Profile analysis of the Kaufman Assessment Battery for Children,Second Edition,with African American and Caucasian preschool children     

Brittany A. Dale  David E. McIntosh  Barbara A. Rothlisberg  Kimberly E. Ward  Madeline Hunt Bradley 《Psychology in the schools》2011,48(5):476-487

This study used profile analysis to investigate the interpretability of the Kaufman Assessment Battery for Children, Second Edition (KABC‐II), in terms of the Cattell‐Horn‐Carroll (CHC) theory among ethnically diverse preschool children. Forty‐nine African American and 49 Caucasian preschool children from a Midwestern city were included in the study and were matched for age, sex, and level of parental education. The profile analysis examining CHC broad abilities showed that the African American and Caucasian preschool children had similar patterns of highs and lows and performed at the same level with no significant difference between the two groups in their overall mean IQ. Profile analysis of the KABC‐II subtests found that although the African American and Caucasian groups performed overall at a similar level, they did not show the same pattern of highs and lows in subtest performance. Specifically, Caucasian preschoolers scored significantly higher than their African American counterparts on the Expressive Vocabulary subtest. Overall, the two groups displayed remarkably similar performance on the KABC‐II. © 2011 Wiley Periodicals, Inc.  相似文献   

PISA Country Rankings Valid? Results for Canada and Finland     

James McIntosh 《Scandinavian Journal of Educational Research》2019,63(5):670-678

This article examines whether the way that PISA models item outcomes in mathematics affects the validity of its country rankings. As an alternative to PISA methodology a two-parameter model is applied to PISA mathematics item data from Canada and Finland for the year 2012. In the estimation procedure item difficulty and dispersion parameters are allowed to differ across the two countries and samples are restricted to respondents who actually answered items in a mathematics cluster. Different normalizations for identifying the distribution parameters are also considered. The choice of normalization is shown to be crucial in guaranteeing certain invariance properties required by item response models. The ability scores obtained from the methods employed here are significantly higher for Finland, in sharp contrast to PISA results, which gave both countries very similar ranks in mathematics.  相似文献   

Student demand and progress at the Open University – the first eight years     

Naomi E. McIntosh  Alan Woodley  Val Morrison 《Distance Education》1980,1(1):37-60

At its inception educationalists and politicians alike were sceptical about the likelihood of the Open University being anything more than a pipe‐dream. Demand was not proven, students would not stay the course, degree level work could not be taught in such a way – the criticisms were numerous. This paper attempts to assess, after ten years, how far the University has succeed ed in its task of providing degree opportunities for adults. It considers the level and nature of demand for the OU, student progress through the University and graduation patterns. It concludes that, despite all the initial scepticism, the level of demand for the OU has continued at a high level, more students have survived than anyone had anticipated, and that these include significant groups without the requisite qualifications for entry to normal university. Despite this, there are many for whom the OU is not as open as it should be, and this represents the challenge over the next few years.  相似文献   

Utility of the early screening profiles in identifying preschoolers at risk for cognitive delays     

Sherree Lenkarski  Maureen Singer  Michelle Peters  David McIntosh 《Psychology in the schools》2001,38(1):17-24

This study investigated the utility of the Early Screening Profiles (ESP; Harrison, 1990) to differentiate between preschoolers at risk for cognitive delays (n= 49) and non‐risk preschoolers (n= 44). Step‐wise discriminant function analysis was performed using the ESP Profiles and Total Screening scores as the predictors of group membership. The Total Screening score, by itself, was found to correctly classify approximately 81% of the preschoolers. In a separate discriminant analysis, the Cognitive/Language and Motor profiles were required to maintain a similar level of correct classifications as the ESP Total Screening score. © 2001 John Wiley & Sons, Inc.  相似文献   

Developing efficient search strategies to identify reports of adverse effects in MEDLINE and EMBASE     

Golder S  McIntosh HM  Duffy S  Glanville J;Centre for Reviews  Dissemination  UK Cochrane Centre Search Filters Design Group 《Health information and libraries journal》2006,23(1):3-12

