bluuebunny/crossref_metadata_2025_split huggingface dataset:
A STUDY OF FACTORS USEFUL IN CHOOSING CANDIDATES FOR THE TEACHING PROFESSION
Authors: LAWTON J. A. 
Published: May 2011

Résumé.UNE ÉTUDE DES FACTEURS UTILES DANS LE SÉLECTIONNEMENT DES CANDIDATS À L'ENSEIGNEMENT.Avec la disparition de l'année de l'étudiant enseignant, et du système de l'élève‐maître il n'est plus possible d'obtenir avant l'entrée à l'école normale, un pronostic de l'aptitude à l'enseignement basé sur l'observation du travail du candidat dans la salle de classe. La probabilité du succès chez un candidat qui veut entrer à une école normale doit être maintenant calculée uniquement sur les résultats des examens, les notes de lycée et l'impression qu'on en gagne au cours d'une entrevue.Les résultats des expériences que l'on décrit ici tendent à démontrer qu'il y a une corrélation assez élevée entre les mesures de ces aptitudes et accomplissements et une mesure de l'aptitude à l'enseignement. Ceci même à la conclusion que les méthodes de sélectionnement des candidats qu'on emploie ordinairement à présent sont assez efficaces, pourvu qu'on puisse obtenir des renseignements valables, et pourvu aussi qu'il y ait un assez grand nombre de candidats acceptables dans le groupe qui se présente à l'admission. En même temps l'on croit que le meilleur critère de l'aptitude à l'enseignement c'est une note donnée pour le travail pratique pendant un court stage pratique dans une école avant l'admission du candidat à l'école normale.Zusammenfassung.EINE UNTERSUCHUNG DER FAKTOREN, DIE BRAUCHBAR SIND, WENN MAN BEWERBER FÜR DIE LEHRERLAUFBAHN WÄHLEN WILL.Nach dem Verschwinden der einjährigen Praxis für Schüler, die noch in der Schule sind, ist es nicht mehr möglich, eine Einschätzung der Lehrfähigkeit vor Aufnahme in eine höhere Schule zu ermitteln, die eine Beobachtung der Praxis des Kandidaten im Klassenzimmer zur Grundlage hat. Die Wahrscheinlichkeit des Erfolgs irgend eines Bewerbers um Aufnahme in ein Lehrerbildungsinstitut soll jetzt lediglich auf Basis von Prüfungsresultaten, Schulzeugnissen und nach dem persönlichen Eindruck in einer Unterredung geschätzt werden.Die Ergebnisse der geschilderten Versuche scheinen zu zeigen, dass ein ziemlicher Grad der Korrelation zwischen Masstäben dieser Eigenschaften und Leistungen und einem Masstab, der auf Lehrfähigkeit hinweist, besteht. Dies führt zum Schluss, dass die gegenwärtig allgemein angewandten Methoden um unter Bewerbern zu unterscheiden, ihre Pflicht genügend erfüllen, vorausgesetzt, dass zuverlässige Informationen vorliegen und eine taugliche Anzahl guter Bewerber sich bei der ursprünglichen Bewerber‐Gruppe befindet. Gleichzeitig glaubt man, dass der beste einzelne Masstab, um künftige Lehrfähigkeit vorherzusagen, eine Lehrzensur sein würde, die auf eine kurze Praxis vor Aufnahme des Bewerbers in eine Lehrerbildungsanstalt folgen würde.
A STUDY OF THE CAREERS OF PUPILS WHO ENTER A SECONDARY SCHOOL AFTER A SECOND ATTEMPT IN THE ADMISSION EXAMINATIONS.*
Authors: COOMBES D. M. 
Published: May 2011

