bluuebunny/crossref_metadata_2025_split huggingface dataset:
PERSONALITY FACTORS IN TEACHER TRAINEE SELECTION
Authors: TARPEY SISTER M. SIMEON 
Published: May 2011

Summary. A personality questionnaire, intelligence test, teacher attitude inventory and interest inventory were administered to 128 students in four different training colleges, with the following results:

There was no significant difference in the intelligence level of the four colleges and no significant correlation between intelligence test scores and the teaching mark.
Though the general personality pattern was normal, significant correlation between personality factors and the teaching mark was found in only one college.
Scores on the teacher attitude inventory were lower than the American norms. Positive correlation, however, was found between the inventory and the teaching mark of all four colleges, a correlation which was significant for two. Unexpected correlations were also found between the inventory and some personality factors.
Scores were high on outdoor‐art‐music‐literary‐social service interests, but few significant correlations with teaching marks were found.
As the personality and interest profiles appeared to be normal and expected, it is suggested that the teaching mark, the basic criterion with which they were correlated, is not in itself a reliable statistical measure.
TEACHERS' AND PARENTS' CONCEPTION OF THE TEACHER'S ROLE
Authors: MUSGROVE F. , TAYLOR PHILIP H. 
Published: May 2011

Summary. An inquiry was carried out among 470 teachers in grammar, modern, junior and infant schools to establish how widely or narrowly they conceived their role and what elements they gave greatest weight to within it. Grammar school teachers had a more constricted view of their role than their modern school colleagues, and junior school teachers working in middle‐class areas than their colleagues in working class districts. Married women junior school teachers had a more restricted view of their role than single teachers.In all types of school teachers saw their work primarily in intellectual and moral terms and were comparatively indifferent to more general social training, although modern school teachers gave more emphasis to social training than grammar school teachers. All saw parents as comparatively indifferent to moral objectives in the education of their children, primarily concerned with ‘instruction’ but also attaching great importance to ‘social advancement.’ A sample of 237 parents, in fact, gave a list of educational priorities which agreed in substance with the ratings made by teachers.
PSYCHOLOGICAL ASPECTS OF CRAFTSMANSHIP IN POTTERY‐MAKING AT A SECONDARY SCHOOL
Authors: JAMIESON G. H. 
Published: May 2011

Summary. A course of training in pottery making was given to 223 pupils in the third forms of a comprehensive school. At the end of the course, the pupils were tested in their ability to make pottery in accordance with a standard model. In addition, a battery of tests was administered comprising verbal, non‐verbal, spatial, interest, personality and tactile‐kinaesthetic tests.The results indicated that the N.I.I.P. Spatial Test 81 had the highest predictive value. It was also found that intercorrelations between the verbal, non‐verbal, spatial, tactile‐kinaesthetic and pottery criterion tests were all significantly positive.It was further found that neuroticism, as measured by the M.J.P.I., was negatively (and significantly) correlated with the criterion of skill. No relationship was found between practical interests and the criterion, but there was a significant positive correlation between extraversion and practical interests.
A NEW PERSONALITY TEST FOR BOYS
Authors: GIBSON H. B. 
Published: May 2011

Summary. This test was devised to overcome two obstacles to the testing of boys at an age when many are only semi‐literate; (i) the limited reading and verbal capacity of such children, and (ii) the tendency of subjects to be reticent about personal problems. To overcome (i), the items of a simply worded personality inventory were printed separately on cards and illustrated with pictures; to mitigate (ii), the test was heavily buffered with items providing a check on veracity of response, and the material was presented as though it were a test of reading and comprehension.The test was administered individually. Analysis of the results obtained from 285 boys aged 8 to 10 years, revealed two principal components, one explicable in terms of neuroticism and the other in terms of extraversion. Two independent scales were formed representing these personality dimensions.Some preliminary validating data is available from teachers' ratings of the boys' behaviour, scores on the body sway test, and parental interviews by psychiatric social workers.
FACTORS ASSOCIATED WITH MALADJUSTMENT IN EDUCATIONALLY SUBNORMAL CHILDREN
Authors: CHAZAN MAURICE 
Published: May 2011

Summary. This article discusses the findings of the second stage of an enquiry into the incidence, nature and aetiology of maladjustment among children in special schools for the educationally subnormal in South Wales. An intensive study was made of the thirty ‘most maladjusted’ E.S.N. children in the larger sample studied in the first stage, as well as of a control group of the thirty ‘best adjusted’ E.S.N. children, matched with the maladjusted children for age, sex and school.Significantly more of the maladjusted children (i) showed some physical weakness or defect, (ii) were subjected to adverse psychological pressures and unsatisfactory discipline at home, related to parental instability, and (iii) had had interrupted or incomplete relationships with their parents. There was little difference between the two groups in respect of the incidence of adverse congenital factors, difficulties in early development and poor material conditions at home. Significantly fewer of the maladjusted children had a positive relationship with their father. Maladjustment was, in many cases, associated with a lack of progress in the basic subjects at the special school.Maladjustment of the ‘withdrawn’ type tended to be associated with physical deficiency in the child and positive but weak parental discipline; aggressive behaviour was often linked with insecurity at home and hostile parental attitudes.These findings emphasize the need for comprehensive guidance services for the parents of educationally subnormal children.
TEACHERS' PERSONALITY RATINGS OF PUPILS IN SCOTTISH PRIMARY SCHOOLS
Authors: Morrison A. , McIntyre D. , Sutherland J. 
Published: May 2011

Summary. Thirty‐four teachers in primary schools in a Scottish city rated boys and girls in their classes on twenty‐five personal characterisctics, the characteristics being chosen largely on the criterion of their relevance, in the eyes of teachers, to school behaviour. In addition, measures were taken of the sociometric status, attendance and I.Q. of the pupils. The pupils were members of classes of 11–12‐year‐olds. Teachers were selected to give a balanced representation for both sexes, married and single women, and age groups; and were chosen from schools from various social backgrounds.In the first instance, a correlation matrix was computed for each of the sixty‐eight single sex groups of pupils. These individual matrices were combined to give six combined matrices—for men, single women and married women, of boys and of girls. The combined matrices were analysed by the method of principal components, each giving six factors which were then rotated by the Varimax method.Of the six rotated components obtained from each analysis, the first three accounted for between 48 per cent. and 66 per cent. of the total variance. These components show three highly consistent dimensions being used by the teachers in their assessment of pupils, the positive ends of which may be described, respectively, as ‘good behaviour,’ ‘high attainment’ and ‘sociability and social leadership.’Results are discussed in relation to differences between the present analyses, to two broad evaluative ratings of the ‘pleasant’ child and the ‘pupil worth taking trouble over,’ to teachers' assessments of attainment, and finally, to results obtained from studies of teachers in secondary schools.
A STUDY OF PERSONALITY DIFFERENCES BETWEEN BLIND AND SIGHTED CHILDREN
Authors: Zahran Hamed A. S. 
Published: May 2011

Summary. In the literature there are two different points of view regarding the possible personality differences between the blind and the sighted. The first considers that blindness leads to compensatory behaviour, possibly accompanied by personality maladjustment and introversion. The second implies that in regard to basic personality variables the process of adjustment in blind persons is not significantly different from that of the sighted.The writer carried out an experiment with matched groups of blind and sighted children to offer quantitative data on this problem. The Williams' Intelligence Test for Children with Defective Vision and Vernon's Abstraction Test of Intelligence were used for assessing the I.Qs. For personality assessment, the writer prepared a Blind Children's Structured Interview, a Sentences Completion Test and a Semantic Differential. The Junior Maudsley Personality Inventory was also used.After a pilot study and administration of the tests, the data were analysed and almost all the test results agreed with each other in giving statistically non‐significant differences in means in favour of the sighted, thus supporting the second point of view.
THE VALIDITY AND RELIABILITY OF TESTS OF SPOKEN ENGLISH
Authors: HITCHMAN P. J. 
Published: May 2011

Summary. Experimental tests in spoken English, comprising a ten‐minute test for pupils in prose reading and conversation and a twenty‐minute test for students in these two items and in poetry‐speaking and speech making, took place in six training colleges and six secondary schools (173 pupils, 90 students and 15 raters taking part).In one type of test each candidate was assessed on a single occasion by several raters, in another on two occasions, once by one rater and once by another, with ‘equal and parallel’ tests. Performances were rated on various aspects, and on a general impression, of each item and on a total impression of the whole.The results suggest: (1) That the types of speech test investigated have a reasonably high reliability and a reasonably high validity: i.e., that they are as valid and reliable as essay‐type written examinations. (2) That these tests appear to be well‐founded (i.e., that they comprise elements on which satisfactory judgments can be made). (3) That fatigue does not affect the reliability of raters' judgments.
DIFFERENCES IN TEST SCORE AND IN THE GAINING OF SELECTIVE PLACES FOR SCOTTISH CHILDREN AND THOSE IN ENGLAND AND WALES
Authors: DOUGLAS J. W. B. , ROSS J. M. , MAXWELL S. M. M. , WALKER D. A. 
Published: May 2011