OBJECTIVE: This study aimed to assess the performance, in terms of sensitivity and precision, of different approaches to searching MEDLINE and EMBASE to identify studies of adverse effects. METHODS: Five approaches to searching for adverse effects evidence were identified: approach 1, using specified adverse effects; approach 2, using subheadings/qualifiers; approach 3, using text words; approach 4, using indexing terms; approach 5, searching for specific study designs. The sensitivity and precision of these five approaches, and combinations of these approaches, were compared in a case study using a systematic review of the adverse effects of seven anti-epileptic drugs. RESULTS: The most sensitive search strategy in MEDLINE (97.0%) required a combination of terms for specified adverse effects, floating subheadings, and text words for 'adverse effects'. In EMBASE, a combination of terms for specified adverse effects and text words for 'adverse effects' provided the most sensitive search strategy (98.6%). Both these search strategies yielded low precision (2.8%). CONCLUSIONS: A highly sensitive search in either database requires a combination of approaches, and has low precision. This suggests that better reporting and indexing of adverse effects is required and that an effective generic search filter may not yet be feasible.  相似文献   

EVALUATION OF THE CLASS PASS INTERVENTION FOR TYPICALLY DEVELOPING STUDENTS WITH HYPOTHESIZED ESCAPE‐MOTIVATED DISRUPTIVE CLASSROOM BEHAVIOR     

Clayton R. Cook  Tai Collins  Evan Dart  Michael J. Vance  Kent McIntosh  Erin A. Grady  Policarpio DeCano 《Psychology in the schools》2014,51(2):107-125

The aim of this study was to evaluate the Class Pass Intervention (CPI) as a secondary intervention for typically developing students with escape‐motivated disruptive classroom behavior. The CPI consists of providing students with passes that they can use to appropriately request a break from an academic task to engage in a preferred activity for preset amount of time. In addition, students are incentivized to not use the class passes by continuing to engage in the academic task and instead exchanging them for a preferred item or activity. Using an experimental single‐case withdrawal design with replication through a concurrent multiple‐baseline across‐participants design, the CPI was shown to reduce disruptive behavior and increase academic engagement in three students who engaged in hypothesized escape‐motivated behavior. Results also revealed that the effects of the CPI were maintained at a two‐week follow‐up probe and consumers found it to be acceptable. The limitations and implications of the findings for future research on effective classroom‐based interventions are discussed.  相似文献   

Parental history of positive development and child behavior in next generation offspring: A two-cohort prospective intergenerational study     

Primrose Letcher  Christopher J. Greenwood  Helena McAnally  Jay Belsky  Jacqui A. Macdonald  Elizabeth A. Spry  Kimberly C. Thomson  Meredith O'Connor  Judith Sligo  George Youssef  Jennifer E. McIntosh  Ella Iosua  Delyse Hutchinson  Joyce Cleary  Ann V. Sanson  George C. Patton  Robert J. Hancox  Craig A. Olsson 《Child development》2023,94(1):60-73

This study examined whether positive development (PD) in adolescence and young adulthood predicts offspring behavior in two Australasian intergenerational cohorts. The Australian Temperament Project Generation 3 Study assessed PD at age 19–28 (years 2002–2010) and behavior in 1165 infants (12–18 months; 608 girls) of 694 Australian-born parents (age 29–35; 2012–2019; 399 mothers). The Dunedin Multidisciplinary Health and Development Parenting Study assessed PD at age 15–18 (years 1987–1991) and behavior in 695 preschoolers (3–5 years; 349 girls) and their New Zealand born parents (age 21–46; 1994–2018; 363 mothers; 89% European ethnicity). In both cohorts, PD before parenthood predicted more positive offspring behavior (β_range = .11–.16) and fewer behavior problems (β_range = −.09 to −.11). Promoting strengths may secure a healthy start to life.  相似文献   

Introduction     

Christopher McIntosh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,10(11):1-3

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A Culture of Teaching: Policy, Perception, and Practice in Higher Education     

Bradley E. Cox  Kadian L. McIntosh  Robert D. Reason  Patrick T. Terenzini 《Research in higher education》2011,52(8):808-829

In an effort to identify policies that foster an institutional “culture of teaching,” or encourage use of effective pedagogies, this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and faculty members’ perceptions and practices related to teaching and learning. A series of multi-level models suggests that academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices. Instead, conventional institutional characteristics, such as selectivity and Carnegie classification, appear to be more influential factors.  相似文献   

Introduction     

Christopher McIntosh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,6(1):393-395

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