Showing papers in "Educational Research in 1970"
81 citations
TL;DR: In this article, the authors investigate whether teachers, in their assessment of children's essays, were influenced by the quality of the handwriting style, and find that the handwriting did have a significant influence on the teachers' marking.
Abstract: The purpose of the experiment described in this paper was to see if teachers, in their assessment of children's essays, were influenced by the quality of the handwriting style. Ten essays were chosen from a large number written by 11‐year‐old children on the theme ‘The day of the big fog’. A range of 10 contrasting handwriting styles was chosen from those of other children, and the 10 handwriters reproduced each of the 10 essays, thus giving 100 combinations of content and handwriting styles. Groups of teachers to assess the essays were chosen as follows: there were ten judging groups of five teachers each, each group representing one school; five of the schools were primary and five secondary. The teachers’ instructions were to ‘impression mark’ and to rank the essays. There was no indication of the fundamental purpose of the experiment. Analysis of variance was used to determine the results. These indicated, firstly, that the handwriting did have a significant influence on the teachers’ marking (p=0.001...
54 citations
TL;DR: This article investigated the attitudes towards literature, and the reading preferences of 1,000 ‘O’ level and ‘A' level pupils, and found that the pupils put a high value on the subject and demonstrated a high degree of involvement.
Abstract: Remarking the dearth of research into the study of English literature, the authors introduce their own investigation into the attitudes towards literature, and the reading preferences, of 1,000 ‘O’ level and ‘A’ level pupils. The pupils put a high value on the subject and demonstrated a high degree of involvement. Television did not appear to have supplanted literature as a source of satisfaction, and a large majority of respondents favoured close textual study. Many students indicated a willingness to extend their own leisure reading, but there was hostility to some set texts, and different teaching approaches were also a crucial factor in engaging the pupils’ commitment.
26 citations
TL;DR: In this paper, a role definition test was given to 345 first, second and third year women students in a college of education and to 68 non-student women, with the role of the primary teachers seen as more "open" than that of the secondary teachers.
Abstract: This paper has attempted to answer empirically the question ‘What images have students of the primary and secondary school teacher?’ To this end, a role definition test (see Appendix) was given to 345 first‐, second‐ and third‐year women students in a college of education and to 68 non‐student women. Significant differences were perceived, with the role of the primary teachers seen as more ‘open’ than that of the secondary teachers. Differences on items relating to the instrumental order of the school were very large for all groups and increased with length of training. Differences relating to the expressive order of the school were smaller but still significant and changed during training from favouring secondary pupils to favouring primary pupils. It is suggested that professional training and orientation effect these changes.
24 citations
17 citations
TL;DR: (1970).
Abstract: (1970). HEARING IMPAIRMENT AND VERBAL ATTAINMENTS IN PRIMARY SCHOOL CHILDREN. Educational Research: Vol. 12, No. 3, pp. 209-214.
13 citations
TL;DR: Teacher Training and School Practice: Teacher Training and Teacher Practice as discussed by the authors, Vol. 12, No. 2, pp. 87-98, 1970; The New York Times.
Abstract: (1970). TEACHER TRAINING AND SCHOOL PRACTICE. Educational Research: Vol. 12, No. 2, pp. 87-98.
11 citations
TL;DR: In this paper, play therapy, social adjustment, and reading entertainment are discussed in the context of play-theoretic games. But the authors focus on play-reading and not reading-adaptation.
Abstract: (1970). PLAY THERAPY, SOCIAL ADJUSTMENT AND READING ATTAINMENT. Educational Research: Vol. 12, No. 3, pp. 183-193.
9 citations
TL;DR: The Ohio Social Acceptance Scale (OSSC) as discussed by the authors is a scale for social acceptance in the United States, which measures the acceptance of ideas and beliefs of individuals. [2]
Abstract: (1970). THE OHIO SOCIAL ACCEPTANCE SCALE. Educational Research: Vol. 12, No. 3, pp. 240-243.
