scholarly journals The Gay Teachers Association of NYC and LGB Students: 1974–1985

2020 ◽  
Vol 122 (9) ◽  
pp. 1-30
Author(s):  
Jason Mayernick
Keyword(s):  
New York ◽  
Public Schools ◽  
Research Question ◽  
Community Outreach ◽  
Historical Study ◽  
Educational History ◽  
School Work ◽  
And Bisexual ◽  
Gay Teachers ◽  
Lgb Students

Background/Context This study deals with an intersection of educational history, queer history, and labor history involving the activities of lesbian, gay, and bisexual (LGB) teachers. The history of LGBT teachers, particularly before the 1990s, has been addressed by only a handful of historians. The prior research most relevant to this study is Jackie Blount's Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century (2006) and Karen Graves's And They Were Wonderful Teachers (2009). Purpose/Objective/Research Question/Focus of Study This study focuses on the activities of the Gay Teachers Association of New York City (GTA) between 1974 and 1985 as they related to teachers’ job security and the safety of LGB students in NYC public schools. It aims to illustrate the sense of responsibility toward LGB students developed by members of the GTA and how they acted on that responsibility. Research Design This is a historical study, relying primarily on archival research and secondarily on interviews conducted by the author. Conclusions/Recommendations The teachers of the GTA developed a comprehensive concept of their responsibility as LGB educators. They came to believe that they had a particular responsibility to LGB students. Finally, GTA members actively pursued equity for LGB students in New York City's public schools through counseling, community outreach, political lobbying, and public debate.

Reframing School Culture through Project-Based Assessment Tasks: Cultivating Transformative Agency and Humanizing Practices in NYC Public Schools

2021 ◽  
Vol 123 (4) ◽  
pp. 1-38
Author(s):  
Maria Hantzopoulos ◽  
Rosa L. Rivera-Mccutchen ◽  
Alia R. Tyner-Mullings
Keyword(s):  
New York ◽  
Public Schools ◽  
School Culture ◽  
School Reform ◽  
Research Question ◽  
The United States ◽  
Assessment Process ◽  
Historical Inquiry ◽  
High Stakes ◽  
Assessment Tasks

Background/Context In the last two decades, high-stakes testing policies have proliferated exponentially, radically altering the broader educational landscape in the United States. Although these policies continue to dominate educational reform agendas, researchers argue that they have not improved educational outcomes for youth and have exacerbated inequities in schooling across racial, economic, geographic, and linguistic lines. Alternative project-based assessments, like ones used by the New York Performance Standards Consortium (Consortium) are one type of practice to have shown promise in aiding in the creation of humanizing and transformative educational spaces. Purpose/Objective/Research Question/Focus of Study This article examines how teachers and students make meaning of their experiences transitioning away from high-stakes standardized tests to project-based assessment tasks (PBATs) and specifically considers the role that PBATs might play in shaping school culture. Drawing from three years of data collection at 10 New York City public high schools new to the Consortium, we discern how students and teachers negotiate this shift, paying attention to the ways in which PBATs fostered transformative and humanizing pedagogies and practices. We raise the following questions: How can schools that use project-based assessment reinvigorate school culture to address enduring inequities that persist in schools? How might PBATs reframe schools to be more humanizing and transformative spaces? Research Design We used multiple methods to understand how project-based assessment shapes school culture and curriculum in these transitioning schools, and drew from qualitative and quantitative traditions. The research involved: (1) a historical inquiry into the role of the Consortium in school reform; (2) a broad investigation of the 10 schools transitioning into the Consortium (including three rounds of annual surveys with teachers and administrators); (3) three in-depth focal case studies of transitioning schools (including observations, interviews with teachers, and surveys with students); and (4) surveys with experienced teachers new to established Consortium schools. Conclusions PBATs are a useful tool to engage students and teachers more actively as participatory actors in the school environment, particularly when overall school structures collectively support its integration. Although there were inevitable challenges in the process of transition, our data suggest that the school actors mediated some of these tensions and ultimately felt that PBATs helped create more dignified spaces for youth. By anchoring the assessment process in the concept of transformative agency, we consider how the transition to PBATs might reinvigorate school culture, redress harmful systemic injustices, and serve as a necessary part of school reform and education policy.

Principal Turnover: Using Teacher-Assessments of Principal Quality to Understand who Leaves the Principalship

2021 ◽  
pp. 0013161X2110112
Author(s):  
Aliza N. Husain ◽  
Luke C. Miller ◽  
Daniel W. Player
Keyword(s):  
New York ◽  
Public Schools ◽  
Research Question ◽  
National Level ◽  
Negative Effects ◽  
Principal Turnover ◽  
Teachers Perceptions ◽  
Teacher Assessments ◽  
Linear Probability

Purpose: The purpose of this article is to estimate the relationship between principal quality and turnover. Principals can have potentially large effects on student outcomes. When school leaders leave their roles, they cause disruptive effects to the school’s climate. If effective principals are more likely to leave, the negative effects of principal turnover are likely exacerbated. Relatively little, however, is known about the quality of principals who leave the principalship. Research design: We use teachers’ perceptions of their principals as a measure of principal quality to understand the quality of principals who leave schools. We address this research question in New York City public schools from 2013 to 2016, and then replicate it at the national level using the Schools and Staffing Survey data from 2008 to 2012. To understand how principal quality relates to principal turnover, we run linear probability regressions of principal exits on (teacher-assessed) principal quality, controlling for a set of teacher, principal, school, district/state, and time characteristics. Findings: We find that higher quality principals are less likely to leave their schools. This finding persists across school contexts and time, lending robustness to our results. Conclusions: Findings suggest that inasmuch as principal turnover is a concern, it is not driven by higher quality principals. Districts should therefore focus on recruiting more higher quality principals as opposed to focusing on reducing overall principal turnover. Moving forward, research should focus on differential attrition patterns so that efforts to retain principals can be better targeted.

