WorldCat Identities

Reynolds, Maynard C. 1922-2012

Overview
Works: 82 works in 288 publications in 2 languages and 7,340 library holdings
Genres: Conference papers and proceedings  Handbooks and manuals  Abstracts 
Roles: Author, Editor, Other
Classifications: LC3965, 371.90973
Publication Timeline
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Most widely held works about Maynard C Reynolds
  • by Samuel A Kirk( )
 
Most widely held works by Maynard C Reynolds
Knowledge base for the beginning teacher by Maynard C Reynolds( Book )

19 editions published between 1988 and 1990 in English and held by 868 WorldCat member libraries worldwide

This book is an attempt to define the knowledge that beginning teachers should possess and addresses the difference between the "state of the art" and the "state of practice." It begins with three chapters that deal explicitly with general knowledge about teaching. Pedagogy is treated in chapters 4 through 8. These chapters deal with foundational information about learning principles and classroom climate. The text then moves to a discussion of the learner in context: how personal, social, and political factors and contexts affect the educative process; how they influence learning environments; and what the teacher can do to make those environments productive. Subsequent chapters deal with subject-specific pedagogy as well as the teaching of the basics of reading, writing and arithmetic. The book also comments on the teacher as a professional, legal rights and responsibilities, and the ethical dimensions of teaching. The volume ends with synthesis of insights on themes which emerge from these statements on the teacher as a professional and the implications regarding the impact teachers have in schools. (Jd)
Teaching exceptional children in all America's schools : a first course for teachers and principals by Maynard C Reynolds( Book )

13 editions published between 1977 and 1982 in English and Undetermined and held by 827 WorldCat member libraries worldwide

Fondements historiques et psycho-pédagogiques de l'enseignement spé- cial" (tableau des évènements-clé)-Evaluation de cet enseignement, les divers types de handicaps ou de retard et le soutien spécifique apporté
Handbook of special education : research and practice by Margaret C Wang( Book )

36 editions published between 1987 and 1991 in English and German and held by 771 WorldCat member libraries worldwide

Handbook of special and remedial education : research and practice( Book )

11 editions published between 1995 and 2008 in English and held by 539 WorldCat member libraries worldwide

Adaptive mainstreaming : a primer for teachers and principals by Maynard C Reynolds( Book )

6 editions published in 1988 in English and held by 386 WorldCat member libraries worldwide

Special education : research and practice : synthesis of findings( Book )

10 editions published between 1989 and 1990 in English and held by 373 WorldCat member libraries worldwide

School-community connections : exploring issues for research and practice by Leo C Rigsby( Book )

3 editions published in 1995 in English and held by 364 WorldCat member libraries worldwide

Making a difference for students at risk : trends and alternatives by Margaret C Wang( Book )

10 editions published between 1994 and 1995 in English and held by 336 WorldCat member libraries worldwide

Papers in this collection were commissioned for a conference entitled, "Making a Difference for Students at Risk," to serve as springboards for discussion. Discussions and recommendations from conferees were incorporated into the versions presented in this volume. The two topics that dominated discussion at the conference were: basic forces that affect development and schooling of at-risk children and adolescents, and innovative initiatives that apply research and practical knowledge. Papers are: (1) "Introduction: Inner-City Students at the Margins" (Margaret C. Wang, Maynard C. Reynolds, and Herbert J. Walberg); (2) "Twice Victims: The Struggle to Educate Children in Urban Schools and the Reform of Special Education and Chapter 1" (Marleen C. Pugach), commentaries by Kenneth K. Wong and Martin E. Orland; (3) "The Plight of High-Ability Students in Urban Schools" (Joseph S. Renzulli, Sally M. Reis, Thomas P. Hebert, and Eva I. Diaz) with commentaries by Barbara L. McCombs and Brenda Lilienthal Welburn; (4) "Street Academies and In-School Alternatives to Suspension" (Antoine M. Garibaldi), commentaries by Harriet Arvey and Edmund W. Gordon); (5) "Alternatives and Marginal Students" (Mary Anne Raywid), commentaries by Ann Masten and Pauline Brooks; (6) "The Impact of Linguistic and Cultural Diversity on America's Schools: a Need for New Policy" (Eugene E. Garcia), commentaries by Richard Ruiz and Kris D. Gutierrez; and (7) "Epilogue: a Summary of Recommendations" (Maynard C. Reynolds, Margaret C. Wang, and Herbert J. Walberg). Appendixes list participants and give the conference agenda. Each paper contains references. (Sld)
Early school admission for mentally advanced children, a review of research and practice by Maynard C Reynolds( Book )

