摘要:

Summary.An attempt is made to provide an interpretive framework for the findings of recent research on teaching at primary school level. A model of teaching/learning processes is outlined prior to an investigation of the empirical linkages between the element of the model. Following this, the implications of the model for teaching skills are explored.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb02379.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.Data from the National Child Development Study are used to examine the relationship between school attendance, at the ages of 7 and 15, and reading and mathematics test scores and school behaviour at the age of 16. A relationship between attendance and attainment is found, which is reduced but remains statistically significant after allowance for related social factors. The relationship between 15‐year attendance and attainment is reasonably consistent across categories of the social factors, e.g. for different social classes. The relationship between 7‐year attendance and 16‐year attainment and behaviour is not significant once allowance for attendance at 15 is

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb02380.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.A questionnaire survey was used to investigate the prevalence, sources, and symptoms of stress among 257 schoolteachers in 16 medium‐sized, mixed comprehensive schools in England. About one‐fifth of the teachers rated being a teacher as either very stressful or extremely stressful. There appeared to be little association between self‐reported teacher stress and the biographical characteristics of the teachers. Sources of stress with relatively high mean stress ratings included ‘pupils’ poor attitudes to work', ‘trying to uphold/maintain values and standards’, and ‘covering lessons for absent teachers’. A principal components analysis of the sources of stress revealed four factors labelled' pupil misbehaviour', ‘poor working conditions’, ‘time pressures’, and ‘poor school ethos’. The most frequent symptoms of stress reported were ‘exhaustion’ and feeling ‘frustrated’. A principal components analysis of the symptoms of stress revealed one factor labelled ‘awareness of stress symptoms' which appeared to be largely defined by rep

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb02381.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.The relationship between docility and age, sex, and the social structure of the school and the family is examined for a sample of 1184 children in primary schools of differing social structure. Two docility measures were developed, based on the notions of an uncritical accepting attitude towards the pronouncements of authority figures, a disposition to obey instructions without regard to their merit, and a tendency to condemn behaviour which is openly critical of authority figures. Correlation and regression analyses of the data show, firstly, that age is the most important variable affecting docility, correlating negatively with it; secondly, that social class is next in importance, also correlating negatively with docility; and thirdly, that there are additional small relationships between docility and sex, and between docility and school social structure. Taken together, the variables used here account for approximately 20 per cent of the variance between children in docility levels.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb02382.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.The relationship between three levels of academic achievement and various attitudinal variables was investigated. Using the regression equation method, a sample of 275 male and 263 female grade six elementary school children were assigned to an under‐achieving, average‐achieving, or over‐achieving group. The children completed three attitude tests, and the items which discriminated between the three groups were subjected to factor analysis. For the boys five factors were identified, and for the girls four. Subsequently, the average‐achieving subjects, males as well as females, were subdivided in terms of intelligence into three groups, and the items which discriminated between these subgroups were subjected to factor analysis. Twelve factors were identified for the boys and five for the girls, indicating that the average‐achievers do not constitute a homogeneous group with regard to the attitudinal correlates of academic achievement. These correlates vary apparently not only as a function of level of academic achievement, but as a combined function of level of academic achievement and int

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb02383.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.The effect of examination length on inter‐marker reliability has been investigated for four three‐hour examinations in engineering subjects. The shortening of the examinations has been simulated by considering alternative combinations of solutions from scripts from the full‐length examinations which have already been subjected to multiple marking. The results suggest that the five or six solutions required in the full‐length examinations are too few to assess the candidates accurately. As expected, reducing the length of the examination increases the effect of markin

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb02384.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.Eight recent GCE examinations, containing mainly free‐response questions, were investigated in terms of their marking reliability. The scripts of 200 randomly selected candidates from each subject were re‐marked by a senior GCE examiner, and these marks were compared with the marks awarded previously as a result of team marking procedures. These comparisons revealed differences between the reliability of marking of examinations in different subject areas and also between different papers within individual examinations. These results are discussed in terms of differences between examinations in different subject areas, the effect of increasing the number of questions in an examination, and the effect of including questions other than free‐response questions. All of these factors appear to have an effect on the reliability of the marking of these examinations. The results are also compared with other estimates for similar examina

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb02385.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.A sample of 42 children, age 5 to 7, were tested for their ability to give appropriate causal accounts of incidents and to consider intentions and motives in judging the characters involved in these incidents. Results indicated that children are able to consider intention before they develop the ability to consider motives in moral judgment. A comparison of the causal accounts and moral judgments showed that children can make the appropriate causal inferences before they are able to make use of these in their moral judgments. This supports an interpretation of immature moral judgments as reflecting a deficiency in mediation rather than a deficiency in capacity.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb02386.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.Two experiments are reported which compared different forms of presentation of a perspective‐taking task. The task required 4‐year‐old children to select pictures showing another person's view of an array similar to Piaget and Inhelder's mountains. In Experiment 1 virtually all children failed a standard version of the task; however, 13 out of 20 succeeded when the task was preceded by preliminary questions which referred to critical attributes of the array and the pictures. These preliminary questions enabled children to adopt a successful two‐stage strategy on the task. Experiment 2 replicated this finding and showed that both sets of preliminary questions were required for this effect; it also showed that when the task was presented in two stages which directly mirrored the successful strategy, virtually all children succeeded on the task. Similar results were found for 3‐year‐o

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb02387.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.A pair of studies conducted with first, third, and fifth graders supports the prediction that concrete, quantitative feedback, as opposed to qualitative comments, increases the validity of children's expectations of their level of performance. Children were presented with a series of puzzles on which they worked under different feedback conditions. The validity of expectations was examined under two conditions, and also the attributions they made for their levels of performance. These data also confirm previous findings which indicate that overestimation of levels of performance decreases with age. In addition it was found that children's attribution of success to ability decreased with age. Few children at any grade level attributed their performance on these particular puzzles to luck, as opposed to effort.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb02388.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY