摘要:

Summary.This article gives the comparative results of samples of West Indian and English 10 1/2–11‐year boys on a battery of perceptual and performance tests. These, together with the results on educational and verbal tests and assessments of background variables, were analysed, and a similar factor structure was obtained in the two groups.The deficit of West Indian boys varies considerably with different tests, being most marked for practical and some non‐verbalgtests (also for pure linguistic development), much less serious for educational attainments and for various perceptual abilities. Differences between urban and rural sub‐groups in the West Indian sample tend to replicate this pattern.Substantial correlations in both samples were obtained between test performance and assessments of the cultural stimulus provided by the home, and smaller ones with socio‐economic status and with purposeful‐rational home climate. Male influence in the home seems to be particularly associated with the development of more practical abilities. The implications of the research for testing the educational potential of West Indian immigrant children in Britain ar

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01796.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.In one of the largest and best‐controlled experiments in the teaching of beginning reading, data were obtained that lead to the conclusion that the combination, or multiple‐approach method of teaching reading, yields better results in teaching Pilipino in grades 1 and 2 than the cartilla, or direct‐phonic‐drill, method. Furthermore, the data strongly suggest that training in learning to read Pilipino by the combination method facilities learning to read English more than learning to read Pilipino by the cartilla method.Because English is less regular in its grapheme‐phoneme correspondence than Pilipino, the cartilla method, or any method similar to it, is even less likely to be the best way to teach beginning reading in the United States. The data lend no support to arguments in favor of using direct phonic drill in teaching beginnin

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01797.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.A personality questionnaire, intelligence test, teacher attitude inventory and interest inventory were administered to 128 students in four different training colleges, with the following results:1There was no significant difference in the intelligence level of the four colleges and no significant correlation between intelligence test scores and the teaching mark.2Though the general personality pattern was normal, significant correlation between personality factors and the teaching mark was found in only one college.3Scores on the teacher attitude inventory were lower than the American norms. Positive correlation, however, was found between the inventory and the teaching mark of all four colleges, a correlation which was significant for two. Unexpected correlations were also found between the inventory and some personality factors.4Scores were high on outdoor‐art‐music‐literary‐social service interests, but few significant correlations with teaching marks were found.5As the personality and interest profiles appeared to be normal and expected, it is suggested that the teaching mark, the basic criterion with which they were correlated, is not in itself a reliablestatistical

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01798.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.A sample of 106 university students was given a religious attitude scale and a questionnaire concerning their religious activities and belief in their first year and then again in their third year. Significant decreases in response were found for four of the seven indices used. The movement away from religion appeared to be more common among women and Nonconformist and Roman Catholic students than among men and Church of England students. The extent to which the changes found in religious attitude and behaviour for the whole sample were the direct results of the students' experiences at the university cannot be determined by the present data. But a comparison made between the responses of the 106 university students and those of eighty‐three students in their third year at training college suggests that undergoing a university education is, in itself, unlikely to be important, except for women and members of devout regligious denominations, as mentioned above. The hypothesis that students reading scientific subjects at the university are more likely to decline in their religious activities and attitude than are students reading other subjects was not conclusively confirmed by the findings reporte

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01799.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.A research into children's capacity to understand religious concepts was designed on a clinical interview basis. A standardised procedure was devised to elicit responses to religious pictures and stories and administered to a stratified random sample of 200 pupils with ages ranging from 6: 1 to 17: 11. Some forty responses for each child were evaluated on the criteria of Piaget's schema of operational thinking. Scoring reliability was safeguarded in the Piagetian evaluation by the use of independent judges familiar with the criteria and a suitable level of correlation between the investigator's and the independent judges' scores. Assessment of the validity of Piaget's schema was made by arranging scores in order of chronological age, mental age and total score and the use of the Guttman Scalogram. In all five items selected suitable reliabilities were found and the sequences of Piaget's schema of operational thinking were seen to be valid when applied to religious story data. Several discrepancies of age levels and general results are discussed, together with the implications for a theory of religious cognition.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01800.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.An inquiry was carried out among 470 teachers in grammar, modern, junior and infant schools to establish how widely or narrowly they conceived their role and what elements they gave greatest weight to within it. Grammar school teachers had a more constricted view of their role than their modern school colleagues, and junior school teachers working in middle‐class areas than their colleagues in working class districts. Married women junior school teachers had a more restricted view of their role than single teachers.In all types of school teachers saw their work primarily in intellectual and moral terms and were comparatively indifferent to more general social training, although modern school teachers gave more emphasis to social training than grammar school teachers. All saw parents as comparatively indifferent to moral objectives in the education of their children, primarily concerned with ‘instruction’ but also attaching great importance to ‘social advancement.’ A sample of 237 parents, in fact, gave a list of educational priorities which agreed in substance with the ratings made by

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01801.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.A course of training in pottery making was given to 223 pupils in the third forms of a comprehensive school. At the end of the course, the pupils were tested in their ability to make pottery in accordance with a standard model. In addition, a battery of tests was administered comprising verbal, non‐verbal, spatial, interest, personality and tactile‐kinaesthetic tests.The results indicated that the N.I.I.P. Spatial Test 81 had the highest predictive value. It was also found that intercorrelations between the verbal, non‐verbal, spatial, tactile‐kinaesthetic and pottery criterion tests were all significantly positive.It was further found that neuroticism, as measured by the M.J.P.I., was negatively (and significantly) correlated with the criterion of skill. No relationship was found between practical interests and the criterion, but there was a significant positive correlation between extraversion and practical in

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01802.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.A survey by questionnaire, completed by 414 students at Bristol College of Science and Technology, and designed to provide a profile of student background and activity, was followed by interviews with ninety‐seven of these students. The interviews were concerned primarily with student motivation to higher education and especially with the influence of home background. Analysis revealed that there was a substantial proportion of students, largely from working class homes, whose parents were indifferent or hostile to their children's higher education, and for whom the C.A.T. formed the highest acceptable aspiration; that working class students who lacked family support for higher education and who had not been motivated to continue their education by school or peer groups, had formed this aspiration after experience in the work situation and had often received the necessary support from their firms; that some working class students found higher education in a sandwich course at a C.A.T. acceptable because of its job orientation, whereas a full‐time university course was not; and that lack of confidence and lack of knowledge were also factors inhibiting students whose families had no experience of higher education from applying to a univers

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01803.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.In a previous article the writer reported an enquiry into the opinion of grammar school teachers in Glamorgan about co‐education. This was centred on the experience of teachers who had taught in both co‐educational and single‐sex schools and was quantitative in type. The questionnaire used was open‐ended, and an account of the qualitative results derived from the comments was promised in this later artiole. A great majority of the comments were in favour of co‐education. These are classified, and several interesting differences between groups of teachers are indicated. Opinions against co‐education are similarly

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01804.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.A factorial study of twenty tests of visual and auditory perceptions and memories, and ratings in mathematics and English for boys and girls aged about 15, gave rise to seven factors: reasoning with verbal abilities, five perceptual factors and a factor contrasting an easy perceptual task with ratings in school subjects.The perceptual factors were (1) speed and strength of closure, (2) a spatial factor concerned with direction and orientation, (3) recognition and recall of Gestalten, (4) flexibility of closure, and (5) perceptual span. Almost identical factors appeared for both sexes and no perceptual differences were found for different kinds of school attainment, possibly owing to the general nature of the perceptual factors obtained. It is suggested that these factors have a general nature due to the way in which the brain functions, through the generalising power of language and, possibly, through kinaesthetic cues which link auditory and visual perceptions.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01805.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY