By Philip E. Vernon (auth.), J. E. Meade, A. S. Parkes (eds.)
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Additional info for Genetic and Environmental Factors in Human Ability: A Symposium held by the Eugenics Society in September—October 1965
Whether a system of ability-grouping is defensible or not, the point to be made here is that, through the early beliefs about the measurement of innate ability and the continued use of intelligence tests by teachers and administrators, the elitist philosophy has come to be accepted almost without question. Indeed, it seems possible that the majority of teachers and educational administrators, if they are aware that an alternative philosophy exists, have considerable misconceptions about its aims and intentions.
E. P. Hollander and R. G. ) London. Oxford University Press. 5. HIMMELWEIT, HILDE T. 1964. A ten-year follow-up study: its objectives and conceptual framework. Paper read at the Annual Conference of the British Psychological Society, Leicester. 6. MINISTRY OF EDUCATION. 1954. Early Leaving Report. London. O. 7. MINISTRY OF EDUCATION. 1961. Statistics qf Education. Part 3, Supplementary. London. O. 8. TuRNER, R. H. 1961. Modes of social ascent through education: sponsored and contest mobility. In Education, Economy and Society.
Marklund 12 found that in Sweden the specialist subject teachers at the secondary level had a more negative attitude than primary class teachers to the policy of reform aimed at introducing comprehensive education. Although a full-scale survey of comprehensive schools has not yet been made, what little evidence there is would suggest that there are few INTELLIGENCE TESTS 49 that do not stream and probably fewer where the consequences for teachers of accepting the comprehensive philosophy have been fully appreciated, and appropriate action taken.