摘要:

Summary.This paper reports the continuation of an earlier investigation into selection for remedial education (Lytton, 1961). The children's gains over the whole of the remedial period were recorded and each child was followed up one to two years after he left the remedial group. While children lost some of their original gains in reading as well as in arithmetic during the follow‐up period, the losses in arithmetic were much greater. Judged by their standing in relation to their age groups (Achievement Ratio), some children maintained a large part of their gains after remedial teaching ceased, especially in reading.In reading, selection by tests and selection by teachers' judgment did not produce significantly different long‐term results. In arithmetic, higher gains were associated with test selection. Both in reading and arithmetic, children with high I.Qs. recorded greater gains during the remedial period and maintained them better afterwards than children with a low I.Q. However, in reading‐as opposed to arithmetic—even children of below average intelligence maintained some of their gains. A.Q. was an unsatisfactory predictor of success. Those who had changed to secondary schools during the follow‐up period lost more than those who were still in primary schools. Maladjustment was found to be inversely related to long‐term gains due to remedia

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1967.tb01895.x

出版商:Blackwell Publishing Ltd    

年代:1967

数据来源: WILEY

摘要:

Summary.Our ability to analyse the socio‐cultural environment is vital to the development of research into the effects of social experience upon academic performance. This paper argues that, in the course of such development, there is an inevitable tendency to treat simple statistical predictors as indicators of causal mechanisms. An example of this problem is found in the way in which social class is often treated as a single experimental variable. In the present state of research sophistication it is better to treat social classes as social contexts within which particular factors may have special effects upon cognition and motivation. Analysis of sample data suggests that the effects of certain environmental variables are different in the different social classe

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1967.tb01896.x

出版商:Blackwell Publishing Ltd    

年代:1967

数据来源: WILEY

摘要:

Summary.A role definition instrument was constructed consisting of twenty‐two statements of expectations for teacher behaviour in four role sectors—organisation, general aims, motivation, and classroom management; 268 female student‐teachers and 183 head teachers of primary and secondary schools completed the role definition schedules. Mean response scores and measures of consensus were computed. Students were categorised by year of training and professional destination. Comparisons of responses within the student sample and between students and head teachers were made. Few significant differences were found between teachers of younger children and teachers of older children. A consistent pattern of change towards less authoritarian classroom behaviour was found to reach its peak in the second year students' responses. More traditional views were found in the third year group. In the student‐head teacher comparison widespread disparity between role expectations was found to exist in all four role sectors. These conflicting student and head teacher role expectations are discussed in terms of a college and a school frame of reference, and a dual‐phased process of teacher

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1967.tb01897.x

出版商:Blackwell Publishing Ltd    

年代:1967

数据来源: WILEY

摘要:

Summary.During the course of an enquiry into the behaviour of a random sample of over 6,000 children aged from 5–15 years, attending local authority schools in Buckinghamshire, it was possible to obtain information about each child's reaction to school. This indicated that dislike of school was associated with poor attainment at school and signs of anxiety at home. Boys who disliked school were also found to be significantly more likely to have a problem of behaviour reported by their teachers and were more unco‐operative in class but this was not true of the girls. Reaction to school affected attendance among children of secondary school age, but not among those under 11 years. The implications of this are discussed in relationship to future resea

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1967.tb01898.x

出版商:Blackwell Publishing Ltd    

年代:1967

数据来源: WILEY

摘要:

Summary.The circumstances and prospects of candidates in the I.Q. range 113–116, in Belfast and Down, were investigated eight years after the selection examination at 11 plus. A comparison was made between the ‘qualified’ group (i.e., those selected for academic grammar school education) and the ‘unqualified’ group in four social classes. It was found that the influence of social class was such that, especially at the extremes of the social class range, ‘qualifying’ or ‘not qualifying’ had little significant effect. In the middle of the social class range the ‘qualified’ pupils tended to stay longer at school, to have higher scholastic attainments and to reach a high

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1967.tb01899.x

出版商:Blackwell Publishing Ltd    

年代:1967

数据来源: WILEY

摘要:

Summary.Two experiments were carried out to test the hypothesis that different methods and different media in the teaching of reading give rise to different kinds of spelling error. Comparisons were made between children taught to read by look‐and‐say and by phonic methods, and between children taught in traditional orthography (t.o.) and the initial teaching alphabet (i.t.a.). When the methods are ranked for vulnerability to particular types of error, a trend is revealed in which i.t.a. produces the fewest omissions, insertions and perseverations, the look‐and‐say method produces the fewest doubling errors, consonant substitutions, faulty auditory perceptions and homophones. Between these two extremes, lies the phonic method which gives fewest transpositions, vowel substitutions and the greatest number of reasonable phonic alternatives. Differences between the look‐and‐say and phonic methods are fully consistent with the differential emphasis placed upon their ‘perceptual’ and ‘rule‐following’ aspects. Differences between t.o. and i.t.a. are consistent with differences in economy of form. Breakdown of results by sex and I.Q. reveals significant differences in the lower I.Q. range. It is concluded that though overall spelling attainment is not affected, perceptual and rule‐following skills influence spelling in a way which may have important implication

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1967.tb01900.x

出版商:Blackwell Publishing Ltd    

年代:1967

数据来源: WILEY

摘要:

Summary.Investigations employing interviews or questionnaires in organisations often ignore environmental influences on individual responses. Reasons behind answers to questionnaires were investigated in interviews and group discussions. Students concealed real attitudes because of the values paramount in the college being studied.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1967.tb01901.x

出版商:Blackwell Publishing Ltd    

年代:1967

数据来源: WILEY

摘要:

Summary.The pictorial interests and preferences of 7, 11 and 15‐year‐old children and of adults were investigated. Stimulus material consisted of seventy‐six varied items displayed in an art gallery. Some concordance was found, using three measures of appreciation. The 7 and 11‐year‐olds strongly preferred pictures realistically depicting familiar objects. Brightly coloured items were preferred by all age‐groups. Abstract paintings preferred by some older subjects were liked for their colouring. Comments mainly referred to objects represented, or were expressions of approval; 7‐year‐olds made some egocentrio remarks. Sex differences, especially marked for younger children, were found for some pictures. The stated preferences of an interviewer had a positive suggestibility effect, whereas the purported preference of a teacher had a negative effect on childre

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1967.tb01902.x

出版商:Blackwell Publishing Ltd    

年代:1967

数据来源: WILEY

摘要:

Summary.A drawing of a cat and kittens under standard conditions was collected from about 1,200 normal school children aged 5–14 years. Thirty boys and thirty girls of similar intelligence were selected from each year of age. Their drawings were then scored on various objective measures, such as the area filled and the number of colours used. Significant differences were found between the two sexes, among younger children: the girls tended to produce more ‘mature’ drawings than the boys. Complex age trends were found, several measures showing a regression to a more childish style of drawing after the age of 11–1

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1967.tb01903.x

出版商:Blackwell Publishing Ltd    

年代:1967

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1967.tb01904.x

出版商:Blackwell Publishing Ltd    

年代:1967

数据来源: WILEY