Résumé.UNE ÉTUDE DE LA CARRIÈRE DES ÉLÈVES QUI ENTRENT À UNE ÉCOLE SECONDAIRE APRÈS LEUR SECOND ESSAI À L'EXAMEND'ADMISSIBILITÉ.12% de 4,000 élèves se présentant à un Examen d'Admissibilité en étaient à leur second essai. Le but de la recherche était de tracer la carrière de tels élèves à l‘École Secondaire et au “School Certificate Examination.”L'on établit une comparaison entre 800 élèves admis à leur second essai et les élèves voisins au‐dessus et au‐dessous d'eux, mais qui entrèrent à l'École Secondaire après leur premier essai. L'on trouva que ceux‐là gagnent au dépens de ceux‐ci pendant le premier trimestre et la première année dans l'École Secondaire. Cet avantage était dû en grande partie au fait qu'ils étaient plus âges de neuf mois que ceux avec lesquels on les comparait; de plus, ils n'étaient pas, dans l'École Secondaire, pénalisés à cause de leur âge comme dans l'Examen d'Admissibilité. A la fin de leur carrière scolaire ils ne réussissaient pas tout à fait aussi bien, et dans les examens du lycée, et dans les externes, que les élèves plus jeunes à qui ils étaient associés à l'entrée.Les résultats semblent justifier le second essai à l'Examen d'Admissibilité, des élèves inaptes découverts après une année dans l'École Secondaire devraient être transférés à un type d'école qui leur conviendrait mieux.Zusammenfassung.EINE UNTERSUCHUNG DER LAUFBAHNEN VON SCHÜLERN, DIE BEIM ZWEITEN VERSUCH DER AUFNAHMEPRÜFUNG DIE HÖHERE SCHULE BEZIEHEN.12 v.H. von 4,000 Schülern, die eine Aufnahmeprüfung versuchten,‐machten schon ihren zweiten Versuch. Die Untersuchung sollte die Laufbahnen solcher Schüler in der höheren Schule und in der School‐Certificate‐Prüfung verfolgen.Man machte einen Vergleich zwischen 800 Schülern, die nach ihrem zweiten Versuch bei der Aufnahmeprüfung aufgenommen wurden, und denen, die gerade über und unter ihnen in der Prüfung abschnitten, die aber nach ihrem ersten Versuch die höhere Schule bezogen. Man stellte fest, dass die ersteren Vorteile erlangen auf Kosten der letzteren während des ersten Semesters und des ersten Jahres in der höheren Schule. Diese Vorteile sind grösstenteils auf die Tatsache zurückzuführen, dass sie neun Monate älter waren als diejenigen, mit denen sie verglichen wurden; auch in der höheren Schule wurden sie nicht durch verschiedenes Alter behindert wie in der Aufnahmeprüfung.Am Ende der Schulzeit erzielten sie etwas weniger Erfolg sowohl in der Schule als bei Prüfungen ausserhalb der Schule, als die jüngeren Schüler, mit denen sie zusammen eintraten.Die Ergebnisse scheinen den zweiten Versuch bei der Aufnahmeprüfung zu rechtfertigen; ausgesprochene “Versager,” die nach einem Jahr in der höheren Schule entdeckt werden, sollten einem geeigneten Schultyp zugeführt werden.
PERFORMANCES IN THE CONSTITUENT PARTS OF A HIGHER SCHOOL CERTIFICATE EXAMINATION IN CLASSICS
Authors: PETCH JAMES A. 
Published: May 2011

Résumé.DES RÉSULTATS DANS LES PARTIES CONSTITUANTES D'UN EXAMEN DU “HIGHER SCHOOL CERTIFICATE” DANS LES LANGUES ANCIENNES.L'on analysa les résultats pendant trois ans dans les trois branches, le grec, le latin et l'histoire ancienne, et dans les sections de ces branches, dans l'examen du “Higher School Certificate du Northern Universities Joint Matriculation Board.” Le coefficient de la correlation le plus bas entre les résultats en grec et en latin était 0.87. Les résultats ne correspondaient pas de très près aux résultats dans l'histoire ancienne. Le coefficient de la corrélation le plus bas entre la version grecque et la version latine était 0.88; la corrélation entre les résultats dans les autres sections n‘était pas si élevée. Environ deux cinquièmes du nombre des candidats se présentèrent à l'examen au moins deux fois. Le coefficient de corrélation le plus bas entre deux tentatives successives en version était 0.81; dans les autres sections des branches la coefficient n’était nulle part au‐dessus de 0.67. 11 semble y avoir quelque témoignage d'une aptitude spéciale à la version, qui est valable pour les deux langues, et qui reste stable d'année en année.Zusammenfassung.LEISTUNGEN IN DEN BESTANDTEILEN EINER PRÜFUNG IN KLASSISCHEN SPRACHEN UND ALTER GESCHICHTE IM HIGHER SCHOOL CERTIFICATE (ENGLISCHEN SCHULABGANGSZEUGNIS).Man hat Leistungen in drei Fächern Griechisch, Latein, und alter Geschichte und in den drei Teilen dieser Gegenstände in der H.‐S.‐C‐ Prüfung der N.U.J.M.B. Behörde über einen Zeitraum von drei Jahren analysiert. Der niedrigste Korrelationskoeffizient zwischen Leistungen in Griechisch und Latein ergab sich als 0,87; Leistungen in diesen Sprachen standen nicht in sehr naher Verbindung mit Leistungen in alter Geschichte. Der niedrigste Korrelationskoeffizient zwischen Leistungen in nichtvorbereiteter Übersetzung aus dem Griechischen und nichtvorbereiteter Übersetzung aus dem Lateinischen war 0,88; die Korrelation zwischen Leistungen in anderen Teilen war nicht so hoch. Annähernd zwei Fünftel der in Frage kommenden Kandidaten machten mindestens zwei Versuche beim Examen. Der niedrigste Korrelationskoeffizient zwischen aufeinander folgenden Versuchen im nichtvor‐bereiteten Übersetzen war 0,81; für keinen anderen Teil der Fächer war der Koeffizient höher als 0,67. Es gibt anscheinend Beweise von besonderer Fähigkeit für nichtvorbereitete Übersetzung, die in anderen Sprachen vorhanden ist und von Jahr zu Jahr bleibt.
DIFFERENCES BETWEEN SCHOOLS FOR THE MALADJUSTED AND ORDINARY BOARDING SCHOOLS
Authors: PRINGLE M. L. KELLMER 
Published: May 2011

