Students Questioning Students (SQS): a Technique to Invite Students' Involvement

1988 ◽  
Vol 5 (3) ◽  
pp. 179-185 ◽  
Author(s):  
Judith S. Engel
Keyword(s):  
New York ◽  
Teaching Strategy ◽  
New York State ◽  
Thinking Skills ◽  
National Council ◽  
American Federation ◽  
American Federation Of Teachers ◽  
Specific Feedback ◽  
Education Association ◽  
High Level

A most successful teaching strategy has been developed in my gifted/talented classes. Students question their peers about classwork, homework problems or aspects of the lesson, instead of doing the explaining themselves. Using the Students Questioning Students method (SOS), students stimulate their class-mates to think. Since students are involved in questioning, they become more attentive listeners to other students and to me during the lesson. Often the more capable students ask questions which reflect a high level of thinking skills. The students are taught strategies for asking questions and strategies for providing positive and specific feedback to their peers. With SQS, students have a piece of the action in learning. Their personalities emerge and the process is great fun! The students report that they wished SQS were used in all their classes at The Bronx High School of Science. SQS was a segment of the American Federation of Teachers program, “Teaching Children to Think,” in the series, “Inside Your Schools,” hosted by Steve Alien and shown on national TV in February, 1986. The entire series of programs for 1985–1986 was shown in the New York City area on educational TV in May, 1986. The presentation, which would be suitable for teachers of grades 7 through 12, has been given to the following professional organizations: Alliance for Invitational Education Association of Mathematics Teachers of New York State National Council of Teachers of Mathematics Summer Mathematics and Science Institute, Lehman College Sixth World Conference on Gifted and Talented Children The Ontario Association for Mathematics Education.

Geographic Variation in Dominance of Spinosad Resistance in Colorado Potato Beetles (Coleoptera: Chrysomelidae)

2020 ◽  
Author(s):  
Coby Klein ◽  
Mitchell Baker ◽  
Andrei Alyokhin ◽  
David Mota-Sanchez
Keyword(s):  
New York ◽  
Long Island ◽  
New York State ◽  
The United States ◽  
Island Population ◽  
Potato Beetle ◽  
Rate Of Increase ◽  
Short Period ◽  
Leptinotarsa Decemlineata Say ◽  
High Level

Abstract Eastern New York State is frequently the site of Colorado potato beetle (Leptinotarsa decemlineata, Say) populations with the highest observed levels of insecticide resistance to a range of active ingredients. The dominance of a resistant phenotype will affect its rate of increase and the potential for management. On organic farms on Long Island, L. decemlineata evolved high levels of resistance to spinosad in a short period of time and that resistance has spread across the eastern part of the Island. Resistance has also emerged in other parts of the country as well. To clarify the level of dominance or recessiveness of spinosad resistance in different parts of the United States and how resistance differs in separate beetle populations, we sampled in 2010 beetle populations from Maine, Michigan, and Long Island. In addition, a highly resistant Long Island population was assessed in 2012. All populations were hybridized with a laboratory-susceptible strain to determine dominance. None of the populations sampled in 2010 were significantly different from additive resistance, but the Long Island population sampled in 2012 was not significantly different from fully recessive. Recessive inheritance of high-level resistance may help manage its increase.

How Prepared are Our Teachers for Mainstreamed Classroom Settings? A Survey of Postsecondary Schools of Education in New York State

1992 ◽  
Vol 59 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Christopher A. Kearney ◽  
V. Mark Durand
Keyword(s):  
New York ◽  
Teacher Education ◽  
Regular Education ◽  
New York State ◽  
Collaborative Teaching ◽  
National Council ◽  
Schools Of Education ◽  
Education Students ◽  
York State ◽  
Integrated Or

This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.

Editorials

1937 ◽  
Vol 30 (1) ◽  
pp. 31
Keyword(s):  
New York ◽  
General Education ◽  
New York State ◽  
Entrance Examination ◽  
National Council ◽  
College Entrance Examination ◽  
College Entrance ◽  
The Social ◽  
The Masses ◽  
Examination Board

Inasmuch as we are all interested in the general problem of what should constitute general education for the masses and in the particular problem of what part mathematics should play in that education, it is of great importance that the National Council of Teachers of Mathematics take a prominent interest in the deliberations and reports of various groups throughout the country who have been studying such problems. The social studies commission, for example, has spent an enormous amount of time and money in getting out a large number of reports. The College Entrance Examination Board has been reorganizing its requirements. A new study is just being inaugurated in connection with education in New York State under the Regents’ system. We have our own Joint Commission of the Mathematics Association of America and the National Council of Teachers of Mathematics on “The Place of Mathematics in Secondary Education.” This Commission will have to study the above problems, but their report will be more complete and helpful if they have had the support and advice of an alert membership of the two large groups which they represent. It is to be hoped, therefore, that all teachers of mathematics will follow the work of this Commission.

Civil Rights, Labor Conflict, and Integration: New Orleans Educators’ Struggle for Collective Bargaining 1965-1974

2020 ◽  
pp. 0160449X2096318
Author(s):  
Jesse Chanin
Keyword(s):  
Civil Rights ◽  
Collective Bargaining ◽  
New Orleans ◽  
National Education Association ◽  
The South ◽  
New Members ◽  
National Education ◽  
American Federation ◽  
American Federation Of Teachers ◽  
Education Association

When American Federation of Teachers-Local 527 launched their collective bargaining campaign in 1965, they were one of five mostly segregated teachers’ locals in New Orleans and represented a minority of the system’s educators. Spurred on by the National, who saw them as the lynchpin to organizing the South, they held a three-day job action, the first teachers’ strike in the South, in 1966 and then a longer nine-day strike in 1969. Through these mobilizations, they connected their demand for collective bargaining to racial and economic equity in the schools, aligning themselves with Black students, parents, and lower paid support workers. In the early 1970s, New Orleans underwent an ambitious faculty desegregation program that transformed the schools and led to the merger between Local 527 and the majority-white National Education Association (NEA) local to form the United Teachers of New Orleans (UTNO). Although faculty desegregation was a top-down reform, the union capitalized on teacher integration to form intentional alliances across race and mobilize new members. Following the merger, UTNO renewed their call for collective bargaining, eventually pressuring the board to approve an election in 1974. I argue that by positioning racial justice as central to their union organizing, prioritizing participatory democracy among membership, and engaging in civil rights unionism, UTNO succeeded in achieving collective bargaining when so many other Southern cities failed.

Far from the Ivory Tower

Bad Faith ◽  
2019 ◽  
pp. 129-146
Author(s):  
Andrew Feffer
Keyword(s):  
New York ◽  
Popular Front ◽  
Ivory Tower ◽  
College Teachers ◽  
National Union ◽  
Social Democrats ◽  
Teachers Union ◽  
American Federation ◽  
American Federation Of Teachers

This chapter recounts the increasingly bitter contest between communists and liberals in the American Federation of Teachers, as the Popular Front dissolved in the wake of the Hitler-Stalin Pact in August 1939. As Local 5’s offshoot, the College Teachers Union, under communist and radical socialist leadership, successfully established tenure rights for New York’s municipal colleges in 1938. The New York locals were challenged in the AFT by social democrats like George Counts, whose anti-communist campaign won the presidency of the national union, setting the stage for the Rapp-Coudert probe the following year.

Teacher Power, Black Power, and the fracturing of Labor Liberalism

2017 ◽  
Author(s):  
Jon Shelton
Keyword(s):  
New York ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Black Power ◽  
Community Control ◽  
Teacher Strikes ◽  
American Federation ◽  
Community Institutions ◽  
American Federation Of Teachers ◽  
Black Populations

This chapter chronicles the growing conflict between the Black Power movement—an extension of the civil rights movement seeking the formation of black political and community institutions—and unionized public employees in the late 1960s and early 1970s. Beginning with the United Federation of Teachers strike in 1968 over community control in Ocean Hill-Brownsville (New York City), the chapter also shows how two teacher strikes in Newark (1970, 1971) drove apart the Black community and a majority white teacher union. A close examination of letters to the imprisoned President of the American Federation of Teachers shows that critics of both urban black populations and unionized teachers had begun to link the two groups together as “unproductive” threats to law and order and economic prosperity.

