- Harold, H. Anderson, “Domination and Socially Integrative Behavior” Child Behavior and Development. Edited by R. G. Barker, J. S. Kounin and H. F. Wright. (New York: McGraw-Hill Book Co., 1943) Pp. 459–483.
- Lois Meredith French, “Personality and Teacher Training,” Educational Method, XIV (January, 1935), 184–188.
- Ralph, W. Tyler, “Trends in the Preparation of Teachers,” School Review, LI (April, 1943), 207–212.
- Fritz Redl, “Group Emotion and Leadership,” Psychiatry, V (November, 1942), 592.
- Responses tallied against Item III, A, 5, “Teaching of out-of-school groups (e.g., scouts…)” in John, G. Flowers, Allen, D. Patterson and Florence, B. Stratemeyer, Analysis of Student Teaching Practices in Normal Schools, Teachers Colleges, and Selected Arts Colleges. (Oneonta, New York: American Association of Teachers Colleges, 1946.) P. 15. Permission for use of data was granted by Dr. Stratemeyer.
- Improvement of Teacher Education, A Final Report of the Commission on Teacher Education, (Washington, D. C.: American Council on Education, 1946.) P. 99.
- Merl, E. Bonney, “The Use of Community Resources in Psychology Courses for Teachers,”Educational Administration and Supervision, XXX (February, 1944), 105–117.
- Camilla, M. Low, “Learning-by-doing in Teacher Education,” Educational Method, XXII (November, 1942), 86–91.
- Russell, T. Gregg, “Group Work with Youth as Part of Teacher Education,” Progressive Education, XVII (May, 1940), 358–361.
- “A Teacher Training Program for Underprivileged Urban Communities,” Report of the Curriculum Committee. Chicago Teachers College. Unpublished report. Pp. 201–205.
- Ronald Lippitt, “Socio-psychological Research and Group Work,” A Decade of Group Work. Edited by Charles, E. Hendry. (New York: Association Press, 1948.) Pp. 166–177.
- None of the data from the group leaders’ diaries is used in this preliminary report. The method of content analysis developed for this study is based on a theory of four levels of inference in the perception of the behavior of others. These cannot be discussed here beyond the statement of the assumption that value judgments and single cause “explanations” about behavior are low levels of inference in social perception. For a brief description of the levels of inference used in the content analysis of the diaries, see Henry, S. Maas, “Personal and Group Factors in Leaders’ Social Perception,” Journal of Abnormal and Social Psychology, XLV (January 1950), pp. 54–63.
- Robert, S. Lynd and Helen, M. Lynd, Middletown in Transition. (New York: Harcourt, Brace and Co., 1937.) Pp. 403–418.
- Manual of Directions for What Should Our Schools Do? A Poll of Public Opinion on the School Program. Prepared by Paul S. Mort, F. G. Cornell, and Norman H. Hinton. (New York: Bureau of Teachers College, Columbia University, 1941.) P. 2.
- Manual of Directions, California Test of Personality. Adult Series: A Profile of Personal and Social Adjustment. Devised by Ernest W. Tiegs, Willis W. Clark, and Louis P. Thorpe. (Los Angeles: California Test Bureau, 1942.) P. 4.
- This further inquiry into leader-type and group-type is reported elsewhere. For reference, see footnote 12, above.
- Else Frenkel-Brunswik et al., “The Antidemocratic Personality,” Readings in Social Psychology. Edited by T. M. Newcomb and E. L. Hartley. (New York: Henry Holt and Co., 1947.) Pp. 531–541.
- See Kurt Lewin, “Experiments in Social Space,” Resolving Social Conflicts. Edited by Gertrud, W. Lewin. (New York: Harper and Bros., 1948.) Pp. 72–74.
The Journal of Educational Research
Volume 43, 1950 - Issue 9