Classroom performance, teaching effectiveness, teaching competence, teaching success, teaching behaviour are the terms usually used synonymously to refer the concept and to denote the capacity of the teacher to teach his students effectively in the classroom.
During the 1930s, psychologists Gordon Allport, Gardner Murphy, and Lois Barclay Murphy emerged from the fields of social and personality psychology to challenge the neo-behavioralist status quo in American social science. Willing to experiment with the idea of 'science' itself, these 'rebels within the ranks' contested ascendent conventions that cast the study of human life in the image of classical physics. Drawing on the intellectual, social, and political legacies of William James' radically empiricist philosophy and radical Social Gospel theology, these three psychologists developed critiques of scientific authority and democratic reality as they worked at the crossroads of the social and the personal in New Deal America. Appropriating models from natural history, they argued for the significance of individuality, contextuality and diversity as scientific concepts as they explored what they envisioned as the nature of democracy, and the democracy of nature.
Originally published in 1950, the need for a small standard text on basic principles of personality structure and development had been very apparent to teachers of psychology for some time. There were many books illustrating specialized or applied aspects of the psychology of personality – such as abnormal psychology, educational psychology, child psychology, mental measurement, vocational guidance, etc. – but lacking was a treatment of personality study as pure psychology, concentrating on the fundamentals. The aim of this title was therefore to bring the general problems of personality description and development, normal and abnormal, into a single perspective and to integrate the principle fields of observation in clear cut generalizations.
A second edition of this book which details significant further developments in clinical psychology in the intervening twenty years. Some of these are personality functioning, diagnostic techniques and formulation and professional development.
First published in 1998. This is Volume XV of twenty-eight in the Sociology of Education series. This is a study with special reference to university entrance written in 1949 which started as an enquiry into the performance of a group of university scholarship holders in their First-Year examinations. It developed into an examination of the transition from school to university and is concerned primarily with the problems of London and the provincial universities, though there is much that is relevant to the problems of universities elsewhere. The investigation originated in the concern which was felt amongst the staffs of universities about the general standard of student attainment.
Investigations of personality may be focused upon any one of three different levels of phenomena. The first is the level of traits, interests, attitudes, or sentiments considered as composing an "inner" personality; the second is the level of behaviour and expression; the third is the level of impression, the perception and interpretation of behaviour by another. Since a discovery on one of these levels establishes a presumption that the phenomenon in question has some counterpart on the other levels, a problem which is elusive on one plane may often be more expediently attacked on another. This is the motive and the plan behind the present study. Instead of approaching the difficult problem of consistency or organization in personality through a study of "inner" dispositions-which, of course, can only be known indirectly through tests and scales, -we have chosen to refer the problem to the level of expressive movement and there to examine it in a more direct fashion.
Primarily intended for undergraduate and postgraduate students of psychology, the book aims to provide a succinct yet reasonably compre-hensive account of psychological measurement techniques (psychometry) in a single volume. Written in a lucid style with the author’s rich teaching experience, the book focuses on the technique of development and use of psychological tests and scales. It also describes essential features and steps to be followed in constructing a psychological test. The book, divided into three parts, covers psychophysical methods, psychological scaling and test methods, and some elementary but essential statistical concepts used in the measurement and interpretation of psychological test data. Besides psychology students, the book will also be useful for undergraduate and postgraduate students of education, and professionals in the field of psychology and education.
First published in 1953, The Psychology of Personality proposes to give an account of the current knowledge about personality at the time; to describe the ideas used by psychologists in this field, the techniques available, the results obtained, and some of their applications. It begins by considering briefly the meaning of the term personality and goes on to explain how this branch of psychology had come to organize itself, and what was its place in the general history of modern thought. Today it can be read in its historical context. This book is a re-issue originally published in 1953. The language used and views portrayed are a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.
