The purpose of this study is to check on the internal reliability of the Piers-Harris Self-Concept Scale with a British population aged 9 to 12 and, by means of a principal components analysis, to contruct a short form of the scale valid for both sexes. (Author)

The authors trace and critique various thrusts operative in British educational sociology since its beginnings in the 1950s: structural functionalism, school-level analysis, the interactionalist "New Directions" approach, and the Neo-Marxist perspective. They also comment on the place of educational sociology in teacher training. (SJL)

Reported are some of the findings from interviews with parents of severely educationally handicapped children in Birmingham, England, particularly on parents' knowledge of available special services and the amount of preschool education the children had received. Findings are related to the Warnock Report on Special Educational Needs. (Author/SJL)

Pupils in ten primary schools were taught two lessons, separated by a two week interval, by ten student teachers. After each lesson both pupils and student teachers completed questionnaires concerning their performance and attitudes. Results of students' assessments of their teachers proved quite reliable. (Editor/RK)

Discusses the differences that girls have from boys in the perception of their school situation. Looks at their attitudes toward teachers, the school, their classmates, academic interests, and discipline policy. (RK)

Parsons (1964) believed that children were prepared for legitimate social life in classrooms and that the playground was the nursery of crime. This theory is challenged with the view that deviance is learned in classrooms rather than playgrounds. Students' accounts of order and disorder in school are given and contrasted with behavior created by…

Examines the hypothesis that academic school matters were the central concern of girls at school and shaped their feelings about school in general. Results show that the student-centered culture of the classroom was the central concern of girls in school and shaped their orientations toward other school matters. (Author/RK)

From research into the reliability and validity of pupils' perceptions of teaching performance, the answers of pupils to sixteen questions are recorded. The questions and the pupils' comments sample the areas of preparation of lessons, presentation, attitudes to pupils and general class management. In the majority of cases the comments of pupils…

The importance of students' views of the kind of work for which they are destined, or to which they aspire, may help to explain their dissatisfaction with school. Students' attitudes and behavior--arising from the social structural characteristics of the secondary school system--raise the question of the appropriateness of applying the Marxian…

Examines the relationship between writer and audience as perceived by teacher and student in the learning process and the testing of learning. Reviews some features which influence and distort the teacher's perceptions of written work. Suggests that the use of student attitudes about writing can increase the reliability and validity of…

An attitude survey with 13-14-year-old students indicates that almost all students, regardless of background or ability, value highly goals of personal and social development, and would like to see the school contributing to such goals by creating a supportive context for community living. (Editor)

Using the observations of over 200 students in secondary school this research examines student views of work, provides an analysis of the meaning of work in general, and looks at work in terms of human relationships. (RK)

Suggests some reasons why the exploration and description of language function is often an untidy exercise but, none-the-less very rewarding and rich in implication for English teaching. (Author/RK)

Some salient features of English intonation are identified and related to the process of teacher pupil interaction in class teaching. (Editor)

Attempts to demonstrate that, in children's writing, emotion is communicated more effectively when it is expressed through words signifying a person's attitude towards some specific object or external situation, than it is by verbal reports on either his own internal feelings or his empathic identifications with the feelings of others. (Author/RK)