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Papers by Dougal Hutchison

British Educational Research Journal, Jun 17, 2010

Quality and Quantity, Feb 13, 2007

Quality and Quantity, 2009

Quality Quantity International Journal of Methodology, 1988

... Ginsberg (1978) has produced a test for destination independence, refined by Davies (1983), w... more ... Ginsberg (1978) has produced a test for destination independence, refined by Davies (1983), which involves testing the effect of constraining to equality some ... can be written in the form ~rZniI/i(1 - I/e) which can be handled using the concept of quasi-likelihood (Wedder-burn ...

Scottish Educational Studies, 1976

Qual Quant, 1988

Http Dx Doi Org 10 1080 0305569790050109, Jul 6, 2006

Http Dx Doi Org 10 1080 03057920120098509, Jul 1, 2010

Basic Skills Agency, Mar 1, 2002

Http Dx Doi Org 10 1080 0013188940360201, Jul 9, 2006

Http Dx Doi Org 10 1080 02602930801956034, Apr 29, 2009

Thorax, 1981

Transcutaneous oxygen tension (tcPO2) measured with a heated electrode was compared with arterial... more Transcutaneous oxygen tension (tcPO2) measured with a heated electrode was compared with arterial oxygen tension (PaO2) in three groups of adult patients-group A: 20 patients with chronic respiratory disease; group B: eight hypothermic patents studied immediately after cardiopulmonary bypass surgery; and group C: 14 patients in an intensive care unit who had in all 35 comparisons of tcPO2 and PaO2. For group A, the relationship of the two methods is given by the regression equation (in mmHg): tcPO2 = 0.88 PaO2 + 5.0 (standard error = 5.2: r = 0.93: p less than 0.001) and for group C tcPO2 = 0.69 PaO2 + 14.9 (standard error =12.0, r = 0.90: p less than 0.001). A method of in vivo calibration using a single arterial blood sample improved the reliability of the method in group C. In the group B patients there was no correlation between tcPO2 and PaO2 even when supplementary heating was applied to the skin. Continuous monitoring can reveal large fluctuations in arterial PO2 which would ...

Background: Education, and information about education, is highly structured: individuals are gro... more Background: Education, and information about education, is highly structured: individuals are grouped into classes, which are grouped into schools, which are grouped into local authorities, which are grouped into countries. The degree of similarity among members of a group, such as a school or classroom, is a very important factor in the design and analysis of studies in education.Purpose: The aim of this article is to provide information on this degree of similarity within schools to enable those involved in carrying out surveys of schools to do so most efficiently in terms of resources and minimum disturbance of schools.Sources of data: This paper uses data from 13 studies at primary and secondary level conducted by the National Foundation for Educational Research in England and Wales.Main argument: The degree of similarity among members of a group is measured by two statistics, the intra-cluster correlation and the design effect. The study described here classifies outcomes into a number of categories and estimates intra-cluster correlation and design effect. The relevance of the results to survey design and analysis is discussed, and examples of how to use these are given.Conclusions: The main findings of this study, rather than conclusions as such, are the intra-cluster correlations for each topic category. However, the paper reaches some tentative conclusions about the degree of clustering by topic. Using Hox's convention (Multilevel analysis: Techniques and applications, Lawrence Erlbaum, London, 2002) for the size of intra-cluster correlations, it was found that the degree of clustering of achievement was high, while ethnic and language variables were highly clustered in secondary but not primary. By contrast, attitudes towards school, educationally relevant home characteristics, and perception of school policies have quite low values of ρ (mean < 0.05), defined as small.

Research Papers in Education, 2005

The Malta Primary Literacy Value‐Added study was the outcome of a process of testing and matching... more The Malta Primary Literacy Value‐Added study was the outcome of a process of testing and matching at ages 9–10, the pupils in Maltese primary schools who were tested three years earlier, at ages 6–7. All primary schools in the island took part at both stages. Pupils were tested in both Maltese and English at both ages. In addition extensive data