IQs ARE VERY STRONG BUT IMPERFECT INDICATORS OF PSYCHOMETRIC g: RESULTS FROM JOINT CONFIRMATORY FACTOR ANALYSIS     

Ryan L. Farmer  Randy G. Floyd  Matthew R. Reynolds  John H. Kranzler 《Psychology in the schools》2014,51(8):801-813

The most global score yielded by intelligence tests, IQs, are supported by substantial validity evidence and have historically been central to the identification of intellectual disabilities, learning disabilities, and giftedness. This study examined the extent to which IQs measure the ability they target, psychometric g. Data from three samples of children and adolescents (Ns = 200, 150, and 135) who completed varying pairs of individually administered, multidimensional intelligence tests were analyzed using a joint confirmatory factor analysis to generate correlations between IQs and general factors representing psychometric g. The resulting values, expressed as g loadings, for the six IQs ranged from .88 to .95 (M = .92). The accuracy of IQs in measuring psychometric g, the meaning of reliable specific ability variance in IQs not accounted for by psychometric g, and the use of IQs in schools and related settings are discussed.  相似文献   

The use of touch devices for enhancing academic achievement: A meta‐analysis     

Shawna M. Petersen‐Brown  Erin E. C. Henze  David A. Klingbeil  Jennifer L. Reynolds  Rachel C. Weber  Robin S. Codding 《Psychology in the schools》2019,56(7):1187-1206

Touch devices such as tablets and smartphones are widely adopted in educational settings and have many desirable features. However, research supporting the use of touch devices to improve academic achievement is emergent and has not been evaluated through a meta‐analysis. We conducted a meta‐analysis of 65 group and single case design research studies, published 2010–2018, to evaluate the effects of touch device implementation on academic achievement. The overall mean effect sizes were moderate for group design and single case design studies. Participant, intervention, and study attributes were also evaluated to describe the research and how these attributes may moderate the results. Overall, results suggest that touch devices may be an effective tool for enhancing academic achievement. The need to conduct additional, rigorous research on the use of touch devices as well as implications for researchers and practitioners are discussed.  相似文献   

Multisensory teaching approach for reading,spelling, and handwriting,Orton-Gillingham based curriculum,in a public school setting     

Karen S. Vickery  Valarie A. Reynolds  Samuel W. Cochran 《Annals of dyslexia》1987,37(1):189-200

This paper includes an overview of curriculum information and the basic techniques of a multisensory approach for teaching alphabet and dictionary skills, reading, spelling, and cursive handwriting. It also reports the results of a four-year study of reading and spelling in both remedial and nonremedial classes in a public school. The California Achievement Test (CAT) scores in reading and spelling for students in both remedial and nonremedial classes improved over baseline scores following this multisensory approach. Additionally, there was a tendency for the CAT mean scores to increase corresponding to the number of years students had been taught by the multisensory program.  相似文献   

The relationship between gender, depression, and self-esteem in children who have witnessed domestic violence.     

M W Reynolds  J Wallace  T F Hill  M D Weist  L A Nabors 《Child abuse & neglect》2001,25(9):1201-1206

OBJECTIVE: To investigate whether there are measurable gender differences in self-esteem and depression in elementary school-age children who have witnessed domestic violence. METHOD: Forty-five elementary school-age children who were identified as having witnessed domestic violence, and their teachers were surveyed for self-esteem, depression, and classroom behaviors. The results were compared between males and females using linear regression modeling. RESULTS: No significant gender differences were found for self-esteem and depression. An interaction between gender and post-traumatic stress was found to play a significant role in the interpretation of the results. CONCLUSIONS: Results indicated that higher levels of symptoms indicative of post-traumatic stress were associated with greater numbers of depressive symptoms and lower self-esteem for boys who had witnessed domestic violence. The results appeared similar to previous work with children and their emotional reactions to divorce.  相似文献   

The university in the 1980s: An anachronism?     

