scholarly journals Developing an Asynchronous Course Model at a Large, Urban University

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Anthony G. Picciano
Keyword(s):  
New York ◽  
Public Schools ◽  
Student Evaluation ◽  
The United States ◽  
Urban Environments ◽  
Asynchronous Learning ◽  
Valuable Insight ◽  
Hunter College ◽  
Urban University ◽  
Administration And Supervision

In Spring 1997, Hunter College offered the first asynchronous learning course in the City University of New York (CUNY), the largest urban university system in the United States enrolling 200,000 students in undergraduate and graduate programs. This graduate course, entitled Administration and Supervision of the Public Schools - The Principalship, was offered in theDivision of Programs in Education. Funded by the Alfred P. Sloan Foundation, this course was intended to serve as a model for other courses at Hunter College and CUNY.While many colleges have begun to offer asynchronous learning courses, the model presented here may be of special interest since it takes into consideration several variables of importance in large urban environments. First, all of the students in this course were adult, part-time students who delicately balance studies, careers, and families in their daily lives. In this respect, theyrepresented a typical urban commuter population that would benefit from the convenience of asynchronous learning. Second, all of the students were commuter students who participated in the course via equipment located in their homes and offices. As a result, the model had to accept a wide variety of on-line services as the means of participation. Third, these students did not possess extensive technical skills and in terms of expertise could be classified as new to intermediate. This required that the model employ simple software interfaces that would minimize student frustration due to technical difficulties. Lastly, all of these students already had earned masters degrees and were teachers in the New York City metropolitan area. As experienced teachers, they are attuned to pedagogy and could provide valuable insight into an evaluation of the instructional components of the model.The purpose of this paper is to share the results of student evaluation of the instructional components of an asynchronous model that might be beneficial to others who are considering using this technology in similar environments.

Theobald Smith, 1859-1934

1935 ◽  
Vol 1 (4) ◽  
pp. 514-521
Keyword(s):  
United States ◽  
New York ◽  
Public Schools ◽  
School Teacher ◽  
Medical Practitioner ◽  
The United States ◽  
Cornell University ◽  
Medical College ◽  
Short Course ◽  
Albany Medical College

Theobald Smith, son of Philip Smith by his wife Theresa nee Kexel, was born at Albany, New York, on July 31, 1859. He was educated at public schools there and afterwards went to Cornell University, where he graduated as B.Phil. in 1881. His material circumstances being small, and failing to obtain a post as school teacher, he resolved to study medicine and went to Albany Medical College of Union University whence he graduated as M.D. in 1883, after attending the very short course then prevailing in some medical schools in the United States. He was studious and already widely read as a youth. Being possessed of the good judgement which characterized him throughout life, he was clear in his mind that his training was insufficient to qualify him as a medical practitioner. At Cornell, he worked under two remarkable teachers, Professors Gage and Wilder, with great benefit as he afterwards acknowledged.

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.

All in Good Measure

2016 ◽  
Author(s):  
Arthur Lupia
Keyword(s):  
New York ◽  
High School Students ◽  
Public Schools ◽  
Nobel Laureate ◽  
The United States ◽  
Word Recall ◽  
School Students ◽  
Elie Wiesel ◽  
The Holocaust ◽  
The Times

This chapter is about how to word recall questions effectively. An example of why this topic matters occurred just days before the opening of the United States Holocaust Memorial Museum. At that time, a New York Times headline proclaimed that “1 of 5 in New Survey Express Some Doubt About the Holocaust.” The Times article’s lead paragraph described the finding in greater detail (emphasis added): . . . A poll released yesterday [sic] found that 22 percent of adults and 20 percent of high school students who were surveyed said they thought it was possible that Nazi Germany’s extermination of six million Jews never happened. In addition to the 22 percent of adult respondents to the survey by the Roper Organization who said it seemed possible that the Holocaust never happened, 12 percent more said they did not know if it was possible or impossible, according to the survey’s sponsor, the American Jewish Committee. . . . Reactions to this finding were swift. Benjamin Mead, president of the American Gathering of Jewish Holocaust Survivors, called the findings “a Jewish tragedy.” Elie Wiesel, a Nobel Laureate and concentration camp survivor, conveyed shock and disappointment: “What have we done? We have been working for years and years … I am shocked. I am shocked that 22 percent … oh, my God.” Similar headlines appeared across the country. In the months that followed these reports, many struggled to explain the finding. Some blamed education, as a Denver Post editorial described: . . . It’s hardly surprising that some Americans have swallowed the myth that the Holocaust never happened… . [E] ither these Americans have suffered a tragic lapse of memory, or they have failed to grasp even the rudiments of modern history… . Such widespread ignorance could lull future generations into dropping their guard against the continuing menace of ethnic intolerance, with potentially devastating consequences… . To this end, the public schools must obviously do a better job of teaching 20th century history, even if it means giving shorter shrift to the Civil War or the Revolution. . . .

Safe Routes to School? Black Caribbean Youth Negotiating Police Surveillance in London and New York City

2018 ◽  
Vol 88 (3) ◽  
pp. 261-286 ◽  
Author(s):  
DERRON WALLACE
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Critical Race Theory ◽  
York City ◽  
Black Youth ◽  
The United States ◽  
Ethnographic Study ◽  
Stop And Frisk ◽  
Black Caribbean

In this article, Derron Wallace examines how Black Caribbean youth perceive and experience stop-and-frisk and stop-and-search practices in New York City and London, respectively, while on their way to and from public schools. Despite a growing body of scholarship on the relationship between policing and schooling in the United States and United Kingdom, comparative research on how students experience stop-and-frisk/search remains sparse. Drawing on the BlackCrit tradition of critical race theory and in-depth interviews with sixty Black Caribbean secondary school students in London and New York City, Wallace explores how adolescents experience adult-like policing to and from schools. His findings indicate that participants develop a strained sense of belonging in British and American societies due to a security paradox: a policing formula that, in principle, promises safety for all but in practice does so at the expense of some Black youth. Participants in the ethnographic study learned that irrespective of ethnicity, Black youth are regularly rendered suspicious subjects worthy of scrutiny, even during the school commute.

Boys' and Girls' High School: Art and Politics in the Civil Rights Era

Prospects ◽  
2005 ◽  
Vol 30 ◽  
pp. 715-749
Author(s):  
Michele Cohen
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Public Schools ◽  
York City ◽  
Public Art ◽  
Minority Groups ◽  
Social Issues ◽  
The United States ◽  
Under Construction

The story of public art in the United States is also the story of American democratic institutions. Our public schools in particular, malleable and shifting under changing societal expectations, provide clues about the nature of our educational enterprise in their very design and the commissioned art that enhances them. In New York City, home to the nation's largest public school system and one of the first, art in schools is a barometer of aesthetic preferences and a measure of larger social issues. The constellation of events that led to the decentralization of New York City's schools in 1970 also led to the creation of an outstanding collection of work by African-American artists at Brooklyn's Boys' and Girls' High School.Better known for its athletics and as the school that hosted Nelson Mandela than for its public art, Boys' and Girls' High School first opened its doors as the Central School, with a Girls' department on Nostrand Avenue and a Boys' department on Court Street. In 1886, the Girls' department moved into a new building on Nostrand Avenue and in September 1890 school officials changed the official organization of the school to two schools, with Girls' High School on Nostrand Avenue (with added wings under construction) and Boys'High School (under construction) on Marcy Avenue. By 1960, efforts were under way to build a replacement school. The planning of the new Boys' and Girls' High School coincided with the fight by New York City minority groups for local school control, and the commissioning of art for the new building was paradigmatic of this struggle.

Why don’t US citizens trust professional journalists?

2020 ◽  
Vol 9 (3) ◽  
pp. 293-305 ◽  
Author(s):  
Susan Smith Reilly
Keyword(s):  
New York ◽  
Public Schools ◽  
News Media ◽  
Reality Television ◽  
The United States ◽  
Civics Education ◽  
The Public ◽  
The People ◽  
Real Estate Developer ◽  
The Press

In 2016, the United States elected a populist president who had no public service, legal or military experience. Donald J. Trump was a New York real estate developer, known for his involvement in the Miss Universe Pageant, World Wide Wrestling and the reality television show, The Apprentice. Although the news media covered his unorthodox campaign extensively, after the election, the new president turned on the press, repeatedly accusing it of publishing ‘fake news’ about him and his administration and going so far as to call the press ‘the enemy of the people’. Alarmed by these accusations, journalists are discovering that without civics education in the public schools, US citizens no longer understand the role a free press plays in a democracy.

