“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.

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

Teaching Physical Education in an Urban Intensive Environment

2020 ◽  
pp. 004208592092301
Author(s):  
K. Andrew R. Richards ◽  
Michael A. Hemphill ◽  
Victoria N. Shiver ◽  
Karen Lux Gaudreault ◽  
Victor Ramsey
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Student Diversity ◽  
Physical Educators ◽  
Occupational Socialization ◽  
Structured Interviews ◽  
Urban Context ◽  
Socialization Theory ◽  
Teaching Context

The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (c) coping with marginalization and advocating for quality practices, and (d) managing the sociopolitics of teaching. These themes highlight the intersection between discipline and teaching context and are discussed through the lens of occupational socialization theory.

“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.

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