A “marvelous” Mediterranean memoir of an expatriate father raising his children in Italy—from the author of Italian Neighbors (The Washington Post). Tim Parks offers another lively firsthand account of Italian society and culture—this time focusing on all the little things that turn an ordinary newborn infant into a true Italian. When British-born Tim Parks heard a mother at the beach in Pescara shout to her son, “Alberto, don’t sweat! No you can’t go in the sea till eleven, it’s still too cold, go and see your cousin in row three number fifty-two,” he was inspired to write about parenting in Italy—which he was doing himself at the time after adopting the country as his own. In this humorous memoir, Parks offers an enchanting portrait of Italian childhood that shifts from comedy to despair in the time it takes to sing a lullaby. The result is “a wry, thoughtful, and often hilarious book . . . a parable of how our children, no matter what, are other than ourselves” (The New Yorker). “Glimpses of Italy that are fond, critical, pithy and penetrating.” —The Atlanta Journal-Constitution

A New York Times Notable Book of the Year: A deliciously entertaining account of expatriate life in a small village just outside Verona, Italy. Tim Parks is anything but a gentleman in Verona. So after ten years of living with his Italian wife, Rita, in a typical provincial Italian neighborhood, the novelist found that he had inadvertently collected a gallery full of splendid characters. In this wittily observed account, Parks introduces readers to his home town, with a statue of the Virgin at one end of the street, a derelict bottle factory at the other, and a wealth of exotic flora and fauna in between. Via Colombare, the village’s main street, offers an exemplary hodgepodge of all that is new and old in the bel paese, a point of collision between invading suburbia and diehard peasant tradition. It is a world of creeping vines, stuccoed walls, shotguns, security cameras, hypochondria, and expensive sports cars. More than a mere travelogue, Italian Neighbors is a vivid portrait of the real Italy and a compelling story of how even the most foreign people and places gradually assume the familiarity of home. “One of the most delightful travelogues imaginable . . . so vivid, so packed with delectable details.” —Los Angeles Times Book Review

Federalism has played a central role in charting educational progress in many countries. With an evolving balance between centralization and decentralization, federalism is designed to promote accountability standards without tempering regional and local preferences. Federalism facilitates negotiations both vertically between the central authority and local entities as well as horizontally among diverse interests. Innovative educational practices are often validated by a few local entities prior to scaling up to the national level. Because of the division of revenue sources between central authority and decentralized entities, federalism encourages a certain degree of fiscal competition at the local and regional level. The balance of centralization and decentralization also varies across institutional and policy domains, such as the legislative framework for education, drafting of curricula, benchmarking for accountability, accreditation, teacher training, and administrative responsibilities at the primary, secondary, and tertiary levels. Given these critical issues in federalism and education, this volume examines ongoing challenges and policy strategies in ten countries, namely Australia, Austria, Belgium, Canada, Germany, Italy, Spain, Switzerland, United Kingdom, and the United States. These chapters and the introductory overview aim to examine how countries with federal systems of government design, govern, finance, and assure quality in their educational systems spanning from early childhood to secondary school graduation. Particular attention is given to functional division between governmental layers of the federal system as well as mechanisms of intergovernmental cooperation both vertically and horizontally. The chapters aim to draw out comparative lessons and experiences in an area of great importance to not only federal countries but also countries that are emerging toward a federal system.

THE BOOK: 'When Tim Parks' Italian Neighbours came out in 1992, I was living in Italy. That made me miss it, but also qualified me to judge this sequel So let me tell you: it is spot on- a very accurate, very entertaining and at the same time rather profound book. I shall now rush out and buy Italian Neighbours too' The Daily Telegraph.

This volume is a timely contribution to the burgeoning dialogue on the Reggio Emilia approach, and features the work of prominent scholars, policy-makers, researchers, administrators, and practicing teachers who have created and directed the infant-toddler care systems in four cities in Italy. Joined by American educators and researchers (including Ron Lally, Rebecca New, and Jeanne Goldhaber), their work builds upon and extends inclusionary and family-centered philosophies. It combines missions of care and education, and produces innovations in space and environments. This collection is filled with dozens of examples of experiences with dynamic, open systems of organization that support emotional and cognitive development of infants and toddlers—and respect the delicate relationship between parents and their young. Also included are photos, some in color. Topics include: Complementary family-centered systems of early care, education, and intervention Practical experimentation and teaching strategies like the inserimento (first transition of child and family into the center), and diario (memory book), as well as explanations of the rationale behind them Best practices for quality care programs with broad implications for reflective teaching in America's early care programs “Bravo for a splendid book! Leading figures in Italy's famous preschool movement (plus a few well-informed foreigners) provide vivid descriptions not only of pedagogical practices, but also of the evolving politics of decentralization that has kept Italy's preschools under local community control with no sacrifice of standards. Compulsory reading!” —Jerome Bruner, New York University “This book is simply wonderful—every page! Throughout the sixteen chapters—written mostly by the Italians themselves—practices, policies, reflections, and research on how best to serve infants and toddlers and their families are shared.” —Lilian G. Katz, University of Illinois, Urbana-Champaign “Though the Italian experience cannot simply be transplanted to the United States, by staying in the conversation, we will deepen and sharpen our understanding of what we want for our infant-toddler parent-teacher programs and may even discover some strategies for getting them there.” —E. Z. Tronick, Harvard School of Education and Harvard Medical School

Scholars have traditionally viewed the Italian Renaissance artist as a gifted, but poorly educated craftsman whose complex and demanding works were created with the assistance of a more educated advisor. These assumptions are, in part, based on research that has focused primarily on the artist's social rank and workshop training. In this volume, Angela Dressen explores the range of educational opportunities that were available to the Italian Renaissance artist. Considering artistic formation within the history of education, Dressen focuses on the training of highly skilled, average artists, revealing a general level of learning that was much more substantial than has been assumed. She emphasizes the role of mediators who had a particular interest in augmenting artists' knowledge, and highlights how artists used Latin and vernacular texts to gain additional knowledge that they avidly sought. Dressen's volume brings new insights into a topic at the intersection of early modern intellectual, educational, and art history.

This is a research study monograph into an approach known as Content and Language Integrated Learning or CLIL through English in Italian higher education. There is as yet little agreement on terminology, definitions, learning theories or classroom approaches as regards CLIL. A distinction is therefore made between CLIL, ICLHE (Integrating Content and Language in Higher Education), Content-based Instruction, L2-medium Instruction and Bilingual Education. The research design comprises both quantitative and qualitative elements. A questionnaire survey of all Italian universities profiled the many courses presently delivered using English as the vehicular language, and found some homogeneity in process and subjects, but differences linked to private or public funding and to geographical area. A survey of students (n=134) was designed and administered to obtain their evaluation of a list of techniques used by lecturers to help students understand lectures delivered through English. Respondents recognised and considered as useful most of the categories, including the use of repetitions, examples, summaries, definitions, synonyms, questions and emphasising with intonation. The qualitative part involved observing, recording, transcribing, and analysing lectures delivered through English by four university science lecturers, who were also interviewed. Results confirm the validity of some input presentation strategies and show similarities and differences between student and lecturer perceptions. The data also show discrepancies, at times, between the strategies considered useful by the lecturers and those actually used in the classes.