8 citations
TL;DR: In this article, a study was made of teachers' forecasts as against actual gradings in eight subjects in the first three years of the examination in 1965 and 1967, showing no general improvement in the accuracy of forecasts over the period.
Abstract: The purpose of this research was to ascertain with what measure of agreement CSE grades were interpreted in one of the fourteen CSE examining boards during the first three years of the examination. A study was made of teachers’ forecasts as against actual gradings in eight subjects in 1965 and 1967. This showed no general improvement in the accuracy of forecasts over the period. Counting near‐misses, more than three‐quarters of the forecasts were correct. There was a tendency to be optimistic rather than pessimistic in forecasting. There was, however, an improvement in the forecasting of the top grade, except in the case of French, where there was a deterioration. The general level of forecast accuracy was about 40 per cent, which was similar to levels in two comparable studies.
7 citations
TL;DR: The ASSESSMENT of project work in a world science journal was discussed in this article, where the authors proposed a method for the evaluation of project works in a large world science encyclopedia.
Abstract: (1970). THE ASSESSMENT OF PROJECT WORK IN A‐LEVEL BIOLOGY. Educational Research: Vol. 12, No. 3, pp. 225-229.
TL;DR: Teacher's attitude to guideance and country selling was discussed in this article, where the authors present a survey of teachers' attitudes to guiding and selling in the 1970s.
Abstract: (1970). TEACHERS’ ATTITUDES TO GUIDANCE AND COUNSELLING. Educational Research: Vol. 12, No. 3, pp. 220-224.
TL;DR: In this article, the authors discuss the differences in reading test conditions in different reading test regions. But they focus on the reading test norm variation, and not the test length itself.
Abstract: (1970). VARIATIONS IN READING TEST NORMS. Educational Research: Vol. 12, No. 2, pp. 99-105.
TL;DR: The authors compared the attitudes, aspirations and knowledge of working class and middle class mothers with regard to the education system and found that the working class mothers proved to know very much less about the system and were less eager for their children to go on to higher education.
Abstract: The aim of this small scale investigation was to compare the attitudes, aspirations and knowledge of working class and middle class mothers with regard to the education system. The working class mothers proved to know very much less about the system and were less eager for their children to go on to higher education. Middle class parents tended to be ambitious beyond the child's intellectual capacity, while working class parents tended to be under‐ambitious and to underestimate the child's intellectual ability. In terms of job ambitions, parents’ expectations conformed with their own class background rather than with children's actual potentialities. The author concludes with positive recommendations for breaking down preconceptions about their children's capabilities.
TL;DR: In this paper, the teaching skills of pre-primary primary teachers were described and discussed. But they did not specify any specific curriculum for primary teachers, only a set of skills.
Abstract: (1970). TEACHING SKILLS OF PROBATIONARY PRIMARY TEACHERS. Educational Research: Vol. 12, No. 3, pp. 230-234.
TL;DR: In this paper, the authors present a study in listening comprehension and compare it with listening comprehension in the context of listening comprehension, and propose a method to improve the listening comprehension of listeners.
Abstract: (1970). RESEARCH IN LISTENING COMPREHENSION. Educational Research: Vol. 12, No. 2, pp. 140-144.
TL;DR: In this article, musical perception and backwardness in reading are discussed. But they do not consider the role of music in the reading process, and do not address the issue of gender.
Abstract: (1970). MUSICAL PERCEPTION AND BACKWARDNESS IN READING. Educational Research: Vol. 12, No. 3, pp. 244-246.
TL;DR: A review of recent experiments in the education of disadvantaged children including descriptions of activities in the United States, Israel, the People's Republic of China and Great Britain can be found in this paper.
Abstract: This review of recent experiments in the education of disadvantaged children includes descriptions of activities in the United States, Israel, the People's Republic of China and Great Britain Aims common to most of the early childhood programmes are skills concerned with language development, conceptual and perceptual development, delay of gratification, socialization, and auditory and visual discrimination In the newer programmes there is an emphasis on parent involvement in the community and on the child's image of himself
TL;DR: A short historical review showing how researchers in the early part of this century attempted to define and measure artistic ability and establish a relationship between such ability and general intelligence can be found in this article.
