ARBEIDSMETODE OG ELEVREAKSJON

Keogh, Barbara K. &; Vormeland, O. (1970). Performance of Norwegian Children on the Bender Gestalt and Draw‐a‐Person Tests. Scand. J. Educ. Res. 14, 105‐111. This study provides tentative norms for evaluating the performance of Norwegian children, ages six through nine, in a group administered Bender Gestalt and Draw‐a‐Person tests. Results are based on drawings of 265 Oslo school children. DAP scaled score means were slightly lower than the standardization mean, and, in general, girls were favored over boys. No sex differences in Bender performance were found. Bender results provide objective normative values, for age groups as well for patterns of change with age, which arc useful in making clinical and educational interpretations. Scores under group administration were somewhat higher (poorer) than scores obtained under individual administration conditions. Consistency of findings for Norwegian, English, and American children suggests that the Bender is relatively unaffected by specific cultural differences, at least in Western countries.     

The Teacher's Characteristics and Reactions to Him by Students and Experts

Abstract:Sandven, Johs. 1981. The Teacher's Characteristics and Reactions to Him by Students and Experts. Scandinavian Journal of Educational Research 25,171‐187. It is assumed that the characteristics of the teacher are bound to have implications for his behavior as a teacher and that this in turn will influence the way in which he is perceived and evaluated by students and experts. The aim of the investigations reported was to establish this relationship and to bring to light which characteristic or characteristics that in particular may be influential. Four characteristics were included: problem solving ability, social sensitivity, feeling of security, and educational attitude. Tasks of microteaching were carried out, videotaped and later presented for evaluation. The different comparisons between teacher characteristics and reactions by students and experts made it evident that the teacher's characteristics have a bearing on his standing as a teacher. In particular the social sensitivity of the teacher proved to be important.     

Social Sensitivity as a Factor in the Teaching Process. A Theoretical Discussion and an Experimental Contribution

Sandven, J. 1979. Social Sensitivity as a Factor in the Teaching Process. A Theoretical Discussion and an Experimental Contribution. Scandinavian Journal of Educational Research 23, 131‐150. The view is advanced that.the teacher should rank high, fairly high or above the students as regards abilities and reaction characteristics which he is supposed to develop in the students. Arguments in favor of this assumption are found in theories underlying the development of behavior therapy, with particular reference to the concept of modelling, and also in the theory underlying the client‐centered therapy. Earlier investigations indicating social sensitivity as an essential teacher characteristic are drawn to attention. Design and results of an investigation concerning the effect of social sensitivity are presented. Two tasks of microteaching intended for 6th graders were carried out by 29 teachers without the students being present. The performances were videotaped and later presented to 6th graders and experts for evaluation. It is clearly brought out that there is a high degree of correspondence between the teacher's standing on social sensitivity and the reaction to him in such a situation by students and experts. Social sensitivity is strongly indicated as a crucial teacher characteristic.     

INNLEDNING

Engvik, H., Kvale, S. &; Havik, O. E. (1970). Rater Reliability in Evaluation of Essay and Oral Examinations. Scand. J. educ. Res. 14, 195‐220. The rater reliability for the examination system at the Psychological Institute in Oslo was investigated. The essay and oral performances of the candidates are evaluated by an examination committee of three. Significant differences in arithmetic mean were found both among and within the committees. When rating the same essays within a committee a wide variation of reliability coefficients was found — from —.16 to +.90. At the critical boundaries of the scale, such as the Laudabilis boundary for access to further study of psychology, considerable variations between raters were demonstrated. There was demonstrated a slight, but significant trend for female students to improve more than male students at the oral examination. The general rater reliability found is not satisfactory, either with respect to current standards for psychometric tests or with respect to the importance of the marks for the individual students.     

VEIEN TIL OG GJENNOM GYMNASET I NORGE

Brusling, C. 1973. Composition Training. Scand. J. educ. Res. 17, 11‐22. From principles of the psychology of learning a method of stimulating practice in composition was derived. The method was tested in a sample of 120 pupils in the third grade of the elementary school. Measures of quantity, counts of words, as well as measures of quality (ratings) were gathered and used in the evaluation of the results. A comparison was made between the usual univariate form of statistical analysis and the multivariate technique of discriminant analysis. The latter was shown not to yield the easily interpreted results often claimed as one of the virtues of the method.

Generally, the results support the hypothesis that the experimental treatment should be more effective than the control treatment.     

NORGES ALMENVITENSKAPELIGE FORSKNINGSRÅDS GRUPPE G: PSYKOLOGI,UTDANNINGS‐OG UNGDOMSSP0RSM#afAL. HOVEDLINJER I VIRKSOMHETEN

Sandven, J. (1970). Students with Lowered Mark for Conduct at the End of the Youth School. A study of their situation in school, their background and possibilities. Scand. J. educ. Res. 14, 74—104. The major aim of the study was to bring to light whether characteristic differences exist between students who get a lowered mark for conduct and other students, and what are the particular features of such differences. The main material was collected in the youth school partly by direct investigations among students in the 9th grade, partly by means of information and evaluations from the schools. Althogether about 3,500 students were involved in the study. At the end of the youth school about 11 % of the students, i.e. 15% of the boys and 7% of the girls, got a lowered mark for conduct. The percentage varied markedly from school to school, from 1% as the lowest to 31% as the highest. The majority of students with a lowered mark (92 %) had a course program not preparing for the gymnasium. Nearly half of them had no plans for further education. Most of them (85 %) were regarded by their teachers as not suited for the gymnasium. As a rule they had a negative attitude to school and a low sense of well‐being. Marked differences in home background between these students and the others were not observed. As a group the students with a lowered mark differ markedly from the others as to problem‐solving ability and school achievement motivation. The conclusion is that as the school is today with regard to content, methods, and demands, students who are weak intellectually and in achievement motivation, will much more frequently run into a situation where they develop behaviour conflicting with the norms of the school, thus leading to a lowered behaviour mark. Though it is not possible to know whether an alteration of the school would result in behaviour in harmony with educational aims, it is argued that serious effort in this direction should be made, considering the importance of the behaviour and character development of the student.