scholarly journals Experiential and Real-World Learning for Teachers in the Billion Oyster Project and Curriculum and Community Enterprise (BOP-CCERS) for the Restoration of New York Harbor with New York City Public Schools Program

2019 ◽  
Vol 8 (4) ◽  
pp. 30
Author(s):  
Lauren B. Birney ◽  
Joyce Kong ◽  
Brian R. Evans ◽  
Samantha Ceritelli ◽  
Macey Danker
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Science Teachers ◽  
Real World ◽  
York City ◽  
Environmental Science ◽  
School Students ◽  
Public School Students ◽  
Oyster Restoration

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS) seeks to integrate harbor restoration activities with science teachers inorder to provide their students with experiential learning through environmental impact in New York City with thevision that public school students in New York City can benefit from environmental science and experiential learningwork through authentic research, data collection, and experimentation. The purpose is to engage science teachers withexperiential learning opportunities in the New York Harbor that helps them create engaging lessons for their ownstudents. It was found that teachers responded most positively to workshops that included hands-on activities,specifically the oyster restoration station trainings, classroom oyster tank setups and activities with scientists. Teachersreported that the BOP-CCERS program prepared them to support student learning of the program content and scientificresearch activities. Students who engage in real-world science are more likely to see the relevance of science and seethemselves working toward a career pathway in STEM.

Abstract T P390: Baseline Stroke Knowledge of 4th-6th Grade Children in New York City Public Schools Has No Appreciable Trend from 2005-2014

Stroke ◽  
2015 ◽  
Vol 46 (suppl_1) ◽  
Author(s):  
James M Noble ◽  
Cailey Simmons ◽  
Mindy F Hecht ◽  
Olajide Williams
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Real World ◽  
York City ◽  
Hip Hop ◽  
Expected Value ◽  
Stroke Symptom ◽  
Stroke Diagnosis ◽  
Stroke Knowledge

Background and Purpose: To examine whether the baseline stroke knowledge of children in schools participating in our Hip Hop Stroke program has changed since its inception in late 2005. Methods: We gathered baseline stroke knowledge surveys from 2,839 students enrolled in the Hip Hop Stroke program from November 2005 through April 2014 with median annual enrollment of 344 (range 55 to 582). All students were enrolled in New York City public schools, in 4th through 6th grade. Students who left ≥3 questions blank were discarded; other blank answers were treated as missing. Data were analyzed using binomial, Chi-Square and regression analysis (SPSS v22.0). Results: Overall there was no consistent trend in baseline stroke knowledge by academic year. Overall, 28.4% of students recognized stroke occurred in the brain (expected value 25% [p<0.001], range from 13.8-61.2% for any given year). With stroke diagnosis provided, 85.5% of 1436 students knew to call 911, whereas only 59.6% of 1243 students knew to call 911 when given a hypothetical real-world stroke symptom scenario without stroke diagnosis included, p<0.001. For a composite assessment of knowledge including 4 stroke symptoms (blurred vision, facial droop, sudden headache, slurred speech), 1 distractor (chest pain), and urgent action plan (call 911), asked consistently since 2006, overall students scored a mean 2.86 (95% CI: 2.80-2.92; possible range 0-6, expected value 2.75), with annual scores ranging from 2.54-3.56. Conclusion: Stroke knowledge among elementary school students remains low and has not appreciably changed during the last 9 years. The use of hypothetical real-world stroke symptom scenarios may more accurately reflect intent to call 911 for stroke than the use of questions in which stroke diagnosis is given.

scholarly journals Advanced Placement Environmental Science and the Curriculum and Community Enterprise for Restoration Science (CCERS) Project in the New York City High School

2018 ◽  
Vol 7 (1) ◽  
pp. 7
Author(s):  
Lauren Birney ◽  
Denise McNamara
Keyword(s):  
New York ◽  
New York City ◽  
Advanced Placement ◽  
York City ◽  
Environmental Science ◽  
National Research Council ◽  
Field Station ◽  
Career Opportunities ◽  
Advanced Placement Courses ◽  
Oyster Restoration

