Decision-making in a contracting University: The case of the University of Lancaster, 1979–1985     

Philip Reynolds 《Minerva》1987,25(4):397-422

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Homogeneity, circularity, overgeneralization? LD is many disorders and not due to a singular componential deficit     

C R Reynolds 《Journal of learning disabilities》1987,20(6):324-326

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Does media affect learning: where are we now?     

Hastings  Nancy B.  Tracey  Monica W. 《TechTrends》2005,49(2):28-30

TechTrends - A careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses published in the past 20 years (Jonassen, Campbell &...  相似文献   

Misconceptions in Van den Broeck's representation of misconceptions about learning disability research     

Willson VL  Reynolds CR 《Journal of learning disabilities》2002,35(3):205-8; discussion 209-13

The methods and conclusions of Van den Broeck (in this issue) are evaluated from two perspectives: (a) statistical considerations and (b) theoretical models of IQ and achievement, specifically reading achievement. We consider the statistical model proposed by Van den Broeck for the regression-based discrepancy model (RDM) to be either irrelevant or conceptually inconsistent with current models of IQ and achievement. The resulting simulation produced exemplar cases that are not realistic in terms of practice. The theoretical representations of IQ and achievement were, in our understanding, inconsistent with contemporary models of either. We suggest that acceptable models support the use of the RDM as it has been proposed by us and by others as one component of the determination of the presence or absence of a learning disability.  相似文献   

Patterns in how pre-service elementary teachers formulate evidence-based claims about student cognition     

Katherine A. Reynolds  Jessica H. Triant 《师资教育杂志》2019,45(2):140-154

Large-scale, robust implementation of teacher data-driven decision making (DDDM) is a challenging endeavor, impeded by numerous organizational, and teacher, factors. One well-documented barrier to teacher DDDM is underdevelopment of teacher data literacy. This study examines common errors made by pre-service elementary teachers in the formulation of evidence-based claims about student cognition (e.g. student strengths and weaknesses relative to content mastery) in a United States of America context. Teachers in the sample commonly made several errors in the articulation of evidence-based claims based on classroom assessments, including providing nonspecific, irrelevant evidence for claims, and misinterpreting statistical evidence. Specific implications for pre-service teacher education and future research are discussed.  相似文献   

Campus Commons—“Mom,I want to come home”     

Stephanie C. Reynolds 《About Campus》2005,10(5):28-30

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Defiant Behavior in Two- and Three-Year-Olds: A Vygotskian Approach     

Laura?Reynolds?KeeferEmail author 《Early Childhood Education Journal》2005,33(2):105-111

Defiant behavior in two- and three-year-olds is a natural expression of a young child’s growing autonomy, and, although frustrating to adults, is a natural phase of a child’s socio-emotional growth. L.S. Vygotsky’s socio-historical theory of the development included a discussion of “crisis” periods, one of which he felt occurred at age three. The crisis that Vygotsky asserted occurred at three is characterized by a group of seven “behaviors”, all of which indicate a struggle with the child’s position in relation to family social structures. This study examined the occurrences and characteristics of defiant behavior in two-and three-year-old children during outdoor play at a child development center, and the existence and context of defiant behaviors the modern childcare setting. Patterns in defiant behaviors during play in different age groups were apparent, and suggested an instrument to facilitate the documentation and analysis of defiant behavior in modern group-care settings.  相似文献   

Classroom as Real World: Propositions for a pedagogy of difference     

Michael Reynolds  Kiran Trehan 《Gender and education》2001,13(4):357-372

The article develops a proposal for learning from the differences that can be present in the milieu of postgraduate programmes that are based on a participative design. Drawing on illustrations of students' and tutors' experience of difference, the idea of 'classroom as real world' is offered as the basis of understanding differences and responses to them which could be applied in the wider, and arguably more significant, social context. The authors also explore tensions which tutors are likely to have to engage with if incorporating a pedagogy of difference into their practice. These tensions are between tendencies to conformity or fragmentation, and between participative ideals and incipient hierarchy, not least as implicated in their role.  相似文献   

Teacher Evaluation and Teacher Effectiveness in the United Kingdom   总被引：1，自引：0，他引：1  

David Reynolds  Daniel Muijs  David Treharne 《Journal of Personnel Evaluation in Education》2003,17(1):83-100

An outline is given of the UK research situation for the knowledge bases of school effectiveness and teacher effectiveness, and the UK policy situation in terms of school and teacher evaluation, improvement and development. It is argued that the UK has seen a much greater use of school-level policies, reflecting its substantial school effectiveness research base, rather than teacher-level interventions, although there are currently some attempts at policy and practice level to focus upon teacher effects, teacher evaluation and related issues of professional development. Speculations are given concerning future policy and research needs.  相似文献   

Assessing executive functions: A life‐span perspective     

Cecil R. Reynolds  Arthur MacNeill Horton Jr. 《Psychology in the schools》2008,45(9):875-892

Despite many disagreements on the utility of neuropsychological applications in schools, executive function measures have been found to be useful across a variety of areas and ages. In addition, many disagreements are extant in discussions of the maturational course of the development of executive functioning abilities that are dependent on functional capacity of the human brain, including the frontal lobes, among other brain areas. In part, these controversies are related to a dearth of standardized functional assessments of executive functioning abilities across wide age spans. This article describes several recent measures of executive functioning and uses life‐span data from these assessments to project maturational periods of specific executive functions. Clinical implications of these results for school psychology assessment, rehabilitation of brain‐injured school‐aged children, and forensic practice of school psychology are posited. © 2008 Wiley Periodicals, Inc.  相似文献