Summary.

A comparative study is presented of some of the physical, administrative and educational conditions prevailing in residential schools for the maladjusted and ordinary boarding schools.
General features, such as size, staffing, the children's age and length of stay are compared and contrasted. The incidence of educational retardation among maladjusted children was found to be much more extensive and the degree of it more serious.
While the incidence of problem behaviour was, of course, much greater in schools for the maladjusted, all the symptoms listed were also found among the pupils in ordinary boarding schools.
All schools for the maladjusted considered child‐adult relationships to be of great importance, as well as the maintenance of close liason with the children's homes. More liberal staffing conditions seem essential if these two conditions are to be met satisfactorily.
TEMPERAMENTAL CHARACTERISTICS RELATED TO DISPARITY OF ATTAINMENT IN READING AND ARITHMETIC
Authors: LYNN R. 
Published: May 2011

Summary.

Several studies suggest that a lack of balance or disparity in attainment in reading and arithmetic in school children is related to certain temperamental traits. These studies suggested the hypothesis that there is a general relationship between anxiety and good reading in relation to arithmetic.
This hypothesis was investigated by studies of the relation of anxiety to reading‐arithmetic disparity among a group of primary school children and among a group of secondary modern school boys. In both groups there was a tendency for anxious children to be better at reading than at arithmetic.
This tendency might be due to the greater amount of time which anxious children spend on reading as a way of dealing with their anxieties and finding satisfaction in fantasy.
THE OBJECTIVE USE OF A PROJECTIVE TECHNIQUE, ILLUSTRATED BY A STUDY OF THE DIFFERENCES IN ATTITUDES BETWEEN PUPILS OF GRAMMAR SCHOOLS AND OF SECONDARY MODERN SCHOOLS
Authors: BENE EVA 
Published: May 2011

Summary.— This paper is concerned with a new method for coding responses to the sentence completion test which makes it possible to use this projective technique for objective investigations of the attitudes of large samples.

A description of the sentence completion test is given with illustrations of, and a discussion of the assumptions underlying, its use.
The proposed coding method is described; each response is coded by two symbols, one representing the attitude expressed in it, and another standing for the object towards which the attitude has been expressed. After the responses have been coded in this manner, they can be treated statistically without much loss or distortion of their original meaning.
The applicability of the coding method is demonstrated by an investigation into differences in attitudes between pupils of grammar and of secondary modern schools. Significant differences were obtained between the school groups, which indicated that grammar school boys are more ambitious and have less positive and more negative attitudes towards their environment than have secondary modern school boys. Some of the possible reasons for these differences were examined and excluded, others remain to be investigated.
Problems connected with the prediction of manifest behaviour from test responses are discussed.
ON THE RELATION BETWEEN THE SCHOOL JOURNEY AND SOCIAL AND EMOTIONAL ADJUSTMENT IN RURAL INFANT CHILDREN*
Authors: LEE TERENCE 
Published: May 2011

Summary.

883 children from 57 rural primary schools were assessed by their teachers on ten dimensions of personality.
Comparisons between children with (a) short walking, (b) long walking, (c) short transport, and (d) long transport journeys to school showed differences for individual traits and for a combined index, suggesting a relationship between long journeys and maladjustment.
For approximately equal times, transport journeys are associated with poorer adjustment than walking journeys.
Boys in the sample show poorer adjustment than girls and greater differences for length of journey.
The apparent effect lessens with age in respect of walking but not of transport journeys.
The evidence is discussed in relation to explanatory hypotheses of ‘family difference,’ fatigue and maternal separation. It is concluded that the latter is most in accord with the data.
In particular, it is concluded that the effect of school journeys should be studied through the child's perception of his mother's accessibility, a variable linking maternal separation with maternal deprivation.
EINSTELLUNG RIGIDITY, INTELLIGENCE AND TEACHING METHODS
Authors: MILLER KENNETH M. 
Published: May 2011

Summary.— In a study with 120 technical and secondary modern schools boys it has been shown that:

There is a significant relation between Einstellung rigidity or mechanization in problem solving and intelligence, and
That when sub‐samples of technical and modern school boys matched for intelligence, are compared, the Einstellung effect occurs significantly more often in the modern school group. This result is discussed as a function of teaching methods and attitude to school.
III.—A Study of Cognitive Error Through an Analysis of Intelligence Test Errors
Authors: LAWRENCE P. J. 
Published: May 2011

Summary.

Descriptions of the processes underlying intelligence have moved away from formal statements such as Spearman's principles of noegenesis towards looser statements centred on reasoning or problem solving skills.
An analysis of intelligence test errors, in order to throw some light on the operation of these skills, should, therefore, be carried out within the context of the more general study of cognitive error.
Spearman and Selz have developed systematic theories of cognitive error. Both direct experimental evidence, and indirect evidence arising from the types of error reported in the literature on problem solving and reasoning, favour Selz's ‘task displacement’ rather than Spearman's ‘reproduction.’
From a group of 274 children (median age 11 years 8 months, mean I.Q. 104), whose errors on the Otis group verbal test had been analysed quantitatively, a sample of 84 was chosen for more intensive qualitative analysis. This analysis was based on the re‐working of all items which were originally wrongly answered.
Conditions producing error were classified as: inadequate formulation of the task; prepotency of particular details or characteristics; mis‐reading, or failure to read all the choices offered; correct working but incorrect expression of the answer; difficulty in ‘recentring’ lack of confidence; correct answer but for a wrong reason and rejection of the correct answer on reasonable grounds; lack of specific information; complete failure to formulate the task.
These results are interpreted as supporting the type of explanation offered by Selz and paralleling the conditions noted in studies of problem solving and reasoning. The main implication suggested is that teachers should have a greater concern for the development and exercise of the problem solving skills of children as an essential element in the development of intelligence.
IV.—Intelligence and Age: Retesting with Twenty‐four Years' Interval
Authors: NISBET JOHN D. 
Published: May 2011

Summary.

141 graduates (72 men, 69 women) tested on a shortened version of Simplex Group Test in 1930–34 at average age 22 1/2 years, repeated the test in 1955 at average age 47, and scored 11.9 points of score higher on average on the later occasion.
The improvement in test performance in the 24‐year interval is estimated to amount to about 0·7 or 0·8s̀ in terms of the standard deviation in the whole adult population.
The improvement in performance was significant in all but one of fourteen sub‐tests, including both verbal and non‐verbal material.
The correlation between scores on the two occasions of testing was +0·48. When corrected for homogeneity, this represents a test‐retest correlation of about +0·7.
Part of the observed increase in score may have been due to (a) the difference in conditions of doing the two tests, and (b) general test sophistication; but the whole of it could not be thus explained away.
In view of similar findings from five parallel American investigations, also with subjects of advanced education and superior ability, it is concluded that such persons do not give evidence of decline in test performance at least up to the later forties.
SYMPOSIUM: THE DEVELOPMENT OF MORAL VALUES IN CHILDREN
Authors: MORRIS J. F. 
Published: May 2011