Abstract: This is a short historical review showing how researchers in the early part of this century attempted to define and measure artistic ability and establish a relationship between such ability and general intelligence. The definition of artistic ability was a recurring difficulty which has not, indeed, been satisfactorily settled yet, although the inadequacy of some of the criteria put forward earlier in the century can now be clearly seen. Such criteria were often wholly convergent, requiring pupils to conform to pre‐established notions of ‘correctness’ which now seem inappropriate to the subject.
TL;DR: In this article, the authors describe the examinability of high-selective schools in the 1970s and present a survey of the examiners of high selective schools in America.
Abstract: (1970). THE EXAMINATION ACHIEVEMENTS OF HIGHLY SELECTIVE SCHOOLS. Educational Research: Vol. 12, No. 3, pp. 202-208.
TL;DR: In this article, an illustration of Osgood's semantic differential is presented, which is the first example of which was contained in Kitchen, R. D. (1969), ‘The semantic differential and value judgements of student teachers'.
Abstract: 1This study is an illustration of Osgood's semantic differential, the first example of which was contained in Kitchen, R. D. (1969). ‘The semantic differential and value judgements of student teachers’, Educ. Res., 12, 2, pp. 150‐3.
TL;DR: The authors compared groups of educationally sub-normal adolescents in special schools with others in special classes in ordinary schools, with regard to their choices of jobs and actual later employment, and found that many ESN pupils made realistic choices of occupation as well as did the normal pupils, and were more stable in their jobs than the normal ones.
Abstract: The author has compared groups of educationally sub‐normal adolescents in special schools with others in special classes in ordinary schools, with regard to their choices of jobs and actual later employment. Among other related findings, it transpired that many ESN pupils made realistic choices of occupation as well as did the normal pupils, and were more stable in their jobs than the normal pupils.
TL;DR: In this article, third and fourth year secondary school pupils who were following either traditional or modern mathematics courses were tested for a variety of abilities, including critical thinking, creative thinking, and critical thinking.
Abstract: Third‐ and fourth‐year secondary school pupils who were following on the one hand ‘traditional’ or on the other hand ‘modern’ mathematics courses were tested for a variety of abilities. On four out of five tests of critical thinking and on three out of five tests of creative thinking, the experimental sample‐‐ those doing ‘modern’ mathematics‐‐proved superior.
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TL;DR: This article investigated the rate at which pupils can absorb new vocabulary, and found that even clever children are capable of absorbing not more than 10 new words per week, in spite of the wider variety of experience permitted to boys.
Abstract: This article is concerned with the rate at which pupils can absorb new vocabulary. The author describes how he set about measuring rates of absorption, and comes to some thought‐provoking conclusions. It is suspected that vocabulary of boys is larger than that of girls, in spite of girls’ greater reading, because of the wider variety of experience permitted to boys. An intriguing section of the article reproduces some of the more creative howlers encountered in the course of the investigation. The final tentative conclusion, put forward for verification rather than as a proven fact, is that even clever children are capable of absorbing not more than 10 new words per week.
TL;DR: In this paper, some reference groups of university students have been identified as some of the most influential groups of 1970s students in the United States, and discussed the following topics, including:
Abstract: (1970). SOME REFERENCE GROUPS OF UNIVERSITY STUDENTS. Educational Research: Vol. 12, No. 2, pp. 145-149.
TL;DR: An article on ‘Occupational Choice and Occupational Attainment of Educationally Subnormal School Leavers’, by M. O. A. Durojaiye, will be published in Vol.
Abstract: 1An article on ‘Occupational Choice and Occupational Attainment of Educationally Subnormal School Leavers’, by M. O. A. Durojaiye, will be published in Vol. 13, No. 1 of Educational Research.