David Cohen

TL;DR: In this paper, the authors present new visions of teaching, Milbrey W. McLaughlin and Joan E. Talbert and David K. Cohen and Carol A. Barnes conclusion - a new pedagogy for policy.

TL;DR: The current questions asked by synchrony evaluation and the state-of-the-art related methods are emphasized and the noncomputational and computational approaches of annotating, evaluating, and modeling interactional synchrony are reviewed.

TL;DR: The 24-month outcomes from the trial demonstrate a durable and superior treatment effect of DCB versus PTA with significantly higher primary patency, lower CD-TLR, and similar functional status improvement with fewer repeat interventions.

TL;DR: In this article, the authors report on teachers' early responses to the state's efforts to change mathematics instruction in California, focusing on mathematics, and propose a set of changes in instruction designed to deepen students' mathematical understanding, enhance their appreciation of mathematics and improve their capacity to reason mathematically.

TL;DR: The concept of “syndromal autism”—autism associated with other clinical signs—should be promoted because it may help to distinguish patients who warrant a multidisciplinary approach and further investigation.