Monstrosity,Performance, and Race in Contemporary Culture     

Dawn Marie D. McIntosh 《Quarterly Journal of Speech》2018,104(1):115-118

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COPING WITH FREEDOM AND UNCERTAINTY: PUBLIC OPINION IN HUNGARY, POLAND, AND CZECHOSLOVAKIA 1989-1992     

McIntosh  Mary E.; Iver  Martha Abele Mac 《Int. Journal of Public Opinion Research》1992,4(4):375-391

For the first time in more than four decades, Central and EastEuropeans can openly voice their opinion about everything fromthe price of bread to the performance of the government. Publicopinion has become a dynamic factor in the decision-making processof the new governments of Hungary, Poland, and Czechoslovakiaand will play an important role in determining what kind ofpost-communist societies develop in these countries. In an effortto explore public sentiment about what kind of society theywant to develop, we analyze results from 14 nationwide, representativepublic opinion polls commissioned by the United States InformationAgency's Office of Research between June 1989 and January 1992in Hungary, Czechoslovakia, and Poland. After tracing trendsin public opinion over this period, we look at some aspectsof the political culture in these countries. We then reporton our preliminary attempts to understand the determinants ofindividual preferences for either a society that emphasizesindividual freedom and responsibility (‘individual opportunities’society) or one in which the state assumes responsibility forassuring public welfare (‘state guarantees’ society).  相似文献   

The Changing Demand for Skills     

Steven McIntosh 《European Journal of Education》2002,37(3):229-242

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Differential ability scales: Profiles of preschoolers with cognitive delay     

Tammy L. Hughes  David E. McIntosh 《Psychology in the schools》2002,39(1):19-29

This study examined the cluster profiles obtained using the Differential Ability Scale (DAS, Elliott, 1990a) for preschool children diagnosed with cognitive delay and for those without cognitive delay. Cluster analyses resulted in distinctive profiles for each group. Profiles for preschoolers diagnosed with cognitive delay were compared with DAS profile patterns previously reported for school‐aged children diagnosed with learning disabilities (McIntosh & Gridley, 1993). Cluster comparisons indicated profiles of cognitively delayed preschoolers were not the same as those found in school‐age children with learning disabilities. Implications for prediction of school‐age learning disabilities from preschool DAS cognitive cluster profiles are discussed. © 2002 John Wiley & Sons, Inc.  相似文献   

Thriving and Spirituality: Making Meaning of Meaning Making for Students of Color     

Eric James McIntosh 《About Campus》2015,19(6):16-23

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Long‐term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: the impact on language and literacy     

Caroline Henning  Beth McIntosh  Wendy Arnott  Barbara Dodd 《Journal of Research in Reading》2010,33(3):231-246

Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short‐term positive effect of a preschool classroom‐based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill, auditory comprehension and reading comprehension of 54 6–7‐year‐old Australian children who attended school in a low‐socioeconomic area were measured. Children's PA abilities were also assessed and are reported elsewhere. There were no significant differences between children who had received intervention in preschool and those who had not, with the entire cohort performing below the average range of the general population. The findings indicated that while generating short‐term positive effects, intervention in preschool did not enhance socially disadvantaged children's language and literacy achievement in the long term.  相似文献   

Supporting accomplished facilitation: examining the use of appreciative inquiry to inform the development of learning resources for medical educators     

Paul McIntosh  Emma Jane Berridge 《Educational Action Research》2013,21(3):376-391

This paper examines the use of appreciative inquiry (AI) to guide development of web-based learning resources for medical educators who facilitate simulation-based learning experiences for doctors-in-training. AI can be viewed as a positive form of action research, which seeks to avoid deficit-based analyses and solutions, and commonly associated defensiveness. The use of AI to guide research and curriculum development has hitherto received scant attention.

Simulated medical practice allows learners’ needs to take top priority because simulated patients replace real patients (whose care would otherwise be top priority). Each episode of simulated clinical practice is followed by facilitated debriefing. Facilitators complete an initial ‘train the trainers’ course (typically one or three days). Our learning resources aimed to complement and extend initial courses.

AI informed data collection and analysis. It focused attention on identifying and understanding what was good about contemporary debriefing practices. We identified examples of practical wisdom and designed resources to help make these more transparent and accessible to all facilitators. Selected video records and interview excerpts demonstrated key points. We found opportunities to introduce ideas that would extend facilitators’ expertise.

We critique AI as an approach to action research and curriculum development, and recommend further use of AI in other contexts.  相似文献   

Book Reviews     

Christopher McIntosh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,10(10):265-285

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Student teachers' attitudes and beliefs towards using ICT within inclusive education and practice     

Nigel Beacham  Kenny McIntosh 《Journal of Research in Special Educational Needs》2014,14(3):180-191

The areas of education inclusion and digital inclusion have recently received growing interest from the research community while addressing the wider concern of social inclusion, but little research has been carried out exploring the relationship between the two areas. Central to both areas, this paper presents a study that investigated student teachers' attitudes towards using Information and Communication Technology (ICT) for equality as part of inclusive education and practice, and explored the extent to which it is important that student teachers are prepared for both education and digital inclusion. The study focused on the attitudes of student teachers who had taken a new reformed course on inclusive education and practice within a Scottish University. Results from the study showed that student teachers' attitudes towards using ICT for teaching and learning were strongly positive, and were also strongly positive towards inclusive education. Their attitudes towards inclusive practice and using ICT for inclusive practice were slightly less positive. This seemed to result in ICT being used less in terms of inclusive education and more from the perspective of accessibility to the curriculum. The study provided evidence that the impact of ICT as part of inclusive practice is not well understood by student teachers and that student teachers' attitudes towards digital equality do not feature highly in inclusive practices. Consequently, greater attention to ways in which ICT is used for inclusive purposes is needed in Initial Teacher Education and in education policies in order to improve student teachers' preparedness for education inclusion.  相似文献   

The response to the open university: Continuity and discontinuity     

Naomi E. McIntosh 《Higher Education》1973,2(2):186-195

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