Pupils In Terms Research Articles

PERSONALITY AND ARITHMETIC OF NORMAL SCHOOL PUPILS AND BOYS IN A COMMUNITY HOME WITH EDUCATION

Summary. Relationships between personality and mechanical arithmetic test measures in 118 eleven to twelve‐year‐old normal school pupils were studied. Speed was found to be related to attitudes, mainly Jesness Inventory subscores, and accuracy to cognitive styles. Specifically, errors involving carelessness, including those due to ‘set’, were related to Impulsivity on Kagan's test. Then CHE boys were found to differ from the normal pupils in terms of Jesness scores and Impulsivity. They attempted fewer arithmetic items and, on a more difficult test, were markedly less accurate than normal pupils. They made proportionately more ‘set‐errors’.Lower arithmetic attainment scores of CHE boys are not wholly attributable to lack of knowledge but are related partly to attitude and partly to Impulsivity.

Checklist for assessment of science teachers and its use in a science preservice teacher education project

AbstractThe purposes of this study were to develop instruments to assess the nature of student‐teacher relations and classroom activities, and the personal adjustment of preservice science teachers in two concurrent programs and to see if the two groups differed significantly in the three areas measured by the Checklist for Assessment of Science Teachers (CAST). The CAST was completed by university supervisors, cooperating teachers, and classroom pupils in terms of 92 secondary student teachers at the completion of three student teaching quarters. Multivariate analysis of variance was used to detect differences between treatment groups.The major differences between the two groups of science student teachers were the types of classroom activities used and the nature of their student‐teacher (teacher‐pupil) relations.

The Dependence of Transition Proportions in the Education System on Observed Social Factors and School Characteristics

SUMMARY In this paper an attempt is made to identify factors which affect the behaviour of pupils in terms of academic survival. Structural features are included in the analysis. The data analysed are taken from a longitudinal national sample survey which makes it possible for each pupil to be classified by the educational criteria and by a number of different exogenous factors simultaneously. The method of analysis is based on a multivariate technique developed for initial exploration of simultaneous effects, by which no functional model is imposed and no additivity of effects assumed. 1.1. Purpose THE present study examines the ways in which factors exogenous to the formal structure of the education system affect the flow proportions of pupils from one stage of academic studies to the next. This investigation was undertaken as part of a larger study attempting to build a model of the system (Armitage et al., 1970). The basic model is being built with the forecasting of future trends and outputs in mind, and special attention is focused on the upper section of secondary education, from the statutory leaving age to higher education entry, in which opportunity and choice determine the type and level of education attained by individuals. A sub-model dealing in some detail with this section is worked on, the detail being in terms of school types, subject specialization, or bias, and sex. Although the use of model-building techniques in educational research is relatively new, the work done hitherto has necessitated a critical appraisal. Forecasts, even short-term ones, have turned out to be far from what actually happened in reality, suggesting that insufficient information concerning the underlying factors which affect pupils' behaviour and change over time is fed into the model. The attempt here is to identify some of these underlying factors by examining a number of personal, social and school features together with the structural divisions of the school system. It is a first step towards incorporating in a 15-19-year-olds model those factors which account most for differences in the behaviour of pupils, in order to increase its predictive power. Operationally, the following questions to be answered by the study were formulated:

Research for Curriculum Development in Public and Hospital Schools

AbstractSocial, personal and environmental achievement related influences in the lives of 1070 Ss, enrolled In a state hospital school system and a public school system, were studied in an attempt to Improve the curricula available to these and similar young people. A data-gathering instrument was created and used to gather information relative to 73 preselected variables. The data were studied to Identify relationships between these variables and educational retardation, and to determine differences between educationally and noneducationally retarded public school and hospital pupils in terms of variables found to be commonly related to preselected achievement criteria. Although many of the variables found to be significantly related (5% level) to the achievement of educationally retarded public school youth were also found to be so related to the achievement of noneducationally retarded youth, many significant differences between the variable measures were found. Similar results were obtained when publi...

Elementary School Attendance as an Index of Guidance Needs

The attendance records of 235 second‐grade students were studied. Each child was classified by his teacher either into one of two problem groups (Learning‐Educational or Personal‐Social) or into one of two non‐problem groups (Enrichment or Average‐Normal). The teachers are represented in one of four groups: either being from a school serving a higher or a lower economic area and as having extended or limited classroom experience. Three types of absences were studied: single day, multiple day, and total days absent. Single day absences were expected to be most closely related to guidance needs. Multiple classification analysis of variance revealed no significant differences in the average number of days absent among the four pupil groups, and the four teacher groups or among their interactions, regardless of whether the data were single day, multiple day, or total days absent. Whether the data were studied in terms of pupil or teacher groups, the average number of days absent was never significantly different from zero. No support was found for the idea that school attendance is an index of pupil achievement or adjustment.

A Measure of Relative Progression of the School Population of the United States; April 1950

THE SCHOOL experience of children and youth in the United States is basically one in which the pupil enters a school system at a certain mini mum age level and from then on is expected to proceed within the system from grade to grade at a regular pace of achievement. It is gene rally that the pupil is to spend one year in each grade and that he should be promoted along from year to year and from grade to grade, so that in eight years he should have progressed through eight grade levels and by the end of a twelve-year period he should have completed his elementary and high-school training. Although the general pattern of achievement and experience may be one of promotion from year to year and from grade to grade, there are pupils who move faster and skip grades, and there are pupils who are held back and have to repeat grades before being allowed to progress through the system. ^** The at hand is to define the pattern of progres si on and to single out those portions of the school population which are de vi ant?i. e., retarded or accelerated in their school performance. In es sence, retardation is defined as a slowness of progress through school as a result of nonpromotion?a lagging behind from the expected pattern of progress through the school system. Correspondingly, acceleration is defined as rapid progression?beyond the expected pattern of school experience. Both retardation and acceleration are deviations from an expected pattern?a norm that we would expect each child to have achieved or experienced at each specified age level. In most earlier studies retardation was measured in terms of pupils too old to be in the grade in which they were enrolled. That is, retarda tion was a deviation below an expected age spread for each grade or school level. Retarded pupils were determined from a table of normal for each grade. These ages were arbitrarily assigned. General ly, they were accepted by common consent as the ages for these grades by nearly all the schoolmen who have interested them selves in the problem 2

Progress Report on TV

Previous articleNext article No AccessProgress Report on TVSigmund FoglerSigmund Fogler Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 53, Number 9May, 1953 Article DOIhttps://doi.org/10.1086/458532 Views: 3Total views on this site Copyright 1953 The University of ChicagoPDF download Crossref reports no articles citing this article.

Anticipating College Credit in English

In an investigation of methods designed to facilitate the progress of the more able pupil through high school and into college, some cognizance should be taken of the overlapping of course content existing at these two levels. Procedures for detecting the presence and measuring the amount of such duplication of effort have been discussed at length in a publication summarizing the various approaches that have been made to the problem of how to improve educational articulation for the superior student.' The direct approach of primary interest in this connection consists in measuring the attainment of high-school pupils in terms of the objectives and the outcomes of college courses. If the skills and the knowledge which the high-school pupil acquires are sufficient to enable him to meet the standards of the college in any particular field, as evidenced by the examination given, then there is undoubtedly overlapping in the work of the two institutions in that particular field.2 Original experimental work done in this connection has demonstrated for the University of Buffalo and Buffalo high schools the existence of a considerable amount of overlapping of course content in several subject fields. In the light of these discoveries high-school Seniors of superior ability have been encouraged to write college examinations and frequently to do some special preparatory work.