| Description |
1 online resource (xiii, 317 pages) : illustrations. |
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data file rda |
| Series |
Measurement and adjustment series |
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Measurement and adjustment series.
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| Bibliography |
"Bibliography of books and articles": pages 259-280; "Bibliography of selected tests and scales": p. 281-310. |
| Contents |
Psychology applied to educational problems -- Provision for psychological service -- Principles of psychological measurement -- The administration of tests -- The exceptional child -- Intensive study of individual pupils -- Diagnostic and remedial work in the skills -- Pupil classification -- Psychological service for instruction and guidance -- Records, reports, administrative details -- Research problems. |
| Summary |
"Education implies more than teaching or the supervision of instruction. Modern practice places increased emphasis on child study and pupil adjustment. The educational process implies, on the one hand, modifications to be made in child behavior and all that is involved in pupil instruction; on the other, the child himself and all that is involved in learning. Too generally the child has been subordinated in the process. The application of psychological principles to educational problems is effecting a closer alliance between learning and teaching. The establishment of facilities for psychological service and the application of measurement techniques might appear to be a thinly disguised attempt to effect a new kind of standardization of educational procedure, another formal method of dealing with pupils. The psychological service to be described need not entail standardization of educational products and the circumscribing of pupil activity, provided intelligent use is made of the data such service affords. Properly applied, the results of psychological service lead to greater freedom for the individual, conservation of his talents, fostering of harmonious adjustments, opportunity for achievement commensurate with the individual's needs and abilities, and increased happiness and ultimate satisfaction to the individual. Not every service that psychology offers to education is described in these pages, nor is there any attempt to set forth the general principles of educational psychology. The treatment is limited to the more specific types of psychological service most closely related to pupil observation and adjustment. The psychology of methods and of curriculum construction, the laws of learning, are discussed only in connection with pupil problems and educational applications. The functions of school psychologists rather than the functions of teachers or supervisors will receive major emphasis. The material is organized in such a way as to describe the implications of psychological service for educational institutions, both from the point of view of actual practice and expert opinion; progressive movements in education which have created the need for psychological service; and, in more detail, the actual work of administering psychological service in the schools"--Preface. (PsycINFO Database Record (c) 2015 APA, all rights reserved). |
| Note |
Description based on print version record. |
| Subject |
Educational psychology.
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Child development.
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Child psychology.
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Educational tests and measurements.
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Grading and marking (Students)
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Child study. (OCoLC)fst01939013
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Educational psychology. (OCoLC)fst00903571
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Educational tests and measurements. (OCoLC)fst00903660
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Grading and marking (Students) (OCoLC)fst00945795
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Psychology, Educational. (DNLM)D011588
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Psychology, Child. (DNLM)D002666
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Educational Measurement. (DNLM)D004521
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| Other Form: |
Print version: Hildreth, Gertrude Howell, 1898-1984. Psychological service for school problems. Yonkers-on-Hudson, N.Y., World Book Co. [©1930] (DLC) 30030614 (OCoLC)764666 |
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