorya roda Demidovykh, promyshlennikov i mecenatov [The constructors of the russian cultural life (so called them K.S. Stanislavsky: the history of Demidov’s stock, enterpreneurs and mecenates], ISBRA, 4 (2013), n. 84, pp. 5-20.

    1476. Zotova L.M., Individual’no-lichnostnyj podkhod kak prerogativa razdel’nogo obuchenya: istoriko-pedagogichesky aspekt [The individual and personal approach as prerogative of the separated learning: historico-pedagogical aspekt], PSO, 5 (2010), pp. 44-47.

    1477. Zubkov I.V., Inspektory narodnykh uchiliskh v sisteme upravlenya narodnym obrazovaniem [Inspectors of the Public Institutions in the System of the Administration of the National Education], in Raspisanie peremen. Ocherki istorii obrazovatel’noj i nauchnoj politiki v Rossyskoj imperii – SSSR (konec 1880-kh– 1930-e gody) [The Schedule of Changes. The Essays of the History of the Educational and Scientific Policy in the Russian Empire and Soviet Union (late 1880-1930s)], NLOBO, 2012, pp. 251-270.

    1478. Zubkov I.V., Sistema nachal’nykh i srednikh uchebnykh zavedeny v Rossii (1890-1916 gody) [The System of the Primary and Secondary Educational Institutions in Russia (1890-1916)], in Raspisanie peremen. Ocherki istorii obrazovatel’noj i nauchnoj politiki v Rossyskoj imperii

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    1480. Zulke Taffarel Celi Nelza, As teses de abril de 2011 sobre educação, consciência de classe e estratégia revolucionária, PER, 31 (2013), n. 1, pp. 137-166.

    1481. Zuo Yahong, 对高等师范院校«儿童文学»课程改革的思考 [Refl

    of the curriculum reform of children’s literature course in normal universities], FORT, 9 (2012), pp. 37-38.

  2. Miscellanea and monographs

  1. Abbott Ian, Rathbone Michael, Whitehead Phillip, Education Policy, New York, Sage, 2012, pp. 224.

  2. Abens Aija, Teaching History in the Soviet Union – testimony on the intrusion of power, in Teacher of the 21st Century, pp. 545-552.

  3. Abens Aija, Vēstures mācīšana un skolotāju sagatavošana Latvijā Staļina totalitārā režīma apstākļos [The Teaching of History and Preparation of History Teachers in Latvia under Stalin’s Totalitarian Regime], in Izglitiba izaugsmei, pp. 16-24.

  4. Absmeier Christine, Das schlesische Schulwesen im Jahrhundert der Reformation. Ständische Bildungsreformen im Geiste Philipp Melanchthons, Stuttgart, Steiner, 2011, pp. 373.

  5. Adam Christian, Lesen unter Hitler. Autoren, Bestseller, Leser im Dritten Reich, Berlin, Galiani, 2010, pp. 384.

  6. Adão Áurea, A construção histórica das redes escolares municipais: da fonte única ao corpus documental, in História dos municípios na Educação e na Cultura, pp. 55-76.

  7. Adão Áurea, Magalhães Justino (edd.), História dos Municípios na Educação e na Cultura: Incertezas de ontem, desafi de hoje, Lisboa, Instituto de Educação da Universidade de Lisboa, 2013, pp. 225 [e-book].

  8. Adão Áurea, Para uma genealogia da Universidade de Lisboa no século XIX, in A Universidade de Lisboa nos Séculos XIX e XX, Vol. I, pp. 43-75.

  9. Afonso José António, A Igreja Lusitana Católica Apostólica Evangélica (ILCAE) – das encruzilhadas sociojurídicas à afirmação de uma identidade religiosa, in Laicidade, Religiões e Educação na Europa, pp. 73-109.

  10. Agresta Salvatore, Sindoni Caterina, Scuole, Maestri e Metodi nella Sicilia Borbonica (1817-1860), Lecce-Brescia, Pensa MultiMedia, 2012, pp. 195.

  11. Ahlheim Klaus, Heyl Matthias (edd.), Adorno revisited. Erziehung nach Auschwitz und Erziehung zur Mündigkeit heute, Hannover, Offizin, 2010, pp. 157.

  12. Akenson Donald, Education and Enmity (Routledge Revivals). The Control of Schooling in Northern Ireland 1920-1950, London, Routledge Taylor & Francis Group, 2013, pp. 412.

  13. Āķīte Zane, Jānis Reiters kā iespējami pirmais latviešu izcelsmes Domskolas absolvents [Janis Reiters as possibly the fi Latvian-born graduate of the Dom School], in Rīgas Domskola, pp. 91-105.

  14. Āķīte Zane, Ozola Iveta, Sokratische Methode im Kontext der Lehrerausbildung in Lettland [Socratic Method in the Context of Teacher Training in Latvia], in Teacher’s Life – cycle from Initial Teacher Education, pp. 364-377.

  15. Alary Viviane, Chabrol Gagne Nelly (edd.), L’album: le parti pris des images, Clermont-Ferrant, Presses Universitaires Blaise-Pascal, 2012, pp. 280.

  16. Alatri Giovanna, Gli asili d’infanzia a Roma tra Otto e Novecento, Milano, Unicopli, 2013, pp. 253.

  17. Alatri Giovanna, La «Casa» di Pinocchio e non solo… Tra parole e immagini, in Ottocento fra casa e scuola, pp. 189-210.

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