Norman Worrall
Biographic Data
| ID | 3655190 |
|---|---|
| NAME | Norman Worrall |
| GIVEN NAMES | Norman |
| FAMILY NAME | Worrall |
| SIGNATURE | WORRALL N |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 1992 |
| H-INDEX | 2 |
Children's Self‐allocation and Use of Classroom Curricular Time
S ummary . A class of 9–10 year‐olds ( N =12) in a British primary school were observed as it moved over a one‐year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher‐allocated time to child allocation. Pupil self‐report and classroom obs…
The Interplay of Knowledge and Abilities in the Processing of Text
S ummary . This study begins from a comparison of the information processing and the schema theories of learning, in an attempt to construct a more global explanation of cognitive processing. A comparison of a “schema” group of learners, that is, individuals with a well‐developed knowledge base about a particular topic, with a non‐schema group suggested that performance depends first on installing and drawing on the best available schema, and to …
Varieties of Curricular Experience
S ummary . In the first study a class of 10‐year‐olds was observed for the first and last five weeks of the autumn term. On both a class and individual child basis there was considerable difference between teacher‐believed and child‐actual timetables, and this increased over the term. In the second study, 53 children were classified into “frontrunners” or “backmarkers”, depending on success in pacing the taught curriculum. For backmarkers, strate…
Towards a Person‐in‐situation Model of Teacher Stress
S ummary . It is claimed that teacher stress research to date has addressed practical issues at the expense of theory, and that such theory as exists has been too cognitive. A theoretical account is developed which gives representation, (a) to affective as well as cognitive constructs, and (b) to clinical as well as experimental evidence. The account also recognises that triggering of disturbances is frequently non‐conscious or automatic, as well…
Children's Reciprocations of Teacher Evaluations
S ummary . To what extent do children and teachers form reciprocal evaluations of each other? This study followed three classes over the school year, comparing teacher ratings of children's classroom demeanour, children's interpretations of this evaluation, and children's own ratings of teachers' classroom management. The overall picture was one of girls and high achievers favouring and being favoured by their teachers. Children clearly detected …
Teachers' Reported Practices Towards Girls and Boys in Science and Languages
Fifty-three science and 55 language teachers, male and female, were asked about their classroom practices with respect to a typical or average ability 14-year-old, either a girl or a boy. Questions ranged from the broad, e.g., amount of quality work expected, through the more specific, e.g., waiting time on difficult questions, to the very specific, e.g., frequency of smiling or eye contact. Up to eight of the 11 items showed a pattern where girl…
Situational Biases in Teacher Impressions
S ummary . Teachers were given a lecture on misattribution in social reasoning, with special emphasis on a study by Jones and Harris (1967) showing that even when people know someone is only role‐playing elements of that role are still attributed to the person. They were then shown short videotapes which they knew to be of children merely acting out ‘good pupil' and ‘bad pupil’ roles. Even though teachers were thoroughly familiar with the mechani…
Teachers' Reported Practices Towards Girls and Boys in Science and Languages
Fifty-three science and 55 language teachers, male and female, were asked about their classroom practices with respect to a typical or average ability 14-year-old, either a girl or a boy. Questions ranged from the broad, e.g., amount of quality work expected, through the more specific, e.g., waiting time on difficult questions, to the very specific, e.g., frequency of smiling or eye contact. Up to eight of the 11 items showed a pattern where girl…
Children's Reciprocations of Teacher Evaluations
S ummary . To what extent do children and teachers form reciprocal evaluations of each other? This study followed three classes over the school year, comparing teacher ratings of children's classroom demeanour, children's interpretations of this evaluation, and children's own ratings of teachers' classroom management. The overall picture was one of girls and high achievers favouring and being favoured by their teachers. Children clearly detected …
Towards a Person‐in‐situation Model of Teacher Stress
S ummary . It is claimed that teacher stress research to date has addressed practical issues at the expense of theory, and that such theory as exists has been too cognitive. A theoretical account is developed which gives representation, (a) to affective as well as cognitive constructs, and (b) to clinical as well as experimental evidence. The account also recognises that triggering of disturbances is frequently non‐conscious or automatic, as well…
Situational Biases in Teacher Impressions
S ummary . Teachers were given a lecture on misattribution in social reasoning, with special emphasis on a study by Jones and Harris (1967) showing that even when people know someone is only role‐playing elements of that role are still attributed to the person. They were then shown short videotapes which they knew to be of children merely acting out ‘good pupil' and ‘bad pupil’ roles. Even though teachers were thoroughly familiar with the mechani…
Teachers' Reported Practices Towards Girls and Boys in Science and Languages
Fifty-three science and 55 language teachers, male and female, were asked about their classroom practices with respect to a typical or average ability 14-year-old, either a girl or a boy. Questions ranged from the broad, e.g., amount of quality work expected, through the more specific, e.g., waiting time on difficult questions, to the very specific, e.g., frequency of smiling or eye contact. Up to eight of the 11 items showed a pattern where girl…
Children's Reciprocations of Teacher Evaluations
S ummary . To what extent do children and teachers form reciprocal evaluations of each other? This study followed three classes over the school year, comparing teacher ratings of children's classroom demeanour, children's interpretations of this evaluation, and children's own ratings of teachers' classroom management. The overall picture was one of girls and high achievers favouring and being favoured by their teachers. Children clearly detected …
Towards a Person‐in‐situation Model of Teacher Stress
S ummary . It is claimed that teacher stress research to date has addressed practical issues at the expense of theory, and that such theory as exists has been too cognitive. A theoretical account is developed which gives representation, (a) to affective as well as cognitive constructs, and (b) to clinical as well as experimental evidence. The account also recognises that triggering of disturbances is frequently non‐conscious or automatic, as well…
Varieties of Curricular Experience
S ummary . In the first study a class of 10‐year‐olds was observed for the first and last five weeks of the autumn term. On both a class and individual child basis there was considerable difference between teacher‐believed and child‐actual timetables, and this increased over the term. In the second study, 53 children were classified into “frontrunners” or “backmarkers”, depending on success in pacing the taught curriculum. For backmarkers, strate…
The Interplay of Knowledge and Abilities in the Processing of Text
S ummary . This study begins from a comparison of the information processing and the schema theories of learning, in an attempt to construct a more global explanation of cognitive processing. A comparison of a “schema” group of learners, that is, individuals with a well‐developed knowledge base about a particular topic, with a non‐schema group suggested that performance depends first on installing and drawing on the best available schema, and to …
Children's Self‐allocation and Use of Classroom Curricular Time
S ummary . A class of 9–10 year‐olds ( N =12) in a British primary school were observed as it moved over a one‐year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher‐allocated time to child allocation. Pupil self‐report and classroom obs…
Psychology (7 works) · Developmental psychology (5 works) · Social Psychology (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Mathematics education (3 works) · Class (philosophy) (2 works) · Computer Science (2 works) · Directive (2 works) · Early Childhood Education and Development (2 works)