K B Start
Biographic Data
| ID | 363532 |
|---|---|
| NAME | K B Start |
| GIVEN NAMES | K B |
| FAMILY NAME | Start |
| SIGNATURE | START K B |
| AFFILIATIONS | The University of Western Australia |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1961 |
| LATEST PUBLICATION YEAR | 1975 |
| H-INDEX | 1 |
Mirror, Mirror
Reality for the Researcher
The realities of research, at least those mentioned in this paper, are known to the elder statesmen in educational research. Only the explicit stating of them may be new. Stating what is already known can hardly be seen as an original contribution. But then, as the title indicates, it is reality rather than originality which is the topic. What follows, however, may contribute to research thinking and its orientation. It might also present some cl…
Thirty Years of Reading Standards in England
Rater‐ratee Personality in the Assessment of Teaching Ability
S ummary . The members of staff of an English secondary modern school completed a battery of tests, one of which was the 16 Personality Factor Test of Cattell. The head teacher completed the test battery as well as rating each assistant teacher on nine aspects of teaching competence. These ratings were highly inter‐correlated and on factor analysis, two disproportionate principal components emerged. Scores for the similarity of the personality pr…
Sporting and Intellectual Success Among English Secondary School Children
The Relation of Teaching Ability to Measures of Personality
S ummary . Thirty‐five members of staff of the mixed secondary modern school completed the 16 P.F. Test and these scores were compared with those of teaching ability as rated by the head teacher. It appeared that the best teachers differed from the rest on factors A –, B+, E+, L –, M+, Q1 – and Q3 –. As teaching ability was linked with sex, correlations partialling out sex indicated that factors L – and M + were significantly (.05) correlated wit…
Substitution of Games Performance for Academic Achievement as a Means of Achieving Status among Secondary School Children
A Follow-up of Teachers Five Years After Completing Their Training
Biographical questionnaires were completed by 248 teachers who had qualified at seven colleges and one university department within one a.t.o. in 1955. The subjects' head teachers provided confidential references which were treated by (a) content analysis, (b) independent rating by four judges. Quantified data from the references and from the questionnaires were inter-correlated and factor analysed. Separate analyses were made for teachers in dif…
Imagery and Mental Practice
S ummary . The vividness and autonomy of imagery of thirty‐two males, aged 18–21 years, was compared with their performance scores obtained at their first attempt to perform a physical skill which they had been mentally practising for six days. First order correlations between vividness of Visual, Kinaesthetic and General Imagery, and the criterion performance scores were insignificant. Autonomy of imagery had a chi square with the criterion whic…
Intelligence and the Improvement in a Gross Motor Skill After Mental Practice
S ummary . Forty‐four male teachers' college students mentally practised a gross motor skill with which they had previously been unfamiliar. At the end of the six‐day practice period, the subjects' ability to physically perform the movement was assessed and was compared with the scores the subjects had obtained on a test of general intelligence. An insignificant negative correlation was obtained. In breakdown of the relation between these two var…
The Influence of Subjectively Assessed “Games Ability” on Gain in Motor Performance After Mental Practice
The Relationship Between the Games Performance of a Grammar School Boy and His Intelligence and Streaming
S ummary . A stratified sample of 180 boys was taken from a large grammar school. The level of games performance was assessed on the participation attained within the school games programme. This was then compared with his streaming and his intelligence score as registered in the secondary schools election examination he sat prior to admission to the grammar school. It was found that there was a correlation of + ·289 between intelligence and stre…
A Follow-up of Teachers Five Years After Completing Their Training
Biographical questionnaires were completed by 248 teachers who had qualified at seven colleges and one university department within one a.t.o. in 1955. The subjects' head teachers provided confidential references which were treated by (a) content analysis, (b) independent rating by four judges. Quantified data from the references and from the questionnaires were inter-correlated and factor analysed. Separate analyses were made for teachers in dif…
Rater‐ratee Personality in the Assessment of Teaching Ability
S ummary . The members of staff of an English secondary modern school completed a battery of tests, one of which was the 16 Personality Factor Test of Cattell. The head teacher completed the test battery as well as rating each assistant teacher on nine aspects of teaching competence. These ratings were highly inter‐correlated and on factor analysis, two disproportionate principal components emerged. Scores for the similarity of the personality pr…
The Relation of Teaching Ability to Measures of Personality