Philip A. Reynolds 《Higher Education》1977,6(4):403-415

The purposes of universities as traditionally defined and as specified in both the Carnegie Commission in the USA and the Loi d'Orientation de l'Enseignement Supérieur of 1968 in France, are considered in the context of the profound changes which have occurred in western industrialized societies in recent decades. Some of these changes may make it more difficult for universities to fulfull properly such traditional purposes as providing an independent critique of society's evolution, asking questions about the ways in which moral, material and technological problems are handled and the maintenance of that spirit of free enquiry which is an essential part of human freedom.This paper derives from an address given to Education Section L of the British Association meeting at the University of Lancaster in September 1976.  相似文献   

Moving on and Moving up: Confronting the Complexities of School Improvement in the Improving Schools Project     

David Hopkins  David Reynolds  John Gray 《Educational Research and Evaluation》2013,19(1):22-40

Despite recent advances, the research literature on school effectiveness, school improvement and educational change has relatively little to say about how schools become effective over time, and what strategies or combination of strategies work best to improve schools at different levels of effectiveness. A recent British research study – ‘The Improving Schools’ project funded by the Economic and Social Research Council – has been designed to explore these (and other) issues. This article describes the rationale for the fieldwork aspect of the project, which includes 13 secondary schools from 3 English local education authorities and presents 4 themes that have emerged from the first phase of the research that cast some light on the phenomena of the ‘improving school’. These themes – multiple starting points, the complex interactive and intuitive nature of school improvement strategies, the missing instructional level, and the importance of context – are described. The article concludes that given the non-linear and unpredictable nature of improvement seen in the case studies, schools need to become more skilled in ‘change agentry’ in order to continue to improve.  相似文献   

Chapter 8     

Derek Marshall  Regina Reynolds 《期刊图书馆员》2013,64(1):63-68

PIE-J [Presentation and Identification of E-Journals] is a set of developing National Information Standards Organization–recommended practices that tries to resolve some of the “pain points” associated with electronic journals. Regina Reynolds, at the Mississippi State University Libraries eResource & Emerging Technologies Summit in August 2012, presented these pain points and the attempts of PIE-J to overcome the obstacles.  相似文献   

Assessing,Analyzing, and Adapting: Improving a Graduate Student Instruction Program Through Needs Assessment     

Beth Roszkowski  Gretchen Reynolds 《Behavioral & Social Sciences Librarian》2013,32(4):224-239

This article highlights an assessment of library instruction needs among graduate students in the social sciences. The article addresses the development and implementation of the assessment and the application of assessment results to an established set of library instruction workshops. The article provides a detailed summary of assessment findings and a discussion of how the findings were successfully used to create a user-centered instruction program. The findings were used to make significant changes in workshop content, as well as refinements in the overall number and format of workshops offered, schedule of workshops, and marketing of the instruction program.  相似文献   

Embedded Librarian Within an Online Health Informatics Graduate Research Course: A Case Study     

Sajeesh Kumar  Lin Wu  Rebecca Reynolds 《Medical reference services quarterly》2013,32(1):51-59

The Health Sciences Library and the Department of Health Informatics & Information Management at the University of Tennessee Health Science Center in Memphis piloted an embedded librarian project in summer 2012. The value and effectiveness of the pilot project was evaluated by analyzing the content of e-mail questions received from the students and the students’ answers to the pre- and post-class surveys. The project received positive feedback from the students and course faculty. Librarians collaborating with teaching faculty and interacting one-on-one with students in health information-intensive courses proved to be helpful for student learning.  相似文献   

Linking School Effectiveness Knowledge and School Improvement Practice: Towards a Synergy   总被引：2，自引：1，他引：1  

David Reynolds  David Hopkins  Louise Stoll 《School Effectiveness & School Improvement》2013,24(1):37-58

A survey is undertaken of the ‘paradigms’ of the academic communities of school effectiveness and school improvement researchers, practitioners and scholars. It is argued that the two ‘paradigms’ are very different, and that this has hindered the improvement of educational practice. Examples are given of programmes which are a ‘blend’ of the two different approaches, and detail is given as to how the school effectiveness and school improvement communities can meet the knowledge needs necessary for improving the quality of schooling.  相似文献