7 editions published in 1962 in English and held by 253 WorldCat member libraries worldwide

Futures of education for exceptional students : emerging structures by Maynard C Reynolds( Book )

8 editions published in 1978 in English and held by 244 WorldCat member libraries worldwide

The book presents excerpts from a conference on future trends in special education. The first section includes seven papers: "Mainstreaming: Dilemmas, Opposition, Opportunities" (S. Sarason); "Pirandello in the Classroom: On the Possibility of Equal Educational Opportunity in American Culture" (R. McDermott and J. Aron); "Special Education and the Future: Some Questions to be Answered and Answers to be Questioned" (R. Jones); "Life-Long Learning by Handicapped Persons" (A. Chickering and J. Chickering); "Organizational Needs for Quality Special Education" (J. Gallagher); "Some Economic Considerations in Educating Handicapped Children" (H. Levin); and "Three Years Past 1984" (R. Schiefelbusch and R. Hoyt, Jr.). Responses of nine participants to the papers and to such issues as teacher education and the relationship between regular and special education are also presented. (Cl)
Exceptional children in regular classrooms by Maynard C Reynolds( Book )

8 editions published between 198 and 1972 in English and held by 223 WorldCat member libraries worldwide

Presented are 16 brief essays concerned with strategies of heterogeneous grouping, administrative change, teacher qualifications, and teacher education for improving regular educational services for handicapped children. The essays were written to widen perspectives on the means by which the Special Education Training Branch of the Bureau for Educational Personnel Development (bepd) might accomplish its mission. Authors address themselves to the following issues: relationship of regular and special education; integration of regular and special education; effects of integration of regular and special education; administrative change needed for integrating regular and special education; qualifications of regular teachers in teaching exceptional children; additional training for regular teachers; supportive help for regular teachers; school structure; roles of school psychologists and other personnel workers in an integrated system; training programs needed by regular teachers that can be provided by bepd; and existing programs of integrated regular and special education. (Cb)
Teacher education : renegotiating roles for mainstreaming by Judith K Grosenick( Book )

5 editions published in 1978 in English and held by 218 WorldCat member libraries worldwide

The focus of this volume is upon the changes that are needed in teacher education programs to address the process of mainstreaming handicapped children. The authors of the papers presented are associated with Deans' Grants Projects. The first section presents an overview of past and present special education services and advances a philosophy for the future of teacher education in general. In the second section, the papers examine strategies for change and their application to Deans' Grants Projects. The third section presents case studies of the evolution of three Deans' Grants Projects. The fourth section deals with specific project practices that may hold promise for the successful implementation of change in higher education. The fifth section examines several topics that intersect with the foci of all Deans' Grants Projects. Sections six and seven consist of one paper each. In the former, the author presents a commentary on the challenges facing education in general in today's society; in the latter, there is presented initially an historical analysis of different approaches to serving children with special needs and, then, a synthesis of the efforts, problems, and implications of the Deans' Grants Projects to date. (Jd)
Social environment of the schools( Book )

3 editions published between 1980 and 1981 in English and held by 173 WorldCat member libraries worldwide

Domain-referenced testing in special education by Wells Hively( Book )

8 editions published in 1975 in English and held by 159 WorldCat member libraries worldwide

