scholarly journals Cultivating a Culture of Bilingualism: Evaluating a Home Language Arts Curriculum for SIFE

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 170
Author(s):  
Lisa Auslander ◽  
Maggie Beiting-Parrish
Keyword(s):  
New York ◽  
Student Engagement ◽  
Language Arts ◽  
New York State ◽  
Literacy Skills ◽  
Home Language ◽  
Student Writing ◽  
Time On Task ◽  
School Year ◽  
Gradual Release

This study is a mixed-methods exploratory study of a Spanish Home Language Arts (HLA) pilot curriculum designed for Students with Interrupted Education (SIFE) as it was implemented across six different schools in New York State during the 2019–2020 school year before the onset of COVID-19. The focus of the study was to observe whether the HLA curriculum improved teacher practice in the increased use of the gradual release of responsibility and the curriculum-prescribed protocols. Another goal was to examine whether the use of the curriculum helped to improve student writing and bilingual literacy. A final goal of the study was to survey teachers on their perceptions of the curriculum, especially in how the lesson design fostered student engagement and collaboration with others. The results of the internal evaluation showed that the teachers improved in their practice, especially in the areas of gradual release and increased student time on task. The students were able to develop specific text analysis and writing skills using instructional protocols used in the home language and in English that were transferable across classroom contexts. In addition, the lessons encouraged students to leverage literacy skills and background knowledge in Spanish as a way to support learning new skills in both Spanish and English. Finally, the study showed that the use of the curriculum increased student engagement and collaboration in the classroom.

Using hand-held calculators in sixth-grade classes

1976 ◽  
Vol 23 (7) ◽  
pp. 551-553
Author(s):  
John J. Sullivan
Keyword(s):  
New York ◽  
Mathematics Education ◽  
New York State ◽  
Sixth Grade ◽  
Education Department ◽  
York State ◽  
York State Education Department ◽  
School Year ◽  
State Education ◽  
State Education Department

During the 1973-74 school year. two sixth-grade classes in New York conducted classroom tri als of hand-held calculators. Each child in these classes had a Bowmar “Brain” hand-held calculator for his usc during mathematics lessons each day. The project was organized by the Bureau of Mathematics Education, New York State Education Department. The calculators were provided free of charge by Bowmar/ALl, Inc., and supervision was provided by the principals of the project schools.

scholarly journals Teachers' Implementation of and Stages of Concern Regarding English Language Arts (ELA) Common Core State Standards (CCSS) in New York State

2020 ◽  
Author(s):  
◽  
Aloze Ogbonna
Keyword(s):  
New York ◽  
Language Arts ◽  
Common Core ◽  
Common Core State Standards ◽  
New York State ◽  
Stages Of Concern ◽  
State Standards ◽  
Common Core Standards ◽  
Core State ◽  
The Common

Problem In the State of New York, the adoption and implementation of the Common Core State Standards (CCSS) and associated high-stakes assessments have sparked debates among educators, parents, students and politicians. Educators are concerned about its impact on students' test scores, graduation rates and school funding. With mounting accountability threats, teachers are forced to teach to the test in order to produce desirable test scores (Zimmerman, 2010, as cited in Pinar, 2012, p.17). Unfortunately, there were no studies that promoted understanding of teachers' concerns and the extent to which they were implementing the CCSS. The purpose of this study was to investigate teachers' concerns and the extent to which they were implementing the CCSS in language arts in the state of New York. Method The design of this study is a non-experimental quantitative design using survey research methodology. A survey using a modified Stages of Concern Questionnaire (SoCQ) and a researcher-developed implementation of language arts core standards questionnaire were given to Grades 6-12 ELA teachers from 75 selected schools in New York state. Seventy-five teachers responded to the questionnaire with 53 useable responses. The data was analyzed using descriptive statistics and bivariate correlation. Results Respondents were mostly from urban/suburban schools (90.4%). Teachers implement 13 of the 15 common core standards in language arts at least once a week (M=4.02 to M=6.15). Levels of implementation were similar in both middle and high schools (p>.05) and appear to be unrelated to number of years implementing the CCSS. Approximately half (52.8%) were at concern stages 4 to 6. And overall, there is no relationship between stage of concern and levels of implementation of the common core standards. Conclusions Teachers are adequately implementing language arts common core standards in New York. Half of the teachers' concerns are generally about how implementation of the standards affect their students and their colleagues. The other half are concerned about how implementation affects them personally. To achieve the objective of the curriculum and the Every Student Succeeds Act (ESSA), teachers must continue to receive targeted professional development in their identified areas of needs.

