Diagnostic Utility of the Bannatyne WISC‐III Pattern     

Courtney B. Smith  Marley W. Watkins 《Learning disabilities research & practice》2004,19(1):49-56

Regrouping Wechsler Intelligence Scale for Children‐Third Edition (WISC‐III) subtests into Bannatyne's spatial, conceptual, and sequential patterns has been thought by many to identify children with learning disabilities (LD). This study investigated the prevalence and diagnostic utility of WISC‐III Bannatyne patterns by comparing 1,302 children with LD to 2,158 children in the WISC‐III normative sample. Further analysis was conducted on a subsample of students with specific reading disabilities. Results indicated that the presence of the Bannatyne WISC‐III pattern would not lead to decisions that are useful in differentiating children with LD from children without LD. For example, receiver operating characteristic (ROC) analysis, measured by the area under the curve (AUC), indicated that the Bannatyne WISC‐III pattern exhibited low diagnostic utility (AUC = 0.54–0.55). Due to its inaccuracy, use of the Bannatyne WISC‐III pattern is not recommended.  相似文献   

Talking About Americans: The Image of the United States in English–Canadian Schools, 1900–1965     

Amy von Heyking 《History of education quarterly》2006,46(3):382-408

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The School Leadership Initiative: An Ethically Flawed Project?   总被引：2，自引：0，他引：2  

Michael Smith 《Journal of Philosophy of Education》2002,36(1):21-39

This paper considers the conception of leadership and management found in the UK government's school leadership initiative. It contrasts earlier 'scientific' theory with the more recent 'humanistic' theory on which the initiative appears to be based, and finds that they share significant features and flaws. Moreover, despite the moral tone of the new initiative, it finds on examination that it is based on an emotivist theory of ethics that in practice may require the headteacher to be manipulative in her leadership and management of the school. Finally, it outlines an alternative conception of leadership.  相似文献   

Building a World of Learning for All     

Peter Smith 《Prospects》2006,36(1):5-7

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Editorial     

Richard Smith 《Journal of Philosophy of Education》1994,28(2):147-147

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Promoting gun trigger-lock use: insights and implications from a radio-based health communication intervention     

Anthony Roberto  Gary Meyer  Amy Janan Johnson  Charles Atkin  Patricia Smith 《Journal of Applied Communication Research》2002,30(3):210-230

A radio public service announcement (PSA) focusing on the danger to children from an unlocked and loaded gun was designed and aired 340 times on three radio stations in one Michigan county. At the end of the message, individuals were given a toll-free number to call to receive a free gun trigger-lock. Three surveys were used to assess the effectiveness of this intervention: a general population telephone survey, an automated telephone survey, and a follow-up mail survey. Approximately 20 percent of individuals in the general population heard the PSA. There was a significant increase in uncued knowledge of the locking-related gun-safety practices in the treatment county between time one and time two. Further, individuals in both counties had very high levels of self-efficacy and response efficacy, moderate levels of perceived severity, and very low levels of perceived susceptibility at both points in time. Seven-hundred and ninety-nine individuals called the toll-free number to receive a free gun trigger-lock; or approximately 17 percent of gun-owning households exposed to the message. The majority of callers were males who owned guns primarily for hunting purposes and who planned to use the lock themselves. Follow-up survey results indicated that individuals were using the gun trigger-locks, and that they believed using gun trigger-locks was an easy and effective way to prevent gun injuries. Insights and practical implications of these findings are discussed.  相似文献   

Studies of Curricular Imbalances in Secondary Schools     

D. M. Smith 《Educational studies》1978,4(3):213-220

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Booknotes     

Richard Smith 《Journal of Philosophy of Education》2002,36(2):313-315

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Educational Differentiation and Curricular Guidance: a review     

Iain Smith 《Educational studies》1981,7(2):87-94

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A Response to President Soltis     

Philip G. Smith 《Educational theory》1975,25(3):223-225

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