To the president of my university     

Carl Cohen 《Academic Questions》2006,19(4):78-82

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Educating students with mild disabilities in general education classrooms: Minnesota alternatives   总被引：1，自引：0，他引：1  

S Deno  G Maruyama  C Espin  C Cohen 《Exceptional children》1990,57(2):150-161

This article reports two major data collection efforts conducted during successive years. Study 1 examined the relationship between the school effectiveness variables identified in the Minnesota Educational Effectiveness Project (MEEP), and the attitudes and achievement of students in 31 MEEP schools. Study 2, which focused on 11 of the Study 1 schools, compared the instructional programs provided to students with mild disabilities in three integrated programs in these 11 schools, with those provided by conventional resource "pull-out" programs in three other schools. We not only contrasted program characteristics, but analyzed differences between program characteristics and cognitive and affective outcomes. Results do not provide a strong basis for concluding that general efforts at school improvement will provide the framework for improved outcomes among low-achieving students.  相似文献   

Images of Leadership and their Effect Upon School Principals' Performance     

Gaziel  Haim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(5):475-486

The purpose of the present study is to identify how school principals perceive their world and how their perceptions influence their effectiveness as managers and leaders. The principals' views of their world were categorised into four different metaphorical ways of describing the workings of organisations: (1) the structural model (organisations as machines); (2) the human-resource model (organisations as organisms); (3) the political model (organisations as political systems); (4) the symbolic model (organisations as cultural patterns and clusters of myths and symbols). The results reveal that the best predictors of school principals' effectiveness as managers, according to their own assessments and teachers' reports, are the structural and human resource models, while the best predictors of effective leadership are the political and human-resource models.  相似文献   

Accelerated School Programmes: Assessing Their Effectiveness     

Haim Gaziel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,4(2):7-29

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Organization of attack and other behaviors of White King pigeons exposed to intermittent water presentations     

F. R. Campagnoni  P. S. Cohen  B. C. Yoburn 《Learning & behavior》1981,9(4):491-500

Six water-deprived pigeons were exposed to a fixed-time 90-sec water schedule with and without a conspecific target available. Target contacts and the pigeon’s location in the test chamber during the interreinforcement interval were recorded, and the results were compared with those previously obtained with food reinforcement. Prior to target introduction, water-reinforced birds spent more total time in the front near the reinforcer dispenser and less in the rear than food-reinforced birds and, unlike food-reinforced birds, exhibited postreinforcement drinking-like behaviors near the reinforcer dispenser before moving away from that area. With the target available, the level, topography, and duration of target-directed biting pecks were comparable for food- and water-reinforced pigeons. In contrast, the temporal organization of target pecks reflected the different temporal and spatial organizations of behavior prior to target introduction. For both food- and water-reinforced birds, the time between reinforcers at which a bird was spatially situated halfway between the front and rear of the chamber prior to target presentation was positively correlated with the time at which maximum target contact subsequently occurred.  相似文献   

Concept acquisition in the human infant.   总被引：1，自引：0，他引：1  

L B Cohen  M S Strauss 《Child development》1979,50(2):419-424

The ability of 18-, 24-, and 30-week-old infants to learn conceptual categories regarding adult female faces was examined using a habituation paradigm. Little evidence for conceptual categorization occurred at 18 or 24 weeks, but at 30 weeks infants learned to respond to "a specific female face regardless of orientation" and to "female faces in general."  相似文献   

Early Relationship Quality From Home to School: A Longitudinal Study     

Joan I. Vondra  Daniel S. Shaw  Laure Swearingen  Meredith Cohen  Elizabeth B. Owens 《Early education and development》1999,10(2):163-190

The aim of this investigation was to examine the role of social relationships in the home as predictors of social functioning in the first years of school. Longitudinal data gathered on 156 children from urban, low-income families were used to examine the unique contributions of mother-child attachment classification at ages 1 and 2 years, the child's relationship with another adult caregiver, the child's closeness to a sibling, and the child's status in the family relative to siblings between ages 3 and 4 years, to teacher reports of their own relationship to the child and the child's social skills in the classroom and peer relations. The role of family-based relationships as possible protective factors for children at social or demographic risk for problems in school was also tested. Results indicate that quality of different family relationships provides relatively independent and complementary information about early social functioning in school, with more limited evidence for compensatory or protective processes at work.  相似文献   

