The Human Problem in Schools (1938)
A Psychological Study Carried out on Behalf of the Girls' Public Day School Trust
Nonfiction, Reference & Language, Education & Teaching
| Author: | Marion Milner | ISBN: | 9781351032889 |
| Publisher: | Taylor and Francis | Publication: | February 20, 2018 |
| Imprint: | Routledge | Language: | English |
| Author: | Marion Milner |
| ISBN: | 9781351032889 |
| Publisher: | Taylor and Francis |
| Publication: | February 20, 2018 |
| Imprint: | Routledge |
| Language: | English |
Published in 1938, this book documents a psychological study carried out on behalf of the Girls’ Public Day School Trust. Comprising 25 schools, the trust set the standard for girls’ education for the first decade of the twentieth century and the pioneering study was set to serve the cause of national education.
Marion Milner documents the study and her findings across four sections with topics covered including: intelligence testing, classroom observations, interpretation of material, varying effects of the environment and interviewing techniques. Sections also discuss practical implications from the research, and the importance of the psychologist in the classroom.
This book provides a detailed study of mental development and education in adolescent girls in the 1930’s as well as considering how important it can be to have a psychologist in the classroom. An original study that will still be of interest to researchers and academics in the fields of education, psychology and gender studies today.
Published in 1938, this book documents a psychological study carried out on behalf of the Girls’ Public Day School Trust. Comprising 25 schools, the trust set the standard for girls’ education for the first decade of the twentieth century and the pioneering study was set to serve the cause of national education.
Marion Milner documents the study and her findings across four sections with topics covered including: intelligence testing, classroom observations, interpretation of material, varying effects of the environment and interviewing techniques. Sections also discuss practical implications from the research, and the importance of the psychologist in the classroom.
This book provides a detailed study of mental development and education in adolescent girls in the 1930’s as well as considering how important it can be to have a psychologist in the classroom. An original study that will still be of interest to researchers and academics in the fields of education, psychology and gender studies today.