Normative Study of the Administrative Position in Special Education

1972 ◽  
Vol 39 (1) ◽  
pp. 5-13 ◽  
Author(s):  
Thomas David Marro ◽  
John W. Kohl
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Personal Characteristics ◽  
The United States ◽  
National Study ◽  
College Courses ◽  
Normative Study ◽  
The Public ◽  
Administrative Position ◽  
Administration And Supervision

This study was the first national study of the local administrator of special education programs in the public schools of the United States. A two phased questionnaire resulted in responses from 1,066 administrators who met the established criteria. Areas of investigation were: personal characteristics, experience, the value of various college courses and methods of instruction, certification, organizational memberships and participation, conditions of employment, role in program administration and supervision, organizational characteristics, programing elements, and selected opinions concerning current problems and issues in the administration and education of exceptional children.

Contemporary Urban University Presidents and an Emerging Paradigm for Strategic Planning and Civic Engagement

2021 ◽  
pp. 245-258
Author(s):  
Everrett A. Smith
Keyword(s):  
Strategic Planning ◽  
Postsecondary Education ◽  
University Presidents ◽  
The United States ◽  
Urban Environments ◽  
Civic Involvement ◽  
Urban Core ◽  
Urban University ◽  
Urban Universities ◽  
Leadership Influence

The purpose of this chapter is to examine the elements of urban university presidents' strategic planning and priority-setting. The chapter attempts to profile the contributions of urban universities to their cities, and the specific agenda that urban university presidents establish in order to do so. The author considers two primary ideas for presidential strategies: visible presidential leadership in urban environments and the prioritization of civic-based initiatives. The chapter explores shifting patterns in strategy, leadership, and civic involvement at urban universities in the United States, setting the analysis in context to better understand how college presidential planning and leadership influence postsecondary education in America's urban core.

scholarly journals Basketball, Books, and Brotherhood: Dewitt Clinton High School as Scholastic Model of Postwar Racial Progression and African American Leadership

2021 ◽  
pp. 1-16
Author(s):  
Arthur Banton
Keyword(s):  
High School ◽  
New York ◽  
Public Schools ◽  
Black Students ◽  
The United States ◽  
Black Leadership ◽  
Student Body ◽  
African American Leadership ◽  
City College ◽  
The City

In 1950, the City College of New York (CCNY) became the first racially-integrated team to win the national championship of college basketball. Three of the players on that team attended DeWitt Clinton High School in the Bronx, New York. At the time Clinton high school was one of the most academically-rigorous public schools in the city and the United States. During this postwar period Clinton annually sent nearly a third of its graduates to college, this at a time when the national average of high school completion stood at twenty percent. The unofficial school motto etched in yearbooks and the student paper was “college or bust.” Needless to say, DeWitt Clinton strongly encouraged its student body to attend college and for those who did not, they were pushed to excel beyond the limits of their chosen professions. This intellectually competitive academic environment was integrated and more than twenty-percent black. Like their contemporaries, black students were encouraged to pursue opportunities that seemed unthinkable in an era of racial stratification. As a result, Clinton produced a number of black students armed with the skills to navigate the terrain of prejudice and circumvent a number of social barriers. DeWitt Clinton high school was a model for interracial brotherhood while also fostering black leadership. Like Jackie Robinson, whom integrated Major League Baseball in 1947 with the Brooklyn Dodgers, the three black athletes who competed on the CCNY team were prepared for the transition of competing on a racially integrated college team, can be partially attributed to their secondary schooling at DeWitt Clinton. This article examines the racial climate of DeWitt Clinton during the postwar years when the three young men were in attendance and how it fostered a culture of Basketball, Books, and Brotherhood.

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