Visual presentations to parents

Visual presentations to parents are useful in building positive pathways to home and school communication. Parental concerns and demands are prevalent and persistent. Parents are expressing loud and clear their desire to be involved.Rose Merenda has taught four and five year olds for twenty years and recently received a grant to study parental communication. Joan Bloom, first grade encourages parental participation in her classroom. Ann J. DiOrio directs the Growing Child School in Narragansett, R.I. All are Assistant Professors at the Henry Barnard Laboratory School, Rhode Island College.     

Gender,Gender Role Identity,and Type of Relationship as Predictors of Relationship Behavior and Beliefs in College Students

The authors explored the relationship of gender, gender role identity, and type of relationship—same‐sex friendship, cross‐sex friendship, or romantic relationship—to relationship behaviors and beliefs among 429 college students. They discuss implications for individual and group counseling, consultation, and primary prevention on college campuses.     

Introduction d'un Modele Conceptuel comme Cadre de Reference dans la Formation Initiale des Instituteurs Primaires (Ecole Normale de l'Etat,Andenne (B) )

The article examines strategies for the training of Primary teachers in Belgium, a level of training which was increased from two to three years duration in 1983. An action research at the EN de l'Etat at Andenne has focused on the conceptual model (following a structure of analysis proposed by Antoine Leon). This model, and the typology of teaching/learning situations which it embodies, permits the student to establish theoretical terms of reference at the outset of training, and to acquire educational insights which relate meaningfully to the goals of teaching. The approach adopted makes certain demands upon the students; for example, they need to take stock, objectively, of their own experiences of learning and must be prepared to question their own assumptions. An important factor in the research has been the use of micro‐teaching, with CCTV, and it is necessary that the students be given an early opportunity to try out their learning from the studio setting in a ‘real’ environment. Overall, however, the experiment, which has been conducted in liaison with the Free University of Brussels, is a promising avenue for achieving the integration of theory with practice.     

From writing to publishing: A model for program development

Continuing education is becoming essential to the publishing profession. In this article, Ann Cowan describes the advantages of using university programs for noncredit education to support courses in publishing. These programs permit access to the resources of the industry and enable the university to serve publishers’ educational needs. Ann Cowan is associate dean of Continuing Studies at Simon Fraser University and codirector of the Canadian Centre for Studies in Publishing. A graduate of the University of Toronto, she completed her master’s thesis onThe Canadian Forum at Carleton University. She was a general editor at the National Museum of Man before moving to Vancouver, where she initiated the Writing and Publishing Program at Simon Fraser University. Address for correspondence     

THE LISBON CONVENTION ON THE RECOGNITION OF QUALIFICATIONS CONCERNING HIGHER EDUCATION IN THE EUROPEAN REGION: AN EXAMPLE OF SUCCESSFUL CO‐OPERATION BETWEEN THE COUNCIL OF EUROPE AND UNESCO

On the eve of the adoption of the new Council of Europe ‐ UNESCO Convention, this article goes back to the first agreement between the two international organizations to step up their co‐operation in the field of academic recognition and retraces the different stages that led to the final completion of the legal text. It offers an overview of the entire process, analyzing the development of the basic concepts of the Convention, highlighting controversial issues, and demonstrating the complex process of consultation in a wider and diversified Europe that will be brought to completion at the Lisbon Diplomatic Conference. This article, in a slightly different form, will be presented as a background document at the Lisbon Conference.     

What publishers can take away from the latest early career researcher research

Key points

• Early career researchers (ECRs) consider journals the central form of communication – but are concerned about pressure to publish.
• ECRs want to share but currently accept the closed publishing system because of the need to build a traditional reputation.
• ECRs know – and appear to care – little about publishers but trust them as publishing and reviewing facilitators.
• Editors are criticized for not managing peer review with better selection of reviewers.
• Megajournals are not seen as the future journal form and criticized for lack of selectivity.
• ECRs want open access/science in principle but are circumspect about their contribution to it.
• ResearchGate is a key force for change as ECRs consider it a mainstay communication and reputation platform.