J SUTHERLAND
Biographic Data
| ID | 5707023 |
|---|---|
| NAME | J SUTHERLAND |
| GIVEN NAMES | J |
| FAMILY NAME | SUTHERLAND |
| SIGNATURE | SUTHERLAND J |
| AFFILIATIONS | Education Scotland |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1960 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
The confidence to know I can survive’
This paper explores the relevance of terms such as resilience and recovery when analysing earthquake stories recorded for the Women's Voices/Ngā Reo o Ngā Wahine Project after the sequence of earthquakes and aftershocks in Christchurch, New Zealand's second‐largest city, in 2010–2011. While the media focused on stories of victims, the heroic work of rescue teams, policy, army and firefighters, or the deliberations of national and local politician…
Social and Educational Variables Relating to Teachers' Assessments of Primary School Pupils
S ummary . Teachers' ratings of the personality traits and attainments of their pupils were analysed according to the social class background of schools, age and experience of teachers, and teachers' opinions about education. Examination of the results of the principal components analyses and Varimax rotations showed that assessments were made on two main dimensions, but that the traits defining these dimensions differed according to the social c…
Teachers' Personality Ratings of Pupils in Scottish Primary Schools
S ummary . Thirty‐four teachers in primary schools in a Scottish city rated boys and girls in their classes on twenty‐five personal characterisctics, the characteristics being chosen largely on the criterion of their relevance, in the eyes of teachers, to school behaviour. In addition, measures were taken of the sociometric status, attendance and I.Q. of the pupils. The pupils were members of classes of 11–12‐year‐olds. Teachers were selected to …
Zero Error in Moray House Verbal Reasoning Tests
S ummary . Non‐equivalence in the performance of the samples of children used in standardising the several members of a series of similar tests results in lack of comparability between the standardised scores obtained with different tests in the series; all the standardised scores from one test may be positively or negatively biassed relative to those from another. The bias is named ‘zero error’. The zero errors of twenty Moray House verbal reaso…
Social and Educational Variables Relating to Teachers' Assessments of Primary School Pupils
S ummary . Teachers' ratings of the personality traits and attainments of their pupils were analysed according to the social class background of schools, age and experience of teachers, and teachers' opinions about education. Examination of the results of the principal components analyses and Varimax rotations showed that assessments were made on two main dimensions, but that the traits defining these dimensions differed according to the social c…
Teachers' Personality Ratings of Pupils in Scottish Primary Schools
S ummary . Thirty‐four teachers in primary schools in a Scottish city rated boys and girls in their classes on twenty‐five personal characterisctics, the characteristics being chosen largely on the criterion of their relevance, in the eyes of teachers, to school behaviour. In addition, measures were taken of the sociometric status, attendance and I.Q. of the pupils. The pupils were members of classes of 11–12‐year‐olds. Teachers were selected to …
Zero Error in Moray House Verbal Reasoning Tests
S ummary . Non‐equivalence in the performance of the samples of children used in standardising the several members of a series of similar tests results in lack of comparability between the standardised scores obtained with different tests in the series; all the standardised scores from one test may be positively or negatively biassed relative to those from another. The bias is named ‘zero error’. The zero errors of twenty Moray House verbal reaso…
Zero Error in Moray House Verbal Reasoning Tests
S ummary . Non‐equivalence in the performance of the samples of children used in standardising the several members of a series of similar tests results in lack of comparability between the standardised scores obtained with different tests in the series; all the standardised scores from one test may be positively or negatively biassed relative to those from another. The bias is named ‘zero error’. The zero errors of twenty Moray House verbal reaso…
Teachers' Personality Ratings of Pupils in Scottish Primary Schools
S ummary . Thirty‐four teachers in primary schools in a Scottish city rated boys and girls in their classes on twenty‐five personal characterisctics, the characteristics being chosen largely on the criterion of their relevance, in the eyes of teachers, to school behaviour. In addition, measures were taken of the sociometric status, attendance and I.Q. of the pupils. The pupils were members of classes of 11–12‐year‐olds. Teachers were selected to …
Social and Educational Variables Relating to Teachers' Assessments of Primary School Pupils
S ummary . Teachers' ratings of the personality traits and attainments of their pupils were analysed according to the social class background of schools, age and experience of teachers, and teachers' opinions about education. Examination of the results of the principal components analyses and Varimax rotations showed that assessments were made on two main dimensions, but that the traits defining these dimensions differed according to the social c…
The confidence to know I can survive’
This paper explores the relevance of terms such as resilience and recovery when analysing earthquake stories recorded for the Women's Voices/Ngā Reo o Ngā Wahine Project after the sequence of earthquakes and aftershocks in Christchurch, New Zealand's second‐largest city, in 2010–2011. While the media focused on stories of victims, the heroic work of rescue teams, policy, army and firefighters, or the deliberations of national and local politician…
Developmental psychology (3 works) · Psychology (3 works) · Social Psychology (3 works) · Mathematics education (2 works) · Personality (2 works) · Psychometrics (2 works) · Sociology (2 works) · Teacher Professional Development and Motivation (2 works) · Varimax rotation (2 works) · Aftershock (1 work)