NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)3
Since 2006 (last 20 years)7
Descriptor
Foreign Countries7
Program Implementation7
Qualitative Research4
Critical Incidents Method3
Educational Practices3
Evidence Based Practice3
Intervention3
Positive Behavior Supports3
Administrator Attitudes2
Attitude Change2
Barriers2
Culturally Relevant Education2
Data Analysis2
Educational Change2
Information Seeking2
Interviews2
Principals2
Resistance to Change2
Statistical Analysis2
Teacher Surveys2
Academic Achievement1
Administrator Role1
American Indian Culture1
American Indian Education1
American Indians1
More ▼
Source
Grantee Submission2
Multicultural Learning and…2
Canadian Journal of School…1
Journal of Positive Behavior…1
School Psychology…1
Author
McIntosh, Kent7
Kelm, Joanna L.3
Canizal Delabra, Alondra2
MacKay, Leslie D.2
Andreou, Theresa E.1
Brown, Jacqueline A.1
Cooley, Sharon1
Craft, Calli B.1
Kahn, Joshua D.1
Lee, Dong Hun1
Ross, Scott W.1
Watanabe, Yayoi1
More ▼
Publication Type
Reports - Research7
Journal Articles6
Education Level
Early Childhood Education2
Elementary Education2
Elementary Secondary Education1
Grade 41
Grade 71
Intermediate Grades1
Junior High Schools1
Kindergarten1
Middle Schools1
Preschool Education1
Primary Education1
Secondary Education1
More ▼
Audience
Location
Canada6
Alaska2
Arizona2
California2
Iowa2
Kentucky2
Ohio2
Oregon2
Washington2
Asia1
Hong Kong1
Japan1
South Korea1
Taiwan1
Thailand1
More ▼
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic…1
Peabody Picture Vocabulary…1
What Works Clearinghouse Rating
Showing all 7 results Save | Export
In Search of How Principals Change: A Qualitative Study of Events That Help and Hinder Administrator Support for School-Wide PBIS
Peer reviewed Peer reviewed
Direct linkDirect link
McIntosh, Kent; Kelm, Joanna L.; Canizal Delabra, Alondra – Journal of Positive Behavior Interventions, 2016
Research has shown principal support to be a critical variable for implementing and sustaining evidence-based practices. However, there remains little understanding of the factors that may influence a principal's personal decision to support a practice. The purpose of the current study was to examine events that influenced principals' support for…
Descriptors: Foreign Countries, Principals, Educational Practices, Administrator Attitudes
In Search of How Principals Change: A Qualitative Study of Events That Help and Hinder Administrator Support for School-Wide PBIS
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
McIntosh, Kent; Kelm, Joanna L.; Canizal Delabra, Alondra – Grantee Submission, 2016
Research has shown principal support to be a critical variable for implementing and sustaining evidence-based practices. However, there remains little understanding of the factors that may influence a principal's personal decision to support a practice. The purpose of the current study was to examine events that influenced principals' support for…
Descriptors: Foreign Countries, Principals, Educational Practices, Administrator Attitudes
Effects of Implementing School-Wide Positive Behavioural Interventions and Supports on Problem Behaviour and Academic Achievement in a Canadian Elementary School
Peer reviewed Peer reviewed
Direct linkDirect link
Kelm, Joanna L.; McIntosh, Kent; Cooley, Sharon – Canadian Journal of School Psychology, 2014
Although there is much research on School-Wide Positive Behavioural Interventions and Supports (PBIS) in the United States, there is little such research in Canada. The purpose of the current study was to provide a case study example of the relation between implementing PBIS and student academic and behavioural outcomes, as well as student…
Descriptors: Foreign Countries, Behavior Problems, Student Behavior, Intervention
School Psychology Research and Practice in East Asia: Perspectives on the Past, Present, and Future Directions of the Field
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, Jacqueline A.; Watanabe, Yayoi; Lee, Dong Hun; McIntosh, Kent – School Psychology International, 2016
To engage in a comparison of school psychology research and practice in eastern and western countries, the current study sought to identify key themes that have influenced the field of school psychology in East Asian countries. Forty-six leading school psychology professionals in Japan, Hong Kong, South Korea, Thailand, and Taiwan provided their…
Descriptors: Foreign Countries, School Psychology, Theory Practice Relationship, Educational Practices
Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Andreou, Theresa E.; McIntosh, Kent; Ross, Scott W.; Kahn, Joshua D. – Grantee Submission, 2015
The purpose of this exploratory study was to identify, categorize, and describe practitioners' perspectives regarding factors that help and hinder sustainability of Tier I (universal) systems within School-wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen participants involved in sustaining Tier I SWPBIS over several years…
Descriptors: Positive Behavior Supports, Sustainability, Qualitative Research, Critical Incidents Method
Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students
Peer reviewed Peer reviewed
Direct linkDirect link
McIntosh, Kent; Craft, Calli B.; MacKay, Leslie D. – Multicultural Learning and Teaching, 2013
Despite an increasing need for culturally relevant curricula, what is considered culturally responsive and how it is assessed is under-researched. The present study examined the perceived cultural responsiveness and effectiveness of an early intervention program designed to teach early language skills and expose students to Indigenous culture, the…
Descriptors: Indigenous Populations, Culturally Relevant Education, Preschool Education, Speech Skills
Effects of Explicit and Non-Explicit Versions of an Early Intervention Program Incorporating Indigenous Culture into Kindergarten Literacy Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
MacKay, Leslie D.; McIntosh, Kent – Multicultural Learning and Teaching, 2012
Low literacy is a challenge facing Indigenous communities across North America and is an identified barrier to school success. Early literacy intervention is an important target to reduce the discrepancies in literacy outcomes. The Moe the Mouse® Speech and Language Development Program (Gardner & Chesterman, 2006) is a cultural curriculum…
Descriptors: Kindergarten, Literacy Education, Early Intervention, Culturally Relevant Education