Some publication tips

A selection of interesting publications in the field of youth, participation and democracy.

• Teaching Integrity to Youth. Examples from 11 countries (Berlin: Transparency International, 2004)

A collection of eleven anti-corruption educational initiatives prepared by National Chapters of Transparency International and other organizations involved in anti-corruption issues and education.

• Citizenship Education at School in Europe (Brussels: Eurydice European Unit, 2005)

The book is based on a Eurydice (the information network on education in Europe) report on citizenship education in Europe. It shows different approaches to the term, different school curricula, compares education of teachers, methods of students assessment and the European dimension in civic education in respective countries.

• Joerg Forbring (ed.), Revising Youth Political Participation (Strasbourg: Council of Europe Publishing, 2005)

The book is addressed to teachers, learners and policy makers engaged in youth public participation. It consists of historical and sociological analysis of youth involvement in citizenship activities in Europe.

• Reflections on the Future of Democracy in Europe (Strasbourg: Council of Europe Publishing, 2005)

A collection of contributions prepared for a conference ‘The future of democracy in Europe’ in Barcelona in 2004, concerning challenges and opportunities facing contemporary democratic governments. The debate identified main types of changes necessary to make governments more accountable and to enhance incentives for citizens to participate in decision-making process.

• Paul Black, Chris Harrison, Clare Lee, Bethan Marshall and Dylan Wi, Assessment for Learning: Putting It into Practice (Berkshire: Open University Press, 2003)

The book is based on a two-year project involving teachers and shows that development of formative assessment raises students’ test scores. It describes specific practices of giving feedback to students, which teachers found fruitful and shows some problems that they encountered when implementing formative assessment in their classroom.