The role of trial tracking in rats’ working memory     

J. S. Cohen  M. Njegovan 《Learning & behavior》1999,27(2):211-220

The experiments reported in the present study tested whether decreasing intertrial intervals (ITIs) intensifies the disruptive effects of increasing retention intervals (RIs) in a delayed conditional discrimination by decreasing the animal’s trial tracking accuracy (Cohen & Armstrong, 1996; Cohen & Roberts, 1996). Rats responded on a fixed ratio (FR) 1 or fixed interval (FI) 10-sec reinforcement schedule at a second light or tone stimulus, S2, when the first light or tone stimulus, S1, had signaled an FI 10-sec or FR 1 schedule, respectively. RIs between S1 and S2 were increased from 3 to 24 sec and never exceeded ITIs that were reduced from 24 to 6 sec. For some rats, the trials were separated from each other by extending the lever at S1 and retracting it at the end of S2 (ITI lever-retracted group). For other, control rats, the lever remained extended throughout the session (lever-extended group, Experiment 1) or was extended and retracted with the onset and offset of each stimulus (RI/ITI lever-retracted group, Experiment 2). The rats under all trial conditions learned to delay leverpressing on the FI 10-sec schedule. Latency to begin leverpressing on the FI 10-sec schedule declined as RIs were increased, but this effect was attenuated in the ITI lever-retracted groups in both experiments, as would be predicted by thetrial tracking hypothesis. Decreasing ITIs from 24 to 6 sec intensified the disruptive effects of increasing RIs from 3 to 6 sec in the RI/ITI lever-retracted group (Experiment 2), as would be predicted by the trial tracking hypothesis.  相似文献   

Making Sense of Number Words and Arabic Digits: Does Order Count More?     

Francesco Sella  Daniela Lucangeli  Roi Cohen Kadosh  Marco Zorzi 《Child development》2020,91(5):1456-1470

The ability to choose the larger between two numbers reflects a mature understanding of the magnitude associated with numerical symbols. The present study explores how the knowledge of the number sequence and memory capacity (verbal and visuospatial) relate to number comparison skills while controlling for cardinal knowledge. Preschool children’s (N = 140, M_{age-in-months} = 58.9, range = 41–75) knowledge of the directional property of the counting list as well as the spatial mapping of digits on the visual line were assessed. The ability to order digits on the visual line mediated the relation between memory capacity and number comparison skills while controlling for cardinal knowledge. Beyond cardinality, the knowledge of the (spatial) order of numbers marks the understanding of the magnitude associated with numbers.  相似文献   

Examining type I error and power for detection of differential item and testlet functioning     

Young-Sun Lee  Allan Cohen  Maritsa Toro 《Asia Pacific Education Review》2009,10(3):365-375

In this study, the effectiveness of detection of differential item functioning (DIF) and testlet DIF using SIBTEST and Poly-SIBTEST were examined in tests composed of testlets. An example using data from a reading comprehension test showed that results from SIBTEST and Poly-SIBTEST were not completely consistent in the detection of DIF and testlet DIF. Results from a simulation study indicated that SIBTEST appeared to maintain type I error control for most conditions, except in some instances in which the magnitude of simulated DIF tended to increase. This same pattern was present for the Poly-SIBTEST results, although Poly-SIBTEST demonstrated markedly less control of type I errors. Type I error control with Poly-SIBTEST was lower for those conditions for which the ability was unmatched to test difficulty. The power results for SIBTEST were not adversely affected, when the size and percent of simulated DIF increased. Although Poly-SIBTEST failed to control type I errors in over 85% of the conditions simulated, in those conditions for which type I error control was maintained, Poly-SIBTEST demonstrated higher power than SIBTEST.  相似文献