A worldwide intercultural network: exploring electronic messaging for instruction     

Moshe Cohen  Naomi Miyake 《Instructional Science》1986,15(1):257-273

A worldwide international computer network has been developed to provide students from different cultures with opportunities to work cooperatively. Prototype activities have been developed and tested which facilitate and contextualize interactions among secondary and college students. Joint projects in language, science and social studies are carried out using an overnight electronic network to coordinate parallel surveys and to exchange findings of joint research. The instructional utility of these activities and the technical and organizational aspects of the network are discussed. Receiving-end translation as a method for achieving understanding across languages is reported.  相似文献   

Early reading: the state of the problem     

Rachel Cohen 《Prospects》1985,15(1):40-48

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BOOK REVIEWS     

Wendy Sutherland‐Smith  Chris Richards  Kelly Buckley  Marie‐Pierre Moreau  Michelle A. Kessler  Michele Cohen 《Gender and education》2008,20(3):291-302

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The Vestiges of Childhood Interparental Conflict: Adolescent Sensitization to Recent Interparental Conflict     

Patrick T. Davies  Morgan J. Thompson  Meredith J. Martin  E. Mark Cummings 《Child development》2021,92(3):1154-1172

This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (M_age = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild.  相似文献   

Mission to Planet Markle: Problem-Based Learning for Teaching Elementary Students Difficult Content and Practices     

Peffer  Melanie E.  Renken  Maggie  Enderle  Patrick  Cohen  Jonathan 《Research in Science Education》2021,51(5):1365-1389

Research in Science Education - Young children can struggle to learn difficult disciplinary content and important skills for practicing science. Problem-based learning (PBL) may be useful for...  相似文献   

Working together: Lessons learned from school,family, and community collaborations     

Robert Cohen  Julie A. Linker  Liza Stutts 《Psychology in the schools》2006,43(4):419-428

Recent advances in treatment modalities and the manner in which services are organized have made it possible to serve children with severe emotional or behavioral disorders (EBD) in a more responsive and less restrictive manner. Current approaches rely on collaboration among child‐serving agencies as well as between parents and service providers. In this article, we explore the role of schools in collaborative efforts on behalf of children with EBD. The demands on school personnel in local school districts are examined, the elements required for effective collaboration are articulated, and an exemplary model of comprehensive collaboration is described. Impediments to effective collaboration are summarized, and suggestions for how to create and sustain reliable partnerships are offered at the level of individual provider and child‐serving organization. Attention is given to contextual factors, such as financing and organizational structure, and also to programmatic issues. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 419–428, 2006.  相似文献   

Treatment practices for childhood posttraumatic stress disorder   总被引：4，自引：0，他引：4  

Cohen JA  Mannarino AP  Rogal S 《Child abuse & neglect》2001,25(1):123-135

OBJECTIVE: This study surveyed practices in treating childhood PTSD among child psychiatrists and non-M.D. therapists with self-identified interest in treating traumatized children. METHOD: An anonymous survey was mailed to 207 child psychiatrists ("medical") and 460 nonphysician ("non-medical") therapists inquiring about current interventions used to treat children with PTSD. RESULTS: Two hundred and forty-seven responses were received: of 77 medical and 82 nonmedical respondents who currently treat children with PTSD, a wide variety of modalities are used. Most preferred modalities among medical responders were pharmacotherapy, psychodynamic, and cognitive-behavioral therapy. Most preferred modalities among nonmedical respondents were cognitive-behavioral, family, and nondirective play therapy. Ninety-five percent of medical respondents used pharmacotherapy for this disorder; most preferred medications to treat childhood PTSD were selective serotonin reuptake inhibitors and alpha-adrenergic agonists. Several significant differences between medical and nonmedical practices were identified. CONCLUSIONS: There is little clinical consensus regarding the effectiveness of the many modalities used to treat traumatized children who have PTSD symptoms; empirical research is particularly needed to evaluate the efficacy of pharmacotherapy and EMDR.  相似文献   

Interventions for reading difficulties: a comparison of response to intervention by ELL and EFL struggling readers     

Lovett MW  De Palma M  Frijters J  Steinbach K  Temple M  Benson N  Lacerenza L 《Journal of learning disabilities》2008,41(4):333-352

This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth.  相似文献   

Public Law 94-142 and the education of preschool handicapped children.     

S Cohen  M Semmes  M J Guralnick 《Exceptional children》1979,45(4):279-285

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Foreword     

Arthur M. Cohen  Jonathan D. Fife 《ASHE Higher Education Report》1979,8(5):v-v

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