Summary. The National Survey is a longitudinal study of 5,000 boys and girls born in 1946. In this paper the test scores and allocation to selective courses of children living in Scotland are compared with those in England and Wales. The Scottish pupils were superior to the English and Welsh in the tests of sentence completion and reading at 8 years, in arithmetic at 11 years and in mathematics at 15 years, whereas the English and Welsh were superior in tests of non‐verbal intelligence at all three ages and in vocabulary and verbal intelligence at 11 years.It is suggested that the growing apart of the social classes in test results between 8 and 11 in England and Wales, which did not occur in Scotland, may arise from the pressure associated with secondary selection at 11+. Social inequalities in selection were found both North and South of the Border, being slightly greater in the South. The more generous provision of places in Scotland is demonstrated by the fact that the Scottish manual working class boy or girl at each level of ability was approximately as likely to embark on a selective course as a middle class pupil in the South.
AN EDUCATIONAL GUIDANCE PROGRAMME FOR THE PRIMARY SCHOOL
Authors: FRANCE NORMAN , WISEMAN STEPHEN 
Published: May 2011

Summary. The France‐Wiseman Educational Guidance Programme consists of three 32‐page work‐books which contain a variety of tasks for children to complete at their own pace as part of their normal class‐work over a period of about two weeks. The three work‐books are for use by first, second and third‐year juniors, respectively. The separate tests were tried out in a variety of schools throughout the United Kingdom in the Spring of 1964, and were then standardised simultaneously in November, 1964, on a random sample of Warwickshire and Solihull primary schools. The scores were analysed first to provide tables of standard scores, and then to investigate the achievement of:

children born in different months of the year,
boys and girls,
children from different areas of the county,
children from different family backgrounds, and
all children on the different sub‐tests.

The results showed that untimed tests of this nature, even when of short duration, can produce a satisfactory discrimination over most of the ability range, (a) The effect of month of birth decreases for the older age‐groups. (b) In all cases the spread of scores for girls is less than that for boys. Girls generally achieve higher scores than boys over the whole ability range. The greatest superiority is shown in tests of the basic skills rather than in tests of reasoning and the smallest differences occur in tests of mathematical or spatial ability, (c) There are appreciable differences in the achievement of children from different areas, (d) Some evidence suggested a relationship between the member of family listed first by the child and his own ability. A correlation of −0.2 was found between number of siblings and aggregate test score, (e) Factor analysis of the intercorrelations of sub‐tests showed a consistent factor pattern for the three sets of tests.
THE PERCEPTION OF PEER PERSONALITY BY ADOLESCENT GIRLS
Authors: MORRISON A. , HALLWORTH H. J. 
Published: May 2011

Summary. Previous studies of personality assessments of adolescents in secondary schools have depended largely upon the use of teachers' ratings. For the present investigation, ratings of boys and girls from two age groups were made by girl peers.The subjects were 220 pupils in the second and fourth years of a coeducational secondary school. Four girls in each of eight classes made ratings for boys and girls separately on twenty personality traits.A matrix of correlations between ratings was computed for each of four categories: girls' ratings of girls, and of boys, in the second and the fourth year. A principal components analysis was made for each of the four matrices of correlations, and the axes were rotated in accordance with the Varimax method. In each case, eight factors were extracted, accounting for some 70 per cent, of the variance.Three factors are broadly comparable across the four analyses; they have been interpreted as three dimensions on which adolescent girls perceive and classify their peers. Discussion is divided into three parts: the identification and naming of the dimensions, comparisons with the dimensions consistently reported from studies of teachers' ratings, and comparisons across the present analyses in respect of the age of raters and subjects, and the sex of subjects.
A TRAINING PROCEDURE FOR ACQUISITION OF PIAGET'S CONSERVATION OF QUANTITY: A PILOT STUDY AND ITS REPLICATION*
Authors: SIGEL IRVING E. , ROEPER ANNEMARIE , HOOPER FRANK H. 
Published: May 2011