Female Offenders, HIV Peer Programs, and Attachment: The Importance of Prison-Based Civilian Staff in Creating Opportunities to Cultivate Prosocial Behaviors

2016 ◽  
Vol 62 (2) ◽  
pp. 524-550 ◽  
Author(s):  
Kimberly Collica-Cox
Keyword(s):  
Social Capital ◽  
New York ◽  
Social Networks ◽  
Qualitative Study ◽  
Social Bonds ◽  
New York State ◽  
Female Offenders ◽  
York State ◽  
Fundamental Component ◽  
High Level

As women commit to a conventional lifestyle, the bond of attachment becomes a fundamental component in sustaining the desistance process. If weak attachments in the community cannot be replaced or enhanced with the cultivation of strong conventional attachments while incarcerated, female offenders will leave prison without a supportive network. Strong social networks and a high level of social capital are essential for female offenders to reintegrate successfully; if social bonds are constructed before release, there is a greater chance of maintaining a crime-free lifestyle. One way to cultivate strong bonds of attachment during incarceration is through prison-based programming. This qualitative study, based on the narratives of 49 female offenders, examines the potential for inmates to form prosocial attachments with staff in two HIV prison-based peer programs in New York State. Strong attachments were formed between the inmates and civilian staff during incarceration, maintained upon release, and served to reinforce the establishment of bourgeoning conventional identities. The dedication and commitment of the civilian staff, and the support they provided to the inmates, was essential to achieving both rehabilitative and reintegrative goals.

Considerations in Evaluating Changes in Outcome for Infants Weighing Less Than 1,501 Grams

PEDIATRICS ◽  
1982 ◽  
Vol 69 (3) ◽  
pp. 285-295
Author(s):  
Hilda Knobloch ◽  
Anthony Malone ◽  
Patricia H. Ellison ◽  
Frances Stevens ◽  
Michael Zdeb
Keyword(s):  
New York ◽  
Neonatal Mortality ◽  
Neonatal Intensive Care ◽  
New York State ◽  
Mortality And Morbidity ◽  
Induced Abortions ◽  
Perinatal Center ◽  
Examination Techniques ◽  
Demographic Shifts ◽  
High Level

Neonatal mortality for 285 infants and developmental outcome for 158 infants with birth weights of 751 to 1,500 gm, born in the Capital Regional Perinatal Center between July 1975 and December 1979, were compared with the findings in 1952, in 1965 to 1967, and in 1968 to 1970. In the 1,001- to 1,500-gm group, mortality decreased and there was an 18% incidence of major neuropsychiatric disability compared to the 48% found in 1952 when the same examination techniques and diagnostic criteria were used. More 751- to 1,000-gm infants survive now also, but 40% have a major handicap. There is a high incidence of preconceptional, prenatal, perinatal, and postnatal abnormalities in this group of very lowbirth-weight infants, but the incidence is significantly higher in those with major disabilities. The infants who die and those who have subsequent major neuropsychiatric abnormalities require the sophisticated techniques of neonatal intensive care, whereas these procedures are not needed or are used only briefly for the infants who are normal. In upper New York State, the demographic shifts in race, age, parity, education, and induced abortions account for 13% of the drop in neonatal mortality in the 1,001- to 1,500-gm group. These demographic as well as social and medical care changes must be taken into account in any evaluation of the decreasing mortality and morbidity that has occurred. Improvements in prenatal, obstetric, and neonatal care appear to be doing for the 751- to 1,000-gm group now what the then high-level care in 1952 did for the 1,001- to 1,500-gm group, when mortality decreased but only half of those who survived were normal.

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