Miriam (Cherkes-Julkowski) Swenson : Vita


B.A. Connecticut College 1969 German/European History
M.A, University of Connecticut 1971 Special Education
Ph.D. University of Connecticut 1973 Special Education
Harvard Medical School 1988 Seminar in Neurology of Behavior


1980- Private Practice: Educational Evaluation, Consultation
1980 - Teacher Inservice Training for multiple school districts, multiple states
1975-2000 University of Connecticut Professor
1987-1988 University of Connecticut Director, Interagency early childhood clinic
1985-1988 University of Connecticut Director, Infant/Toddler Training Project
1981 University of Koeln, W. Germany Guest Professor
1979-1985 University of Connecticut Associate Professor
1977-1978 Children’s Television Workshop, Sesame Street: Conducted Research/Implications for Programming
1978-1980 Scott Foresman Test Division Test Development, Training of Sales Staff
1975-1979 University of Connecticut Assistant Professor
1973-1975 Hunter College, CUNY Assistant Professor
1972-1973 University of Connecticut Research Assistant
1970-1972 New London, CT, Public Schools Teacher
1969-70 University of Connecticut Educational Assistant


Cherkes-Julkowski, M. (2005). The Dysfunctionality of Executive Functions. Apache Junction,   
    AZ: Surviving Education Guides.
Cherkes-Julkowski, M. (2005). find the "vawel", Read the Rime, Learn to Read. Apache
    Junction, AZ: Surviving Education Guides.
Cherkes-Julkowski, M. (2005). "bleving" in me. Apache Junction, AZ: Surviving Education
Cherkes-Julkowski, M, Sharp, S, Stolzenberg, J (1997). Rethinking Attention Deficit Disorders.
    Cambridge, MA: Brookline Books.
Cherkes-Julkowski, M, Gertner, N (1988). Spontaneous cognitive strategies in handicapped
   å children. New York: Springer-Verlag.

PUBLICATIONS: Journal Articles

Cherkes-Julkowski, M. (2005). Disaggregation: What’s Good for the Goose is Good for the
    Gander;Assessment for NCLB vs Assessment for Learning Disability Identification. Learning
    Disabilities: A Multidisciplinary Journal, 13)4), pp 151-154.
Cherkes-Julkowski, M. (2003) New Era: The Sacrifice of Individual Differences to the False
    Claim of Scientifically Based Instruction. Learning Disabilities: A Multidisciplinary Journal,
    12(2) pp 75-79.
Barab, S., Cherkes-Julkowski, M., Swenson, R., Garrett, S., Shaw, R. (1999) Principles of Self-
    Organizing Systems: Ecologizing the Learner-Facilitator System. Journal of Learning
     Sciences, 8 (3/4).
Cherkes, M. & Mitlina, N (1999) Self-Organizing properties of mother-child instructional dyads
    and identification of ADD at school age: Preterm vs Full Term births. Journal of Learning
Cherkes-Julkowski, M (1998) Learning Disability, Attention Deficit Disorder and Language
    Impairment as outcomes of prematurity: A longitudinal study. Journal of Learning Disabilities,
    31(3), 294-306.
Cherkes-Julkowski, M (1996) The child as a self-organizing system: The case against instruction
    as we know it. Learning Disabilities: A Multidisciplinary Journal, 7(1), 19-28
Cherkes-Julkowski, M, Stolzenberg, J, Hatzes, N and Madaus, J (1995). Methodological Issues
    in Assessing the Relationships among ADD, Medication Effects and Reading Performance.
    Learning Disabilities: A Multidisciplinary Journal,, 6(2), 21-30.
Cherkes-Julkowski, M, Stolzenberg, J (1992) Working Memory, the problem is not the problem.
    Learning Disabilities: A Multidisciplinary Journal, 3(1), 19-28.
Cherkes-Julkowski, M, Stolzenberg, J (1991). The learning disability of attention deficit
    disorder. Learning Disabilities: A Multidisciplinary Journal, 1(1), 1-7.
Cherkes-Julkowski, M, Stolzenberg, J (1991). Prompted cognitive testing as a diagnostic
    compensation for attentional deficits: The Raven Standard Progressive Matrices and attention
    deficit disorder. Learning Disabilities: A Multidisciplinary Journal, 1(1), 8-15
Stolzenberg, JB, Cherkes-Julkowski, M (1991) The ADHD LD Connection. Journal of Learning
    Disabilities, 24(4), 194-95.
Cherkes-Julkowski, M (1986) Differences in Cognitive Processes Among Handicapped and
    Average Children: A Group Learning Approach. Journal of Learning Disabilities, 19(7),
Cherkes, M, Ryan, L (1985) Bias in special education decision making. Academic Therapy,
    20(3), 223-332.
Cherkes, M (1983) Cognitive development and cognitive style. Journal of Learning Disabilities,
    16(2), 95-101.
Cherkes, M (1982) Reflecting on what is different about handicapped children. Counselor
     Journal of the Institute for Educational and Vocational Guidance for Girls in Pakistan,
Cherkes, M (1981) Measuring children’s inner language. Early Years, February, 44-47.
Cherkes, M, Pianta, R (1980) Using Logic in Special Education (2), Academic Therapy, 15(3), 299-317.
Cherkes, M (1979) Using Logic in Special Education (1), Academic Therapy, 15(2), 173-192.
Cherkes, M (1979) A preliminary investigation of the role of logic in special class instruction.
    Contemporary Educational Psychology, 4, 67-80.
Cherkes, M (1975) Effect of chronological age and mental age on the understanding of rules of
    logic. American Journal of Mental Deficiency, 80(2), 208-216.

