scholarly journals Making BrainWaves: Portable Brain Technologies in Biology Education

2021 ◽  
Author(s):  
Ido Davidesco ◽  
Steven Azeka ◽  
Steven Carter ◽  
Emma Laurent ◽  
Henry Valk ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
College Readiness ◽  
Content Knowledge ◽  
Brain Activity ◽  
Low Cost ◽  
Biology Education ◽  
Stem Fields ◽  
K 12 ◽  
City Schools

Neuroscience is one of the fastest-growing STEM fields, yet its presence in K-12 science education is very limited, partially due to the lack of accessible teaching materials and tools. Here, we describe a new high school neuroscience curriculum ("BrainWaves"), where students utilize recent advances in low-cost, portable Electroencephalography (EEG) technology to investigate their own brain activity. This semester-long curriculum is supported by science mentors and an educational application that guides students through the process of recording and analyzing their own brain activity. Evaluation data collected in 5 public New York City schools in 2018/19 indicate significant positive shifts in content knowledge and self-efficacy among students who participated in BrainWaves compared to students in other courses of the same teacher. The quantitative findings are supported by interviews, where students reported increased appreciation for neuroscience and college readiness as well as the benefits of collaborating with scientists and using portable brain technology in classrooms.

scholarly journals Trends in Reporting of Physician-Diagnosed Food Allergy in New York City Schools

2017 ◽  
Vol 139 (2) ◽  
pp. AB220
Author(s):  
Elizabeth J. Feuille ◽  
Cheryl Lawrence ◽  
Caroline Volel ◽  
Scott H. Sicherer ◽  
Julie Wang
Keyword(s):  
New York ◽  
New York City ◽  
Food Allergy ◽  
York City ◽  
New York City Schools ◽  
City Schools

Long-Term Outcomes of an Abstinence-Based, Small-Group Pregnancy Prevention Program in New York City Schools

2000 ◽  
Vol 32 (5) ◽  
pp. 237 ◽  
Author(s):  
Lisa D. Lieberman ◽  
Heather Gray ◽  
Megan Wier ◽  
Renee Fiorentino ◽  
Patricia Maloney
Keyword(s):  
New York ◽  
New York City ◽  
Small Group ◽  
York City ◽  
Prevention Program ◽  
Pregnancy Prevention ◽  
Long Term Outcomes ◽  
Pregnancy Prevention Program ◽  
City Schools

“Holding the Line”: Investigating How Urban School Leaders’ Respond to Gentrification in New York City Schools

2020 ◽  
pp. 004208592095913
Author(s):  
Allison Roda
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
School Leaders ◽  
Urban School ◽  
Cultural Workers ◽  
Agents Of Change ◽  
New York City Schools ◽  
City Schools

This case study investigated how three New York City schools responded to gentrification’s effects as student demographics shifted. I used the conceptual framework of urban school leaders as cultural workers to examine the tensions, successes, and challenges inherent in the school gentrification and integration process. I found that each school leader defied the school gentrification narrative by “holding the line” in terms of preserving diversity, cultivating integration, and counterbalancing the opportunity hoarding behaviors of White, advantaged parents. The results have implications for urban school leaders who want to be agents of change by leveraging gentrification’s effects into positive results.

“Context-Specific” Teacher Preparation for New York City

2016 ◽  
Vol 51 (10) ◽  
pp. 1226-1258 ◽  
Author(s):  
Karen Hammerness ◽  
Elizabeth Craig
Keyword(s):  
New York ◽  
New York City ◽  
Residency Program ◽  
York City ◽  
Urban Context ◽  
Teacher Residency ◽  
Context Specific ◽  
Urban Teacher ◽  
Master Of Arts ◽  
City Schools

In this article, we examine a residency program that was developed to prepare teachers specifically for New York City schools—the Bard College Master of Arts in Teaching Urban Teacher Residency program. This focused preparation on the particular urban context of New York City provides us with a unique opportunity to examine the nature of preparation—how such targeted preparation is conceptualized and organized, what it offers, and what might be missing and need to be strengthened. We also describe the development of a yearlong course aimed at preparing teachers for New York, which emerged from this study.

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