Eudised European Educational Research Yearbook

This book is the outcome of an international workshop held at Essex University in August 1997. It fulfils three unique functions. It examines obstacles and solutions to the promotion of access to and the dissemination of social science information. In general, little attention has been paid to the dissemination of social science information either nationally of internationally, despite the fact that the information revolution is constantly in the headlines. It brings together specialists from Russia, Eastern and Western Europe to discuss these issues from the broad European perspective, although particular attention is paid to the problems of dissemination and access in Russia and Eastern Europe which are rarely addressed in the Western literature. It also brings together specialists from the three major communities involved in the circulation of information, groups which rarely speak to each other: data providers, data brokers and data users. The result is a series of illuminating insights into the access and dissemination issues confronting these different geographical and functional communities and some imaginative proposals about ways in which obstacles and problems might be overcome.

The aim of each volume of this series Guides to Information Sources is to reduce the time which needs to be spent on patient searching and to recommend the best starting point and sources most likely to yield the desired information. The criteria for selection provide a way into a subject to those new to the field and assists in identifying major new or possibly unexplored sources to those who already have some acquaintance with it. The series attempts to achieve evaluation through a careful selection of sources and through the comments provided on those sources.

Affective education can be defined as that part of the educational process which concerns itself with the attitudes, feelings, beliefs and emotions of students. Central to the concept is the acknowledgement that student's feelings about themselves as learners and about their academic subjects can be at least as influential as their actual ability. This collection features the work of contributors from countries such as Belgium, Denmark, Russia, Germany, Israel, Spain and the UK. It shows how the practical approach to affective education varies from nation to nation. By analyzing the underlying theory, this text sets out to bring the different approaches closer together, to enable teachers across the continent to work towards a positive common ground.