DOCTORAL TRAINING IN EUROPE

This article essentially fulfills three tasks, that of giving a rapid and systematic overview of doctoral programmes by country in western Europe, that of describing certain initiatives taken by specific countries with the aim of improving third cycle (doctoral) studies, and that of arguing in favour of the establishment of so‐called European inter‐university doctoral programmes. So far as the first task is concerned, the authors note that all but two of the countries concerned have opted for the so‐called PhD type of doctoral programme rather than for long‐cycle programmes. In the case of the second task, they have given particular attention to efforts made in the Federal Republic of Germany to create separate doctoral level institutions. In the case of the third task, the authors have sketched a networking process by which inter‐university and inter‐disciplinary doctoral programmes are being created in certain specific disciplines, particularly scientific ones. The authors consider that such doctorates hold great potential but that their elaboration is being held up by lack of resources and by difficulties in finding, matching, and linking partners.     

DOCTORAL TRAINING IN THE PSYCHOLOGY OF ADULT DEVELOPMENT AND AGING

The report on the “Older Boulder” Conference contained a number of recommendations for doctoral specializations in the psychology of adult development and aging. The current status of specializations was assessed by a survey of 361 psychology‐related doctoral units in the United States. There has been a clear increase from 1975 to 1984 in the number (and a qualified increase in the percentage) of psychology‐related academic units with specializations in adult development and aging. Specializations in adult development and aging are most frequently located in developmental programs in general psychology departments. Developmental psychology is the area most frequently offered for integration with a specialization in adult development and aging. Among academic units with specializations, 41% provide teaching assistantships, 56% provide research assistantships, and 46% offer internship/practicum experiences pertaining to adult development and aging. It was suggested that academic units expand opportunities for integrating adult development and aging with the clinical, community, counseling, engineering, neurological, educational, and industrial/organizational areas     

A NETWORK FOR EDUCATIONAL RESEARCH AND TRAINING IN SPAIN

The National Institute of Educational Sciences (INCIE), together with the Institute of Educational Sciences (ICE), is a nation‐wide network, the main activities of which are research on education and teacher training. We give below information on its current activities.     

IMPORTANCE OF RESEARCH IN GERONTOLOGY FOR EDUCATION AND TRAINING IN GERIATRICS

Geriatrics, a new medical specialty, is closely linked with scientific research in experimental gerontology, the biology of aging, and social gerontology and gerohygiene. The importance of using gerontological research data and data on relationships between the aged, family, and society is discussed. Emphasis is placed on (1) the development of diseases of the aged, (2) the significance of genetic factors on aging, (3) the relationship between chronological and biological age, and (4) the importance of physiological reactions in the aged to various types of treatment. The significance of international cooperation in the improvement of education and training of medical personnel in geriatrics is also stressed.     

COMPUTER APPLICATIONS IN GERONTOLOGICAL RESEARCH: IMPLICATIONS FOR RESEARCH TRAINING

The recent and continuing evolution of computer technology promises to have a substantial impact upon the field of gerontology. This paper reviews the potential applications for computer methods in geronto‐logical research. Some types of research in gerontology are already dependent upon computerization, but it is highly probable that many types of research endeavors not currently employing computer methods will do so in the near future. The paper develops the rationale for this argument and then considers the issue of how graduate curricula for training research gerontologists might be revised to incorporate training of computer methods on a more systematic and detailed basis. Useful principles for these curriculum modifications are illustrated by proposing changes in the author's graduate training program. The basis of the proposed changes is the development of a microcomputer laboratory specifically dedicated to research training.     

TELEVISION IN EDUCATION AND TRAINING

It gives me great pleasure to be with you this evening as part of your Annual Conference. The Conference theme. Television in Education and Training, is a demanding one, but one to which we are all able to contribute from our different backgrounds and experiences     

AN ANNOTATED BIBLIOGRAPHY OF BRITISH RESEARCH ON TEACHING AND TEACHING ABILITY

Although word recognition tests continue to be widely employed by teachers, the application of out‐of‐date norms and varying methods of administration and scoring seriously reduce the usefulness of these tests. Largely as a result of approaches from teachers, it was decided to undertake a large‐scale restandardization of the Burt‐Vernon and Schonell tests to produce reliable norms and to standardize administration and scoring procedures. The opportunity was also taken to record the data in such a way as to enable the production of revised orders of words on both tests to reflect contemporary usage, and to relate reading attainment, as assessed by the tests, to three important factors ‐‐ sex, school organization and socioeconomic status.     

PARAPROFESSIONAL AND PROFESSIONAL TRAINING IN GERONTOLOGY

This study was undertaken to determine the relationship between the amount of formal coursework in the field of aging and the degree of positive attitudes demonstrated by professional workers in gerontological settings. Information was gathered to determine if there is a relationship between increased formal education in aging and commitment to the field. Although no significant relationship was found between the numbers of courses taken, positive attitudes, or the degree of commitment, the data did show that the more years a person works in the field the stronger the commitment that person holds for continued work in the aging field.     

MORAL TRAINING AND INSTRUCTION IN HIGH SCHOOLS

A simple, practical program for continuing education

     

RACE AND SCHOOLS AND RELATED TOPICS: BIBLIOGRAPHY

This article is based on a paper delivered at Lake Luzerve, New York at a Teacher Training Institute entitled “Liberty and Justice For All: The Foundations of Freedom,” July 25‐29, 1988, sponsored by The New York State Bar Association, which has given permission to publish this version.