This paper explores the issue of social justice through the lens of equitable access to Advanced Placement courses inthe City of New York High Schools, with focus on Advanced Placement Environmental Science. A criticalcomponent of the Advanced Placement Environmental Science course is the incorporation of environmentalfieldwork. The National Research Council (2014) suggest that field stations are important for STEM education andprovide opportunities to engage students in the natural environment and get them excited about science. Through theCurriculum and Community Enterprise for Restoration Science, an NSF funded opportunity, students in theAdvanced Placement Environmental Science course are integrating their field station work in Oyster Restoration inthe New York City Harbor. These interactions with the environment offer unique experiences which engagemarginalized students in both rigorous coursework and affords equity in science learning. In turn, it affords allstudents the opportunity for upward mobility and increased career opportunities in the area of STEM.

scholarly journals Teachers Mentoring Teachers in the Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) Fellowship

2018 ◽  
Vol 7 (2) ◽  
pp. 20
Author(s):  
Lauren B Birney ◽  
Joyce Kong ◽  
Brian R Evans ◽  
Ashley M Persuad ◽  
Macey Danker
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
York City ◽  
Environmental Science ◽  
York Academy ◽  
Teaching Techniques ◽  
Integral Feedback ◽  
The University ◽  
Academy Of Sciences

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS)(NSF DRL 1440869/PI Lauren Birney) program is a National ScienceFoundation (NSF) supported initiative through collaboration by multiple institutions and organizations led by PaceUniversity. Partners on this initiatitve include Columbia Lamont Doherty, the New York Aquairum, the New YorkHarbor Foundation, the New York Academy of Sciences, the River Project, Good Shepher Services, SmartstartEvaluation and Research, the University Maryland Center for Environmental Science and Fearless Solutions. Inthis study, teachers from one cohort were paired with teachers from a succeeding cohort in order to facilitate amentoring process between the two cohorts. This allows for teacher ambassardors to have a support structurethroughout the program, seek integral feedback, modify teaching techniques, integrate project research and establishlong term partnerships within the project team.

scholarly journals Using Culturally and Linguistic Responsive and Translanguaging Pedagogy to Teach Science

2021 ◽  
pp. 1-9
Author(s):  
Yu Ren Dong
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
Public Schools ◽  
Bilingual Education ◽  
Subject Matter ◽  
York City ◽  
School Students ◽  
Language Program

More and more students in today’s secondary subject matter classrooms in America are bilingual ELLs (English language learners), a fast-growing student population in the U.S. public schools (National Center for Education Statistics, 2019). In New York City, about 50% of the total public-school students speak a language other than English at home and one out of every six secondary school students are an ELL (New York City Department of Education, 2019). Those ELLs are served by the three language programs: TBE (Transitional Bilingual Education program, mostly for middle and high school students), DL (Dual Language Program, mostly for elementary and middle school students), ENL (English as a new language program, formerly ESL, for almost all ELLs). In this article, I focus on bilingual subject matter instruction for high school students in the TBE program. Every day, the secondary ELLs in the TBE program attend subject matter classes taught by bilingual subject matter teachers using the bilingual education pedagogy.

scholarly journals Relationship between Recreational Resources in the School Neighborhood and Changes in Fitness in New York City Public School Students

2017 ◽  
Vol 94 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Carla P. Bezold ◽  
James H. Stark ◽  
Andrew Rundle ◽  
Kevin Konty ◽  
Sophia E. Day ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
York City ◽  
School Students ◽  
Public School Students ◽  
Recreational Resources

scholarly journals Impacts of classifying New York City students as overweight

2016 ◽  
Vol 113 (13) ◽  
pp. 3488-3491 ◽  
Author(s):  
Douglas Almond ◽  
Ajin Lee ◽  
Amy Ellen Schwartz
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Female Students ◽  
Report Cards ◽  
Regression Discontinuity Design ◽  
Healthy Weight ◽  
School Students ◽  
Public School Students ◽  
Academic Year

US schools increasingly report body mass index (BMI) to students and their parents in annual fitness “report cards.” We obtained 3,592,026 BMI reports for New York City public school students for 2007–2012. We focus on female students whose BMI puts them close to their age-specific cutoff for categorization as overweight. Overweight students are notified that their BMI “falls outside a healthy weight” and they should review their BMI with a health care provider. Using a regression discontinuity design, we compare those classified as overweight but near to the overweight cutoff to those whose BMI narrowly earned them a “healthy” BMI grouping. We find that overweight categorization generates small impacts on girls’ subsequent BMI and weight. Whereas presumably an intent of BMI report cards was to slow BMI growth among heavier students, BMIs and weights did not decline relative to healthy peers when assessed the following academic year. Our results speak to the discrete categorization as overweight for girls with BMIs near the overweight cutoff, not to the overall effect of BMI reporting in New York City.

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.

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