Presented are eight papers that deal with the educational implications for handicapped children of domain-referenced testing, as contrasted with standardized norm-referenced achievement testing. The crucial aspects of each testing model are highlighted by W. Hively in an introductory section. M. Reynolds surveys past and present special education pressures and analyzes their impact on testing. T. Donlon reviews historical and technical concepts of test-score referencing and points out complexities and confusions in terminology among different types of evaluation. Discussed by J. Rosner are test construction and utilization in connection with an adaptive perceptual skills curriculum. Explained by A. Hofmeister are procedures and materials for training teachers to integrate criterion-referenced testing and instruction within the regular classroom. The creation of a comprehensive computer-based information bank in the area of reading instruction and its use in domain-referenced test development is described by R. O'Reilly. Examined is the use of domain-referenced testing in the delivery of special education services in a rural area (F. Hammarback and C. Koenig). Ethical considerations in the use of norm-domain-, and behavior-referenced testing are considered in the final paper by E. Joselyn. Also included are a 60-item bibliography on domain-referenced testing and biographical information about the authors. (Lh)
Proceedings by Conference on Psychology and the Process of Schooling in the Next Decade: Alternative Conceptions( Book )

5 editions published between 1970 and 1973 in English and Undetermined and held by 129 WorldCat member libraries worldwide

Mainstreaming : origins and implications : proceedings from the July 1975 Deans' Projects Conference by Maynard C Reynolds( Book )

7 editions published between 1976 and 1977 in English and held by 127 WorldCat member libraries worldwide

Presented are papers and responses given at the July 1975 Deans' Projects Conference on the origins and implications for personnel training of trends in mainstreaming handicapped children. A paper by E. Martin, director of the Bureau of Education for the Handicapped, identifies problems such as the need for more training of regular teachers. Included is the paper given at Session I by T. Gilhool titled "Changing Public Policies--Roots and Forces" which reviews the implications of recent court cases. Responses to the Gilhool paper are by G. Clifford, D. Lortie, J. Frein, L. Brinegar, and R. Egbert. The main paper of Session ii is titled "Consequences for Instruction--the State of the Art of Individualizing" by R. Snow with responses by H. Klausmeier, A. Hilliard, and C. Meisgeier."Ethics, Umbrage, and the a b c Ds" by R. Cromwell is the main paper of Session iii and focuses on the development of valid diagnostic constructs. Responses are by D. Corrigan, R. Johnson, and R. Jones. Also included are an address by H. Bertness titled "Progressive Inclusion--the Mainstream Movement in Tacoma" and a reaction by M. Scriven titled "Some Issues in the Logic and Ethics of Mainstreaming". (Db)
The future of mainstreaming : next steps in teacher education by Maynard C., Ed Reynolds( Book )

4 editions published in 1982 in English and held by 88 WorldCat member libraries worldwide

Eight papers from a 1982 meeting of the Dean's Grant Projects examine issues related to the current status and future needs of mainstreaming handicapped students. M. Reynolds begins with "Facing the Future in Dean's Grant Projects," in which he examines the progress of Dean's Grants and suggests that the future will bring problems regarding classifications, changing social situations, and related services. In "The 1980s: Teacher Preparation Programs, Handicapped Children, and the Courts," T. Gilhool recaps relevant litigation concerning state of the art vs. State of the practice. R. Johnson and D. Johnson suggest ways to promote constructive student-student interaction in "The Social Structure of School Classrooms.""Foundations Aspects of Teacher-Education Programs: a Look to the Future" by C. Lucas suggests the need for major reforms in the role of educational foundations courses. In "a Time to Move for Quality in Teacher Education," D. Scannell identifies reasons for the need to initiate a major effort for excellence in teacher education. S. Lilly considers issues in mainstreaming in "The Education of Mildly Handicapped Children and Implications for Teacher Education," including the need to prepare special educators as well as regular educators. E. Sontag addresses the issues of relationships between special and regular education, the quality of educational programs, and the future of regular education preservice in his paper, "Perspectives on the Status and Future of Special Education and Regular Education." A. E. Blackhurst describes efforts at the University of Kentucky in "Noncategorical Special Education Teacher Preparation," and lists such benefits as better prepared teachers and reduced stereotyping. (Cl)
Development and learning of children and youth in urban America( Book )

1 edition published in 1997 in English and held by 87 WorldCat member libraries worldwide

