Approximately 2 1/2 years ago I directed and
completed, with the help of three colleagues, the working paper
"Increasing the Chance of No Child Being Left
Behind: Beyond Cognitive and Achievement
Abilities"(McGrew, Johnson, Cosio & Evans, 2004). This
white paper was written as an internal background policy document
for use in conceptualizing ongoing research at the Institute for
Community Integration at the University of Minnesota. The paper
was the result of an approximately 2 year effort to identify
important non-cognitive learner characteristics via a relatively
comprehensive review of the relevant
literature.
The guts of this working paper was the
articulation of a preliminary model/framework for conceptualizing
non-cognitive variables that are potentially important for school
learning, above and beyond cognitive/intellectual abilities.
I referred to this as the "Beyond IQ"
paper.
As I've
written
elsewhere, I strongly believe
that understanding individual differences in learning, and helping
learners with disabilities in particular, requires a comprehensive
overview of a learners complete set of personal
competencies. Although I'm known primarily for my research in
intelligence, and as a coauthor of a major intelligence battery
(
Woodock-Johnson Third Edition; WJ
III), since my early years as practicing school
psychologist, and later as a professor teaching applied educational
psychology courses, scholar, researcher and test author, I've
always recognized the importance of non- cognitive
characteristics in student performance. I've been a huge fan of the
late Richard Snow's notion of "aptitude" (not to be
confused with intelligence or IQ). I recently published
(together with Jeff Evans) a special report with the National
Center on Educational Outcomes (NCEO) that made this point (the
paper has become known as the
"Forrest
Gump" report/paper).
During the past few years I have occasionally
returned to this working paper to sporadically integrate new
literature. The goal was to eventually turn the paper into a
book chapter, specialized publication, and/or possible a brief
book. I still have this goal, but, I have found it
increasingly difficult to find the necessary time to revise the
document as I would like.
Recently I've seen more attention focused on the
primary message of this paper--namely, the need for those working
in schools to go "beyond IQ" to examine other essential student
learner characteristics. I've seen new instruments published to
measures some of the learner characteristics
(e.g.,
SMALSI), a constant stream
of research publications focusing on isolated learner
characteristics, some attempts to provide more integrative
frameworks/models, and calls to those involved in education to
focus more on non-cognitive variables (see current NASP
"Presidents Message"; December,
2007).
Given this flurry of activity, I decided it was
important to get the proposed Model of Academic Competence
and Motivation (MACM) (McGrew, 2007) "out there", rather
than have it languish on my hard drive for another year (or
more). I decided that the proposed MACM might make a positive
contribution to the increased focus on non-cognitive learner
characteristics. Also, I decided that the MACM needed
scrutiny, review, feedback, criticism, etc...which in turn might
"jump start" my work in this area and stimulate others to elaborate
on the framework.
This on-line revision of the original
policy-oriented paper is presented "as is." I've not had the
time to edit it in detail..so please be understanding regarding any
typo's, omissions, missing references, etc. If readers will
be so kind to e-mail me (iap@earthlink.net) when they find these
possible errors or mistakes, I'll do my best to correct/revise the
material and repost it in the future.
Along these lines, if there are individuals who
would be interested in working on this project, in the form of
revising/editing the text, writing new sections, contributing new
material, working to provide URL links embedded in the text, etc.,
contact me. I might be talked into the idea of directing a
small group of individuals to make this a living and
breathing
EWOK
(Evolving Web of Knowledge), similar to two
other EWOK's I manage (visit my blog at www.intelligencetesting.blogspot.com
for more
information).
Finally, credit needs to be given to the three
individuals who played a major role in the drafting of the first
working paper. They deserve much credit, but are also not
responsible fore the extensions, revisions, or elaborations (and
any mistakes/errors) I've made to the paper since June of
2004. These folks are:
-
David R.
Johnson: Director of
the Institute of Community Integration at the University of
Minnesota.
-
Anna
Cosio: At the time, a doctoral student in Educational
Psychology at the University of Minnesota.
-
Jeff
Evans. At the time
a close friend and colleague who worked together with me on a
consulting basis. Since the paper was published, Jeff has
moved on to a role with Pearson Publishing.
