The Comprehensive School: Guidelines for the Reorganization by Elizabeth Halsall

By Elizabeth Halsall

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P. 91. , p. 20-1. THE CULTURALLY DEPRIVED CHILD 37 the culturally deprived showed their need for a wide variety of skills and a capacity to use them under different conditions. Such a high degree and versatility of skill demand the rate for the job. 86 One might assume that if warmth in a teacher is a significant factor in pupils' achievements, similarly warmth in the overall school climate would also be so. e. warmth of interaction, between teachers and headmaster, on the OCDQ school climate87 scale do show that there is some relationship, but it is a small one, amounting to only 3 per cent of the total achievement of pupils.

Reported in Rev. Educ. , vol. 40, no. 1, Feb. 1970, p. 74. 49 Dentler, R. A. S. Economic and Social Development, Praeger, 1968, pp. 54-5. 50 Indirect confirmatory evidence would seem to come from the Midlands, where there is a high rate of early leaving and yet till recently a good level in the economy. But it is in the area of blue-collar jobs, many of them unskilled and requiring low levels of education, that expansion has taken place, not in white-collar jobs. 51 There is a fair amount of evidence accumulating round the world that educational expansion owes more to economic expansion than economic expansion owes to educational.

110. , Community Psychiatry: Epidemiology and Social Themes, Random House, New York, 1968; quoted in Rev. Educ. , vol. 40, no. 1, Feb. 1970, p. 59. , Peer group deterrents in intellectual development during adolescence, Educational Theory vol. 34, Winter, 1964, pp. 3-21. 4 0 Stein, Z. A. , Mild mental subnormality: social and epidemiological studies, Social Psychiatry, Baltimore, 1969, also quoted in the same volume of the Rev. Educ. , p. 59. 41 Rev. Educ. Res. vol. 40, no. 1, Feb. 1970, p. 43.

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