摘要:

Summary.Despite a growing body of research on teacher stress and development of stress‐management programmes, studies come almost exclusively from just a few industrialised nations and the applicability of their recommendations for teacher training in developing regions is difficult to ascertain. The present study helps to redress this imbalance, and reports on data from 444 secondary school teachers in Barbados using a 36‐item self‐report instrument. Individual item means indicated that difficulties associated with classroom instructional and management demands were perceived by the majority of teachers to be the most stressful aspects of their work. On the other hand, factor analysis and ANOVA computations revealed that problems associated with time management most clearly differentiated between teachers when compared on the basis of sex, qualifications, and years of experience. Findings are discussed generally with reference to the existing international literature, and more specifically in terms of living and working conditions in the West I

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03148.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the children spent at infant school. Results are presented which show marked differences at every stage of the infant school, not only between the curricula introduced by different teachers but also in the curricula experienced by different children within the same classrooms. Some implications, and possible explanations, of these differences are discussed.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03149.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.Effects of open education on reading comprehension assignments involving both high inference and low inference items were assessed. Seven hundred and thirty‐three primary school children stratified by instructional methods, grade levels, and cognitive ability participated in the study. Open education pupils of both higher and lower IQ levels manifested higher performance than students of traditional classes on all four reading comprehension subtests employed. Differences between instructional methods were more pronounced, the higher the level of inference required. However, no cumulative effects of more prolonged exposure to open education were found. The results are discussed in terms of implementation of open education method

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03150.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.This study determines whether items from a metamemorial questionnaire would better predict recall performance than standardised measures of general verbal ability. Thirty‐two children, separated into high and average verbal ability groups, were administered a metamemory test and, one week later, two prose and free‐recall tasks. The results indicated that ability group differences were limited to certain dependent measures (i.e., mental effort, knowledge about strategies, equivalence/non‐equivalence of strategy resources and strategy applicability). Most importantly, a stepwise regression analysis indicated that metamemory scores were more likely to predict the future recallability of material than measures of language ability (i.e., verbal IQ, reading and language achievement). Results are discussed in terms of children's “awareness” of the combined influences of memory variables and of the awareness of executive routines as a more important determinant of future recall than languag

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03151.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.A great deal of research effort has sought to identify factors associated with successful academic performance. The more consistent findings suggest generally that intellectual ability and previous examination performance are the strongest determinants of attainment, whilst within the dispositional domain of personality, extraversion and emotional stability claim some importance, albeit that findings in the latter area have been surprisingly inconclusive. This paper reports the findings of a study which examined the dispositional associates of GCE O‐/A‐level performance, employing a sample of 356 two‐year, full‐time GCE A‐level students who entered further education and sixth form colleges immediately after completing their fifth form work in schools. A method of cluster analysis was used to identify student types based on selected dispositional characteristics. Within‐cluster regression analysis was then employed in order to determine the relative weight attached to the student dispositional characteristics in explaining their GCE O‐and A‐level performance. The potential of the clusters is confirmed by the high predictive power associated with the multiple regression model employed and, in particular, the considerable explanatory power associated with the students' measured dispositional

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03152.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.Free response attributions for outcome on the New Zealand School Certificate English examination were investigated. This examination is one of the major external subject‐based assessments in the New Zealand secondary school system. The study was designed to provide information on what attributions are actually made by students in response to outcome on major examinations involving high personal significance. In addition, examination outcome causes were also studied in terms of expected vs. actual examination outcome. Three hundred and eighty‐eight examinees participated in the study. The results indicated that typical and immediate effort attributions accounted for about 50 per cent of all attributions offered. Fewer attributions were made to other causes, with the English examination itself, ability, and teacher‐related factors being the main additional causes cited. Variations in attributions as a function of examination outcome (pass‐fail) and expectancy confirmation (confirm‐disconfirm) were discussed. Finally, implications for failing students were considered in terms of attribution retraining a

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03153.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.For some time gender differences have been noted in different formats of English language testing. In this study an examination was made of such differences in a Year 12 level examination where both comprehension and composition were tested, the former in both multiple‐choice and extended‐response formats, the latter only in extended‐response format. In addition to considering differences in level of performance, differences in relationship to an aggregate of other subject scores were also considered. These differences could be considered as related to test bias. Complex patterns of difference were noted since males and females were also classified by their pattern of studies as arts or science students. In contrast to previous studies, males werenotseen to score higher on multiple‐choice questions; and in considering the relationships with the aggregate, gender differences were found to be small in comparison with subject‐base differences, and the regression lines for the multiple‐choice questions were more similar than those for extended‐respo

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03154.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.Aspart of a wider study, educationists were asked to rate children with various disabling characteristics with regard to their suitability for mainstreaming. Oblique factor analyses of the resultant Likert scale data revealed five factors which are interpreted with respect to questionnaire and qualitative data. The pattern matrices for school principals, resource teachers and teachers were virtually identical. The method of using functional characteristics rather than categories is recommended as a basis for future research.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03155.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.Two tests of motor behaviour examined the performance of 8‐and 12‐year‐old children with moderate learning difficulties. On the Test of Motor Impairment 50 per cent of 8‐year‐olds and 29 per cent of 12‐year‐olds had motor problems as compared to 5 per cent in a normal population. One third of 8‐year‐olds and one fifth of 12‐year‐olds were performing at least two years below their age level. The Test of Kinaesthetic Sensitivity assessed the kinaesthetic abilities of children, possibly offering explanations for the children's poor performance. On the Kinaesthetic Acuity test only seven out of 61 children reached the mean level score from the normative data, while on the Kinaesthetic Memory test 18 reached this level. There was a variable relationship between the two tests. The children who failed the Test of Motor Impairment did have poorer scores on both parts of the Test of Kinaesthetic Sensitivity, but the difference between these and the scores of the children who passed was not great en

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03156.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.The development of children's understanding of the two logical properties of number—class and relation—is subject to debate (Piaget 1952; Brainerd, 1973, 1979). The study was designed to contribute to this debate by exploring the relative acquisition of “number as class” and “number as order”. This was one of several issues examined in a longitudinal study of the development of the understanding of number emerging in a group of 36 children during the first three years of primary school. A battery of Piagetian and neo‐Piagetian tests was individually administered during each of the three years, together with a test of number skills. The study used operationally‐defined concepts of “number as order” and “number as class”. Trends over the three cycles were analysed. For numbers less than six and small arrays of numbers, order and class were both in evidence. However, as numbers became larger and more numerous, ordination was in evidence

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03157.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY