Robert J. Alban Metcalfe

Bio: Robert J. Alban Metcalfe is an academic researcher from All Saints' College. The author has contributed to research in topics: Locus of control & Occupational stress. The author has an hindex of 4, co-authored 4 publications receiving 71 citations.

Teaching Science Through Drama: an empirical investigation

Abstract: An investigation was carried out into the effectiveness of teaching one element of a Science syllabus, using Drama in place of conventional practical work. No statistically significant differences were detected in factual recall, but significantly more ‘meaningful’ learning appeared to have taken place when Drama was used. Psychological and educational implications of this finding are discussed.

The Construction, Reliability and Validity of a Stress Inventory for Children

Abstract: A universally acceptable definition of stress has so far remained elusive (e.g. McMichael, 1978; Rutter, 1981), though a widely accepted, general definition is that of McGrath (1970), who suggested that stress is “a (perceived) substantial imbalance between demand and response capability, under conditions where failure to meet demand has important (perceived) consequences” (p. 20). In his definition of occupational stress, Kyriacou (1980, p. 3) referred to “the experience... of unpleasant emotions, such as tension, anxiety, anger or depression”. Evidence of stress among sixth formers and older students (e.g. Dobson, 1980; Dobson & Alban Metcalfe, 1982) is consistent with the suggestion that it is multidimensional in nature, and not exclusively related to examination pressures. The relatively sparse evidence concerning stress in children suggests that life events such as admission to hospital, birth of a sib, or parental divorce, may be associated with subsequent conditions requiring medical or psychiatric...

Self-Concept, Motivation and Attitudes to School among Middle School Pupils

Abstract: The self-concept refers to the enduring system of attitudes and beliefs we hold about ourselves, and has been shown to be vitally important in the achievement of goals and the development of relationships, both among children and adults (Burns, 1979). Self-concept appears to be affected by a number of aspects of the school environment, including situational factors, such as type of school (Pedersen, 1966; Rushton, 1966; Zahren, 1967; Ferri, 1971; Thomas, 1973), teacher-pupil relationships (Davidson and Lang, 1960), and teacher attitudes (Barker Loon, 1970). The findings have not, however, been unequivocal (e.g, Lawrence and Winschel, 1973; Nash, 1973). Selfconcept has also been related to level of academic achievement, but again some of the findings are ambiguous (e.g. Burns, 1979).

Growth at Adolescence.

Abstract: argument is often, if not acrimonious, at least heated. It gives an impression of the fluidity of opinion on many fundamental ideas under discussion and of the urgency with which cardiac cyanosis in the newborn is regarded. When Dr. William Muscott says that the earliest he has operated for pulmonary stenosis is on an infant 3 days old, and Sir Russell Brock agrees that the earlier in the first month that operation is undertaken the better, and when Dr. Varco asks Dr. Senning 'so far as I know they have never yet catheterized any child intrauterine in Sweden, but they have done it through the delivery canal sometimes-would you tell us the indications of the Scandinavian group for catheterization in the immediate newborn period?', one is indeed being kept up with the times. But that was two years ago and already some of the questions then debated have since been answered. This beautifully printed and well-illustrated stiff paperbacked volume is, and will for a few years yet remain, an invaluable companion to a full-scale textbook on congenital heart disease.

Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science

Abstract: (1993). Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science. Studies in Science Education: Vol. 22, No. 1, pp. 85-142.

Being Concerned With Well-Being and With Learning

Abstract: The cognitive system is designed for knowledge and skill acquisition, but, as several researchers have pointed out, learning is also facilitated or hampered by emotions, moods, and feelings. Emotions are stored in memory along with declarative and procedural knowledge, and this information may be used as a gross discriminator to identify quickly problematic and nonproblematic situations. As such, emotions can be seen as action readiness changes that are linked to current concerns. They remind the person of past problematic or nonproblematic situations. When negative emotions create a pessimistic perceptual attitude, they may draw the learner's attention to task-irrelevant aspects that activate intrusive thoughts and create a concern for well-being rather than for learning. An optimistic perceptual attitude may lead to short-term learning intentions and to activity in the mastery mode.