Summary. This study represents an initial investigation of the relationship between logical, pre‐requisite operations and Piaget's conservation tasks. The hypothesis considered special training on multiple classification, multiple relations, and reversibility, as a means of inducing conservation acquisition or improvement. Twenty nursery school children between the ages of 4.3 and 5 with I.Qs. over 130 were assigned to training and control groups. Ten of the subjects made up a pilot study and ten constituted a replication sample. All subjects were given four conservation of continuous quantity tasks, i.e., substance, liquid substance, weight, and volume. The training subjects received classification, relationality, and reversibility enrichment experiences in a small group setting. The control subjects had non‐relevant, interpolated activity.Post‐testing shows clear differences between the training and control subjects. Considering the subjects who indicated a complete lack of pre‐test conservation ability, seven of eight Training Group children improved in later performance. No change was shown for seven Control subjects. Significant post‐test differences, were found for substance and weight conservation. In addition, the training subjects' performances indicated a greater awareness of relevant attributes and increased verbal sophistication within the test situation.The failure of previous conservation training attempts is attributed to a lack of concern for the stage‐related, pre‐requisite operations. Direct training on Piagetian tasks may be unnecessary if attention is directed to the logical precursors of specific levels of cognitive development.
FOLLOW‐UP OF AN EXPERIMENT IN SELECTION FOR REMEDIAL EDUCATION*
Authors: LYTTON H. 
Published: May 2011

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 remedial education.
CONCEPTS OF TIME IN SECONDARY SCHOOL CHILDREN OF ABOVE AVERAGE I.Q.
Authors: ROGERS K. W. 
Published: May 2011

Summary. Previous research tends to equate the concept of time with the concept of historical time so that the concept has not been fully explored. It was proposed that an integral concept of time exists and a test was devised to measure it. This test, together with a test of the historical concept, was presented to four consecutive age groups in the academic streams of a mixed comprehensive school. Analysed for variance, the scores on the test of the integral concept showed an improvement, significant at the .01 level, between the second and third groups, whose average ages were 13.6 and 14.6, respectively. An improvement on the test of the historical concept, significant at the .05 level, took place between the first and second groups, whose average ages were 12.6 and 13.6, respectively. The inference drawn was that mastery of the historical concept does not imply mastery of the integral concept and that a clear distinction may be made between the two.Boys proved significantly (.01 level) superior to girls on the test of the integral concept, a fact which may relate to the apparent superiority of boys in the mastery of abstract ideas in general.
EVALUATIONS OF THREE FACTORS THAT MIGHT INFLUENCE RESPONSES TO TESTS OF ACADEMIC ACHIEVEMENT MOTIVATION
Authors: BUXTON CLAUDE E. 
Published: May 2011

Summary. The effects of three manipulations in test conditions were compared for a forced‐choice and a Likert‐type test of academic achievement motivation. (1) Answering as one's friends would, rather than for one's self, slightly decreases mean score, depending upon the school rather than the type of test, and significantly increases variability. (2) Administration of tests by an authority figure (staff member) rather than an outsider produces no significant change in mean score for either type of test when the written instructions indicate confidentiality of responses. (3) Instructions to ‘fake’ so as to please a teacher produce large and significant changes in mean score in both kinds of test.Satisfactory reliabilities of the tests and mostly significant relations to criteria of academic motivation are reported. It was concluded that under the conditions typically used in these studies, the Likert test shows somewhat greater effects of social desirability than the forced‐choice test, but that more important than test format were the instructions to answer truthfully, and the promise of confidentiality of responses.
ADMINISTRATION OF GROUP INTELLIGENCE TESTS TO EAST AFRICAN PUPILS
Authors: VERNON PHILIP E. 
Published: May 2011

Summary. Intelligence tests could be even more valuable for educational predictions in the developing, than in Western, countries, because of the large variations in efficiency and linguistic background in different primary schools. But there may be serious problems in getting them across to unsophisticated pupils, especially with printed instructions only.An experiment was carried out with fourteen top primary classes in Tanzanian schools, where a short non‐verbal battery was given with printed, or minimal oral, instructions in English or Swahili. A second parallel form was taken after this practice or after various types of coaching. The mean improvement varied considerably in different classes and different subtests, and was affected by certain motivational or attitude factors. Oral instructions gave better mean scores than printed, and Swahili better than English. The overall rise with practice averaged 3 to 4 points in deviation I.Q. units, with coaching about 7 points. These figures are not unusually large, possibly because the pupils were already sophisticated to objective attainment tests. Thus they suggest that intelligence tests could be introduced with the same kind of familiarization procedures common in England, though the actual items should be constructed locally. Comparison of item difficulties with those found in England showed that abstract non‐verbal items may be perceived differently in different cultural groups.