Reviews of Lay Literature in Child-Care: What Parents Are Reading

PEDIATRICS ◽  
1991 ◽  
Vol 88 (3) ◽  
pp. 518-518
Author(s):  
FRANCES PAGE GLASCOE ◽  
WILLIAM O. MOORE ◽  
ANNA BAUMGAERTEL
Keyword(s):  
New York ◽  
Public Schools ◽  
Child Care ◽  
Time Management ◽  
Peer Pressure ◽  
List Price ◽  
Trade Books ◽  
School Work ◽  
Academic Activities ◽  
The Impact

L. Canter, L. Hausner. Homework without Tears. New York: Harper & Row Publishers, 1987; list price $7.95 (No. 30 on the 1990 bestseller list of books on child care from Ingram Book Co., distributor of trade books). This text offers parents some solid advice about children and homework, including: establishing an appropriate study area, working with teachers, time management, task analysis, test preparation and independent completion of work. The authors wander onto shaky ground when they suggest that parents should not help children learn concepts and when they fail to mention that a child's need for assistance with homework may be indicative of significant trouble with school work and learning problems. Accordingly, parents are not directed toward psychoeducational evaluations, tutors or other resources. Further, they are not helped to acquire insight into their child's feelings about school, developmental readiness for various academic activities, self-concept, peer pressure, or the impact of different kinds of educational experiences (e.g., self-versus teacher-directed activities, private versus public schools, large versus small classes, etc.). Despite these weaknesses, the book contains many helpful suggestions and fills a void in the offerings on child-care by focusing specifically on homework issues.

The Neighborhood Unit: Schools, Segregation, and the Shaping of the Modern Metropolitan Landscape

2018 ◽  
Vol 120 (3) ◽  
pp. 1-36
Author(s):  
Ansley T. Erickson ◽  
Andrew R. Highsmith
Keyword(s):  
Public Schools ◽  
Local Level ◽  
Research Question ◽  
Racial Segregation ◽  
Historical Study ◽  
Residential Areas ◽  
Historical Interpretation ◽  
Policy Makers ◽  
Historical Investigation ◽  
Neighborhood Unit

Background/Context In the first half of the 20th century, American policy makers at all levels of government, alongside housing and real estate industry figures, crafted mechanisms of racial exclusion that helped to segregate metropolitan residential landscapes. Although educators and historians have recognized the long-term consequences of these policies for the making of educational segregation, they have not yet fully perceived how strongly ideas about public schools mattered in the shaping of these exclusionary practices. Purpose/Objective/Research Question/Focus of Study This historical study examines the “neighborhood unit” concept, its origins, and its influence, to illustrate the centrality of schooling in shaping mechanisms of racial segregation. The “neighborhood unit” concept, advocated during the 1920s by planner Clarence Perry before becoming central to local-level planning as well as federal-level housing policy, imagined self-contained communities within cities. Each of the units featured multi-purpose school-community facilities at their literal spatial as well as conceptual center. Perry and the influential cadre of planners who adopted the concept thought it would make metropolitan areas more livable, vibrant, and socially cohesive. But their neighborhood unit idea also encouraged racial segregation, in both schools and residential areas. Research Design Sources for this qualitative historical investigation include published and unpublished primary sources from individuals, organizations, and government entities involved in making and using the idea of the neighborhood unit as well as extant historical scholarship. Conclusions/Recommendations The history of the neighborhood unit shows that ideas about schools were central in the creation of the modern metropolitan landscape and enduring patterns of racial segregation. This evidence furthers the growing historical interpretation that housing segregation and school segregation operate not as separate terrain, but in deep connection with one another. By acknowledging and incorporating this historical perspective, educators and policy makers can reconceptualize segregation's roots, and perhaps its remedies.

Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

2015 ◽  
Vol 22 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Cultural Competence ◽  
York City ◽  
Cultural Sensitivity ◽  
Graduate Program ◽  
Language Disorder ◽  
New York State ◽  
Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

Community-based? Asian American Students, Parents, and Teachers in the Shifting Chinatowns of New York and Los Angeles

2012 ◽  
Vol 10 (2) ◽  
pp. 99-117 ◽  
Author(s):  
Benji Chang ◽  
Juhyung Lee
Keyword(s):  
New York ◽  
Public Schools ◽  
Los Angeles ◽  
Asian American ◽  
Community Members ◽  
Asian American Students ◽  
Education Experience ◽  
American Students ◽  
Community Organizers ◽  
Holistic Vision

This article examines the experiences of children, parents, and teachers in the New York and Los Angeles Chinatown public schools, as observed by two classroom educators, one based in each city. The authors document trends among the transnational East and Southeast Asian families that comprise the majority in the local Chinatown schools and discuss some of the key intersections of communities and identities within those schools, as well as the pedagogies that try to build upon these intersections in the name of student empowerment and a more holistic vision of student achievement. Ultimately, this article seeks to bring forth the unique perspectives of Chinatown community members and explore how students, families, teachers, school staff and administrators, and community organizers can collaborate to actualize a more transformative public education experience.

Sign in / Sign up

Export Citation Format

Share Document