The chapters in this collection, distributed to conference participants as a springboard for conference discussions, consider sustainable models for school-family-community collaboration, partnerships in education, and other ways to improve learning for urban youth. The contributions are: (1) "The Empowerment Zone and Enterprise Community" (William L. Smith); (2) "Children and the ez/ec Implementation: Prospects and Connections" (Maynard C. Reynolds and Margaret C. Wang); (3) "Children from Zero to Six in Urban America: Challenges and Opportunities To Foster Student Success" (Jane Knitzer); (4) "Revitalizing Inner Cities; Focusing on Children's Learning" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (5) "Neighborhood Initiatives, Community Agencies, and the Public Schools: a Changing Scene for the Development and Learning of Children" (William Lowe Boyd, Robert L. Crowson, and Aaron Gresson); (6) "Service Coordination across Government Agencies" (John F. White, Jr. And Tine Hansen-Turton); (7) "The Urban University: Its Role in Community Development" (Bernard C. Watson); (8) "Serving Children and Families in the Inner Cities through the Development of Professional Human Services Workers" (Edmund W. Gordon); and (9) "Coda." Each selection contains references. (Sld)
Progressive inclusion : meeting new challenges in special education by Margaret C Wang( Book )

2 editions published in 1997 in English and held by 82 WorldCat member libraries worldwide

Inner-city students at the margins by Margaret C Wang( Book )

1 edition published in 1993 in English and held by 76 WorldCat member libraries worldwide

At the margins of American education are students with unusual needs who challenge teachers to the limits of their commitments, insights, and skills. This paper considers the marginalized students in inner-city schools and suggests ways to improve education for them and for all students. There are disproportionate numbers of racial and ethnic minority students at the margins. The following types of programs and students are typically described: (1) special education programs for learning disabled and mentally retarded students; (2) language-related programs for minority students and immigrants; (3) high achiever programs; and (4) students suspended or expelled from school. There are other categorical programs, and a look across all the types suggests that they are not working as well as intended, and that they pay too little attention to student outcomes. Categorical programs often have a limited curriculum and a single problem-minimizing instructional mode. They are also likely to be inadequately researched and evaluated. To reach numbers of marginalized students, the immediate task is to strengthen the schools of the inner city, mainly by focusing on effective instruction. Instructional improvement heads the list of solutions, followed by policy-level changes and revised bureaucracy. Improvement in the lives and learning of all inner-city children is the most urgent issue in the nation. An epilogue summarizes recommendations from the conference at which this paper was presented. Appendix a lists participants, and Appendix b contains the conference agenda. (Contains 1 figure, 1 table, and 38 references.) (Sld)
 
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Associated Subjects
Children of minorities--Education Children with disabilities--Education Children with disabilities--Education (Preschool) Children with mental disabilities--Education Children with mental disabilities--Education (Preschool) Children with social disabilities--Education City children--Education Community and school Congresses and conventions Dybwad, Gunnar Education Education, Preschool Education, Urban Educational change Educational psychology Educational surveys Educational tests and measurements Education and state Education--Social aspects Exceptional children--Research Gifted children--Education Inclusive education Language acquisition--Testing Learning, Psychology of Mainstreaming in education Mental retardation--Treatment Middle Atlantic States People with disabilities--Education People with mental disabilities--Education Progressive education Reynolds, Maynard C., Sanford, Charles Wilson, Schmidt, Bernadine Genevieve, School age (Entrance age) School environment School psychologists Spalding, Willard B.--(Willard Benjamin), Special education Special education literature Special education teachers--Training of Stevens, Godfrey D.--(Godfrey Daniel) Teachers of children with disabilities--Training of Teachers of the deaf--Certification Teachers--Training of Teaching United States University of Illinois (Urbana-Champaign campus).--Institute for Research on Exceptional Children University of Illinois at Urbana-Champaign.--Institute for Research on Exceptional Children Urban schools Urban youth--Education
Knowledge base for the beginning teacher
Alternative Names
Reynolds, M. C.

Reynolds, Maynard C.

Reynolds, Maynard Clinton

Languages
English (165)

German (1)

Covers
Handbook of special education : research and practiceHandbook of special and remedial education : research and practiceMaking a difference for students at risk : trends and alternatives