Technologies Use with ESL Learners in New York State: Preliminary Report

2000 ◽  
Vol 22 (3) ◽  
pp. 265-284 ◽  
Author(s):  
Carla Meskill ◽  
Jonathan Mossop
Keyword(s):  
New York ◽  
Preliminary Report ◽  
New York State ◽  
Literacy Skills ◽  
The State ◽  
Esl Teachers ◽  
Specific Population ◽  
Preliminary Research ◽  
Initial Interviews ◽  
Esl Learners

This report presents preliminary research concerning a specific population of learners: learners whose native language is not English and who attend school in the state of New York. Our research focused on how English as a Second Language (ESL) teachers in the state view and use technologies to help develop their students' literacy skills. Data from a statewide survey and from initial interviews with fifty-six ESL teachers who use technologies in their teaching are discussed.

scholarly journals An Economic Evaluation of the Alternative School Financing Proposals in New York State

1972 ◽  
Vol 1 (01) ◽  
pp. 303-314
Author(s):  
Harry P. Mapp ◽  
Richard N. Boisvert
Keyword(s):  
New York ◽  
Public Schools ◽  
New York State ◽  
Property Tax ◽  
Local Property ◽  
Real Property ◽  
School Year ◽  
The Poor ◽  
Rate Of Increase ◽  
The Rich

The single most important source of financial support for public education today is the local property tax. It accounted for an estimated 52 percent of all revenues received by U. S. public schools in the 1970–71 school year. Despite this fact, the property tax is increasingly under attack. Local school districts are asked to finance the increasing demands placed on their school systems from a tax whose base is sharply eroded by exemptions. To make matters worse, the property tax may be inelastic with respect to income. That is, the rate of increase in market value of taxable property may be less than the rate of increase in income. In addition, some opponents claim that the property tax is regressive; that is, it places a greater burden on the poor than on the rich because the poor pay a greater proportion of their income in property taxes. They argue that real property is not a completely reliable indicator of wealth or ability to pay. The property tax is thus unacceptable to those who believe that schools should be financed by those best able to pay. In addition, the property tax is unacceptable to those who believe that schools should be financed by those who receive the benefits. However, since society in general benefits from education, allocation of benefits and costs is a difficult task.

Use of Standardized Tests of Mathematics in New York State Secondary Schools

1952 ◽  
Vol 45 (6) ◽  
pp. 436-437
Author(s):  
Sherman N. Tinkelman ◽  
Minerva K. Chapman
Keyword(s):  
New York ◽  
Standardized Tests ◽  
Mathematics Teachers ◽  
New York State ◽  
The State ◽  
Cross Sectional ◽  
York State ◽  
Advisory Service ◽  
School Year ◽  
State Education

Probably the question asked most frequently of the New York State Education Department's test advisory service is: “What standardized tests are the other schools using and how well satisfied are they with their results?” To obtain a cross-sectional picture of actual practice in the state with respect to the use of standardized tests of mathematics, questionnaires were sent in the fall of 1951 to the approximately 1,300 schools of secondary grade (grades 7-12) in the state. The chairman of the mathematics department or the teacher in charge of mathematics in each school was asked to indicate the standardized tests of mathematics administered in the school during the 1950-1951 school year, the reason for using the tests, and his evaluation of the tests. Such information promises to be helpful to mathematics teachers in deriving suggestions for the evaluation and improvement of their own testing programs.

"“La Vida de los Emigrantes”

2018 ◽  
Vol 17 (4) ◽  
pp. 400-418
Author(s):  
Theresa Ann McGinnis
Keyword(s):  
New York ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
New York State ◽  
Immigrant Youth ◽  
Classroom Culture ◽  
Central American ◽  
Border Crossings ◽  
Content Type

Purpose In September 2014, 1,200 unaccompanied immigrant youth, from a region of Central America known for high rates of violence and homicide, enrolled in a suburban school district of New York State. This paper aims to highlight the stories of the newly arrived Central American high school youth, as told through Bilingual (Spanish/English) digital testimonios completed in the English Language Arts classroom. The author examines how the telling of their stories of surviving migration offers a way for the youth to respond to political and emotional struggles. The author also explores how the youth become active participants in the telling of political narratives/testimonios. Design/methodology/approach Part of a larger ethnographic case study, the author adopts the ethnographic approaches of the new literacy studies. Testimonios as a research epistemology privilege the youth’s narratives as sources of knowledge, and allow the youth to reclaim their authority in telling their own stories. Findings The integration of critical digital texts into the English Language Arts classroom created a participatory classroom culture where the Central American youth’s digital testimonios can be seen as a shared history of struggles that make visible the physical toil of their journeys, the truth of their border crossings and their enactments of political identities. As a collective, the youth’s stories become part of national and global political dialogues. Originality/value At a time when immigrant youth struggle for rights, to further their education and to negotiate the daily experiences of living in a new country, this research offers a unique perspective on the politics of inclusion and exclusion for unaccompanied youth.

scholarly journals Topic: P-16: Strengthening Pre-Kindergarten Through College Programs

2011 ◽  
Vol 1 (2) ◽  
pp. 33
Author(s):  
Geraldine D. Chapey ◽  
Geraldine M. Chapey
Keyword(s):  
New York ◽  
Action Plan ◽  
New York State ◽  
Reform Initiatives ◽  
York State ◽  
School Year ◽  
Board Of Regents ◽  
College Programs ◽  
Improve Student Achievement ◽  
P 16

The New York State Regents Action Plan dramatically changes educational reform initiatives by requiring districts to sign a written contract specifying criteria for program, performance and fiscal accountability.  Districts are required at the end of the school year to provide a written explanation as to whether or not the goals were achieved.  On Wednesday, December 13, 2007, the New York State Board of Regents announced its support for P-16 action plans – to improve student achievement initiatives and college readiness and completion programs.

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