Summary.— Piaget has contrasted the ‘morality of constraints’ of early childhood, with its complete reliance upon external authority, and a rigid system of rules, with the ‘morality of co‐operation’ of later phases of development, in which there is a flexible interpretation of rules in favour of the general interest. There has, however, been a marked lack of field studies tracing this development, particularly in the period of adolescence.Studies following Piaget (Harrower, MacRae, Lerner, Havighurst, and others) together with the Columbia Character Education Inquiry, have shown:(a) a tendency for personal values to increase in consistency with increasing age; (b) the content of judgments to become more complex and individualised with age; (c) social‐class differences in ‘moral realism’; (d) differences in ‘moral realism’ between some primitive societies and modern industrial societies; (e) the many‐sided nature of moral development; (f) few striking sex differences in judgments.A study of value‐judgments of pupils at a London co‐educational grammar school (with supplementary material from two Manchester schools) included responses to fourteen problem‐situations, presented in the course of individual interviews. Pupils were asked what should be done and then what would be done by someone of their age in each of these situations. Judgments showed: (1) changes in the direction of greater autonomy and equity with increasing age; (2) marked discrepancies between what should be done and what would be done. On both levels there was a blend of normative, self‐interested and other elements in the judgments at all ages. Steady development of normative judgment occurs only on the ‘prescriptive’ level. Discrepancies between normative elements on the two levels tend to increase; (3) there were fluctuations in development in the middle forms of the school (third and fourth); (4) sex differences in judgments were slight, with the exception of an earlier age for girls in ‘pubescent fluctuations,’ and rather wider discrepancies for girls; (5) rather greater conformity was found in the modern‐school. Some implications of this study are that: (a) we need further study of individual differences in moral development, in view of the marked degree of individuality of responses; (b) further investigation of the social factors affecting judgments; (c) we must distinguish between the different levels at which value‐judgments influence behaviour, with a view to the constructive reduction of discrepancies.
SOME INFLUENCES AFFECTING CHOICE OF SUBJECTS IN SCHOOL AND TRAINING COLLEGE
Authors: LOVELL K. , WHITE G. E. 
Published: May 2011

Summary.— A questionnaire was given to 102 male training college students followed by an interview at which fifteen main questions were put. Evidence was obtained suggesting that:

The subjects (excluding crafts) which male students read at training college are those which they enjoyed most, or felt they did best in, during the latter years of the grammar school course.
There is a significant association between the clearly displayed interests of the parents and the subjects which the son prefers to study later on.
There is a significant association between studying science subjects at a training college and attitude to, or performance in, arithmetic in the junior school.
The influence of the immediate environment, and of the scientific atmosphere in which our interviewees had been reared, does not seem to be of much consequence in affecting their choice of subjects.

A number of suggestions are briefly outlined arising out of our evidence and from a study of wider issues.
A STUDY OF THE INTERVIEW IN THE SELECTION OF STUDENTS FOR TEACHER TRAINING
Authors: BURROUGHS G. E. R. 
Published: May 2011

Summary.

Three groups of students applying for admission to a university education department for teacher training were interviewed. Interview ratings were made under a number of different headings by the interviewers.
These interview data, on analysis, indicated that three factors were operating: (a) a factor based on the observable features of the applicant; (b) a factor based on judgments of this intellectual maturity and his ability to express himself; (c) a factor based on a number of personality traits thought to be important in teaching.
Follow‐up data based on teaching marks indicated that the first two factors above were those which gave the best prediction of teaching ability.
The sizes of the follow‐up correlations suggested that the interview, provided that it was not expected to yield information beyond its powers, was as good a predictor of success at this level of education as most other measures.
THE PSYCHOLOGICAL EFFECTS OF STREAMING BY ATTAINMENT*
Authors: RUDD W. G. A. 
Published: May 2011

Summary.

This experiment was undertaken to test the hypothesis that the attainments, attitudes, behaviour and personalities of a group of pupils involved in an organization based upon streaming are influenced by that organization.
The experiment involved two groups, each of ninety pupils, entering the same selective central school at the age of eleven years. The control group was organized into three forms whose membership did not change during the two‐year period following entry to the school. The experimental group was organized into three streams and pupils were transferred between streams after each half‐yearly examination.
Taken together the results of the ability tests showed no significant differences between the groups attributable to the organization based on streaming.
The attitude tests towards examinations, school lessons and school life in general yielded no significant differences between groups.
The samples of classroom behaviour revealed that in the group organized into streams fewer social contributions to lessons were made by pupils, that there was more aggressive behaviour and less attention to work.
The estimates of personality made by the teachers revealed no significant differences between the groups. The pupils' self‐estimates revealed an extensive, but probably temporary, deterioration in personality following re‐grouping.
Studies of several pupils indicated that the more lasting effects of transfer are a highly individual matter. No general long‐term effects attributable to streaming were discovered.