PUBLICATIONS: Chapters in Books

Stone, BH, Merritt, D, Cherkes-Julkowski, M (1997) Language and reading: Phonological
    connections. In D. Merritt & B. Culatta (Eds.) Collaborative Language Intervention in the
    Classroom, San Diego, CA: Singular Publishing.
Cherkes-Julkowski, M, et al (1986) Encouraging Flexible Strategy Usage in Handicapped
   Learners. In JM Berg (Ed.) Science and Service in Mental Retardation, London: Methuen.
Cherkes-Julkowski, M (1985) Metacognitive Considerations in Mathematics Instruction for the
    Learning Disabled. In JF Cawley (Ed.) Cognitive Functions & Mathematics in the Learning
    Disabled, Rockville, MD: Aspen.
Cherkes-Julkowski, M (1985) A Three Dimensional Developmental Model for Math Instruction
    for the Learning Disabled. In JF Cawley (Ed.) Cognitive Functions & Mathematics in the
    Learning Disabled, Rockville, MD: Aspen.
Cherkes-Julkowski, M (1985) Information Processing: A Cognitive View. In JF Cawley (Ed.)
    Cognitive Functions & Mathematics in the Learning Disabled, Rockville, MD: Aspen.
Cherkes-Julkowski, M (1983) Fehleranalyse als eine Methode der Foerderdiagnostik (Errors
    Analysis as a Method of Formative Diagnosis). In R. Kornmann, H. Meister, & J. Schlee
    (Eds.) Foerderungsdiagnostik (formative diagnosis), Heidelberg, West Germany: G. Schindele
Cherkes-Julkowski, M, Grochel, J, Kuffner, H (1982) Social comparisons and emotional
    reactions in the classroom. In R. Schwarzer, H. Von Der Plaeg, and C.D. Spielberger (Eds.).
    Test Anxiety Research, Vol. 1, Amsterdam: Swets & Zeitlinger.
Cherkes, M (1981) Understanding of Logic in mentally handicapped students. In P. Mittler (Eds.)
    Frontiers of Knowledge in Special Education, Vol 1, Baltimore: University Park Press, 

PUBLICATIONS: Monographs, Curriculum and Assessment

) Comprehension Analysis: Analysis of the comprehension of deafness and
    sign language as presented in Sesame Street segments, Children’s Television Workshop,
    40-127. Description: This document represents chapter 4 in the final report of the Linda Bove
    Study, commissioned by CTW, Sesame Street.
Cherkes, M (1981) Early childhood assessment, Orlando Measurement Conference, Scott
    Foresman & Company, Test Division.
Cherkes, M (1979) TV and young children’s understanding of handicaps. International Year of
    the Child, Connecticut Coordinating Committee. Reprinted for Connecticut Media and child
    service organizations.
Cherkes, M (1977) An analysis of needs of agencies serving the severely and profoundly
    handicapped and suggested modules for inservice training. Title XX grant,
    0-330-47-5908-62-216, University of Connecticut.

th L. Sternberg, R. Sedlack & B. Minich (1978) Essential math and language skills,
    Northbrook IL, Hubbard Press.
with JF Cawley, AM Fitzmaurice & L Cawley (1979) Comprehensive Assessment Program:
    Beginning Education Assessment, Iowa City, Iowa: American Testronics (later taken over by   
    Scott Foresman).
    Level 4, Level 5, Level 6, Level 7 (for ages 4,5,6 and 7)
    Inventory of Teacher Concerns