Introduction     

Christopher McIntosh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(5):393-395

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Introduction     

Christopher McIntosh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,5(3):505-507

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What Do Test Score Really Mean? A Latent Class Analysis of Danish Test Score Performance     

James McIntosh 《Scandinavian Journal of Educational Research》2014,58(4):435-452

Latent class Poisson count models are used to analyse a sample of Danish test score results from a cohort of individuals born in 1954–1955, tested in 1968, and followed until 2011. The procedure takes account of unobservable effects as well as excessive zeros in the data. We show that the test scores measure manifest or measured ability as it has evolved over the life of the respondent and is, thus, more a product of the socioeconomic status of the parents and the human capital formation process than some latent or fundamental measure of pure cognitive ability. We find that variables which are not closely associated with traditional notions of intelligence explain a significant proportion of the variation in test scores. This adds to the complexity of interpreting test scores and suggests that school culture and possible incentive problems make it more difficult to understand what the tests measure.  相似文献   

Library return on investment: Defending the contingent valuation method for public benefits estimation     

Christopher R. McIntosh 《Library & information science research》2013

Many library return on investment (ROI) studies have been conducted in the United States. Most rely on “cost savings” approaches to determine the marginal benefits of library services. These methods fail to logically have a meaningful relationship to theoretical benefits estimation. Adaptations of the contingent valuation method (CVM) to this application are discussed in reference to the well-known National Oceanic Atmospheric Administration panel guidelines and recent literature. A CVM technique is used to estimate median annual household benefits for Minnesota public library services. Results indicate that CVM likely leads to more conservative estimates than “cost savings” approaches, which is probably due to the realities of available substitutes and low patron marginal benefits from additional transactions. Evidence is provided to limit the usual concerns of the utilized methodology. Focusing on programs for low income and education households may create higher returns more directly attributable to these services.  相似文献   

CONSTRUCT VALIDATION OF A MEASURE TO ASSESS SUSTAINABILITY OF SCHOOL‐WIDE BEHAVIOR INTERVENTIONS     

Amanda Hume  Kent McIntosh 《Psychology in the schools》2013,50(10):1003-1014

This study assessed aspects of construct validity of the School‐wide Universal Behavior Sustainability Index–School Teams (SUBSIST), a measure evaluating critical features of the school context related to sustainability of school‐wide interventions. Participants at 217 schools implementing School‐wide Positive Behavior Support (SWPBS) were administered the measure. A two‐step cluster analysis was performed to classify schools based on responses to the 39 SUBSIST items. A two‐cluster solution was obtained, with schools in one cluster (n = 139) obtaining significantly higher scores on SUBSIST items than schools in the other cluster (n = 78). The most critical item that contributed to cluster formation was the use of data for decision making. Results also showed that higher sustainability scores were associated with increased frequency of school team meetings, presentation of data to school staff, access to an external coach/consultant, and greater number of years implementing SWPBS. These results are discussed with regard to implications for sustaining school‐wide interventions.  相似文献   

Concurrent validity of the early screening profiles and the differential ability scales with an at‐risk preschool sample     

David E. McIntosh  Laura Gibney  Kevin Quinn  Deborah Kundert 《Psychology in the schools》2000,37(3):201-207

The relationship between the Early Screening Profiles (ESP; Harrison, 1990) and the Differential Ability Scales (DAS; Elliott, 1990a) was studied. The participants were 94 (57 males, 37 females) at‐risk preschoolers ranging in age from 3 years 6 months to 5 years 11 months (M= 4 years 7 months; SD= 6.3 months). The sample included 72 Caucasians, 21 African Americans, and one Hispanic. This study found that the DAS GCA (General Conceptual Ability) mean score was significantly lower than the ESP Total Screening mean score. However, a strong relationship (r= .78) was found between the ESP Total Screening and DAS GCA scores, indicating that the ESP is a good predictor of cognitive ability among at‐risk preschoolers. © 2000 John Wiley & Sons, Inc.  相似文献   

School psychologists' perceptions of priorities for dealing with the dropout problem     

Carla J. Egyed  David E. McIntosh  Kay S. Bull 《Psychology in the schools》1998,35(2):153-162

A sample of 444 (245 males and 199 females) Nationally Certified School Psychologists were surveyed to determine which causes of dropping out should be national priorities. A Principal Axis Factoring with oblimin rotation was conducted using the 42-item School Psychologist's Dropout Survey. The five factors which emerged were Criminal/Victimization, Different from Peer Group, School Conflict, Dysfunctional Family/Lack of Support, and Family Responsibilities. The factors comprised of items with loadings of .40 or higher were added together for each factor to obtain subscale total scores for each participant. Then, for each subscale all total scores were added together and divided by 444 to obtain an average subscale total score for the entire sample. This process was followed for all five subscales. Finally, the average subscale scores were ranked to identify which causes of dropping out were viewed by school psychologists as the most important national priority. School psychologists perceived school conflicts and dysfunctional families as the primary causes of dropping out that should be national priorities. © 1998 John Wiley & Sons, Inc.  相似文献   

Identifying at‐risk preschoolers: The discriminant validity of the differential ability scales     

David E. McIntosh 《Psychology in the schools》1999,36(1):1-10

The discriminant validity of the Upper Preschool Level of the Differential Ability Scales (DAS) was studied using 32 at‐risk preschoolers (females = 14, males = 18) with a mean age of 57.28 months (SD = 4.43) and 30 normal preschoolers (females = 13, males = 17) with a mean age of 56.40 months (SD = 6.46). The results indicated that the DAS was an excellent measure to use when trying to differentiate between at‐risk and normal preschoolers. The DAS could reliably identify, better than chance, whether a child was at‐risk or normal. Specifically, the General Conceptual Ability score was found to be approximately 77% accurate in correctly classifying at‐risk from normal preschoolers. In addition, the use of the DAS in an abbreviated format by selecting specific core and/or diagnostic subtests during the preschool screening process was strongly supported. © 1999 John Wiley & Sons, Inc.  相似文献   

Hieronymus Mercurialis ‘De Arte Gymnastica’: classification and dogma in physical education in the sixteenth century     

P.C. McIntosh 《国际体育史杂志》2013,30(1):73-84

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Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom     

Bradley E. Cox  Kadian L. McIntosh  Patrick T. Terenzini  Robert D. Reason  Brenda R. Lutovsky Quaye 《Research in higher education》2010,51(8):767-788

Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided by the theory that faculty members use in-class behaviors to signal their “psychosocial approachability” for out-of-class interaction with students (Wilson et al. in Sociology of Education 47(1):74–92, 1974; College professors and their impact on students, 1975), this study uses data from 2,845 faculty members on 45 campuses to identify the personal, institutional, and pedagogical factors that influence the frequency and type of interaction faculty members have with students outside of the classroom.  相似文献