S ummary . Thirty‐five members of staff of the mixed secondary modern school completed the 16 P.F. Test and these scores were compared with those of teaching ability as rated by the head teacher. It appeared that the best teachers differed from the rest on factors A –, B+, E+, L –, M+, Q1 – and Q3 –. As teaching ability was linked with sex, correlations partialling out sex indicated that factors L – and M + were significantly (.05) correlated wit…
Substitution of Games Performance for Academic Achievement as a Means of Achieving Status among Secondary School Children
Imagery and Mental Practice
S ummary . The vividness and autonomy of imagery of thirty‐two males, aged 18–21 years, was compared with their performance scores obtained at their first attempt to perform a physical skill which they had been mentally practising for six days. First order correlations between vividness of Visual, Kinaesthetic and General Imagery, and the criterion performance scores were insignificant. Autonomy of imagery had a chi square with the criterion whic…
The Influence of Subjectively Assessed “Games Ability” on Gain in Motor Performance After Mental Practice
The Relationship Between the Games Performance of a Grammar School Boy and His Intelligence and Streaming
S ummary . A stratified sample of 180 boys was taken from a large grammar school. The level of games performance was assessed on the participation attained within the school games programme. This was then compared with his streaming and his intelligence score as registered in the secondary schools election examination he sat prior to admission to the grammar school. It was found that there was a correlation of + ·289 between intelligence and stre…
The Influence of Subjectively Assessed “Games Ability” on Gain in Motor Performance After Mental Practice
Imagery and Mental Practice
S ummary . The vividness and autonomy of imagery of thirty‐two males, aged 18–21 years, was compared with their performance scores obtained at their first attempt to perform a physical skill which they had been mentally practising for six days. First order correlations between vividness of Visual, Kinaesthetic and General Imagery, and the criterion performance scores were insignificant. Autonomy of imagery had a chi square with the criterion whic…
Intelligence and the Improvement in a Gross Motor Skill After Mental Practice
S ummary . Forty‐four male teachers' college students mentally practised a gross motor skill with which they had previously been unfamiliar. At the end of the six‐day practice period, the subjects' ability to physically perform the movement was assessed and was compared with the scores the subjects had obtained on a test of general intelligence. An insignificant negative correlation was obtained. In breakdown of the relation between these two var…
A Follow-up of Teachers Five Years After Completing Their Training
Biographical questionnaires were completed by 248 teachers who had qualified at seven colleges and one university department within one a.t.o. in 1955. The subjects' head teachers provided confidential references which were treated by (a) content analysis, (b) independent rating by four judges. Quantified data from the references and from the questionnaires were inter-correlated and factor analysed. Separate analyses were made for teachers in dif…
The Relation of Teaching Ability to Measures of Personality
S ummary . Thirty‐five members of staff of the mixed secondary modern school completed the 16 P.F. Test and these scores were compared with those of teaching ability as rated by the head teacher. It appeared that the best teachers differed from the rest on factors A –, B+, E+, L –, M+, Q1 – and Q3 –. As teaching ability was linked with sex, correlations partialling out sex indicated that factors L – and M + were significantly (.05) correlated wit…
Substitution of Games Performance for Academic Achievement as a Means of Achieving Status among Secondary School Children
Sporting and Intellectual Success Among English Secondary School Children
Rater‐ratee Personality in the Assessment of Teaching Ability
S ummary . The members of staff of an English secondary modern school completed a battery of tests, one of which was the 16 Personality Factor Test of Cattell. The head teacher completed the test battery as well as rating each assistant teacher on nine aspects of teaching competence. These ratings were highly inter‐correlated and on factor analysis, two disproportionate principal components emerged. Scores for the similarity of the personality pr…
Thirty Years of Reading Standards in England
Mirror, Mirror
Reality for the Researcher
The realities of research, at least those mentioned in this paper, are known to the elder statesmen in educational research. Only the explicit stating of them may be new. Stating what is already known can hardly be seen as an original contribution. But then, as the title indicates, it is reality rather than originality which is the topic. What follows, however, may contribute to research thinking and its orientation. It might also present some cl…
Psychology (12 works) · Mathematics education (8 works) · Developmental psychology (5 works) · Sociology (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Teacher Professional Development and Motivation (3 works) · Test (biology) (3 works) · Educational Games and Gamification (2 works)