RESEARCH SECTION: Nurture groups: a large‐scale,controlled study of effects on development and academic attainment     

Sue Reynolds  Tommy MacKay  Maura Kearney 《British Journal of Special Education》2009,36(4):204-212

Nurture groups have contributed to inclusive practices in primary schools in the UK for some time now and have frequently been the subject of articles in this journal. This large‐scale, controlled study of nurture groups across 32 schools in the City of Glasgow provides further evidence for their effectiveness in addressing the emotional development and behaviour problems of vulnerable children. In particular, Sue Reynolds, Principal Educational Psychologist, Maura Kearney, Senior Educational Psychologist, both working in Glasgow City Council Psychological Services, and Tommy MacKay, Professor at the University of Strathclyde and Director of Psychology Consultancy Services, suggest that is the first study to report quantitative gains in academic achievement when the progress of pupils in nurture groups is compared with that of matched children in mainstream classes. This highlights the importance of providing a nurturing context as a basis for promoting children's learning.  相似文献   

A profession in a hurry: the need for standards     

M C Reynolds 《Exceptional children》1966,33(1):1-5

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Evaluating subscale performance on the adaptive behavior inventory for children     

Cecil R. Reynolds 《Psychology in the schools》1985,22(1):14-18

Statistics are presented to allow ipsative interpretation of the scaled scores for the six subscales of individual children on the Adaptive Behavior Inventory for Children. Included are the standard error of the difference between each part score and the mean of all scores and values required for statistical significance at the traditional significance levels of .05 and .01, with the Bonferroni adjustment for the number of comparisons included. The ready availability of this information should enhance application of the ABIC in clinical practice and facilitate research on its efficacy for educational planning and placement of children in various regular and special education programs.  相似文献   

Methylphenidate and the activity of hyperactives in the informal setting   总被引：1，自引：0，他引：1  

M J Ellis  P A Witt  R Reynolds  R L Sprague 《Child development》1974,45(1):217-220

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Vietnam's Artistic Legacy: The Need to Understand     

Clay Reynolds 《Journal of American culture (Malden, Mass. : 2003)》1991,14(1):9-11

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Categories and variables in special education   总被引：1，自引：0，他引：1  

M C Reynolds  B Balow 《Exceptional children》1972,38(5):357-366

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The cell's journey: from metaphorical to literal factory     

Reynolds A 《Endeavour》2007,31(2):65-70

The concept of the cell has been based on metaphor since its inception, and the history of cell theory has continued to rely on metaphor and analogy. In the nineteenth century, cells were most popularly conceived either as building stones or elementary autonomous organisms from which larger organisms are composed. With advances in physiology and the rise of modern biochemistry in the early twentieth century, the chemical factory or laboratory became the dominant metaphor for this biological unit. Today in the twenty-first century, the metaphorical imagery has become a reality, with cells acting as chemical factories for the synthesis of commercially valuable bio-products. The history of the cell shows how metaphors act as conceptual tools, with particular strengths for facilitating different sorts of questions and experimental techniques.  相似文献   

GENDER DIFFERENCES IN ACHIEVEMENT IN A LARGE,NATIONALLY REPRESENTATIVE SAMPLE OF CHILDREN AND ADOLESCENTS     

Caroline Scheiber  Matthew R. Reynolds  Daniel B. Hajovsky  Alan S. Kaufman 《Psychology in the schools》2015,52(4):335-348

The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6–21 years) of the Kaufman Test of Educational Achievement—Second Edition, Brief Form, norming sample (N = 1,574). Path analytic models with gender, parent education, age, age², and gender‐by‐age moderation as predictors of reading, writing, and math were used to test for gender differences and for the influence of development on these differences. A small but consistent advantage was identified for females in reading. No gender differences were detected in math. The most important results of the present study pertain to a gender gap in writing in favor of females that increased as a function of age. Male students are at greater risk for writing failure than are females.  相似文献   

The Missing Link: The Evolving Current State of Linked Data for Serials     

Nancy Fallgren  Michael Lauruhn  Regina Romano Reynolds  Laurie Kaplan 《期刊图书馆员》2014,66(1-4):123-138

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Web&;wild     

Curt A. Reynolds 《TechTrends》2004,49(1):76-76

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