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Although interest in ESE policy studies is on the rise, we argue there is a gap in scholarship about the nature and extent of interactions between policymakers and researchers in the ESE field. This paper addresses this gap by discussing one example of such interaction – an ongoing research-practice partnership (RPP) between the New York City Department of Education Office of Sustainability and Teachers College, Columbia University. Using qualitative document analysis, we – a researcher and two policymakers – make two contributions to the literature. First, we analyze the emergence of the partnership and point to the importance of trust, social relationships, and production of local and relevant knowledge. Second, we demonstrate how policymakers use knowledge produced in the RPP to inform specific programmatic decisions (instrumental use) and to clarify assumptions about the system (conceptual use). We also show how engagement with research informs participants' views towards improving school engagement with ESE. Implications for furthering research-policy relationships in ESE include: supporting comparative and longitudinal research designs, giving more attention to the socio-political context shaping partnerships, investigating other forms of knowledge use in RPPs, and reflecting on the politics and priorities given to conducting research with policymakers that demonstrate contributions to the collective good. [ABSTRACT FROM AUTHOR]

Homeland visits and stays have only recently began to receive attention within the growing literature on the religious beliefs and practices of 'second generation' Muslims in Western contexts, just as African Muslims have largely been neglected within this emerging field. Drawing on data collected over a total of 14 months among Senegalese migrant communities in the greater New York area, and in Islamic schools receiving migrants' children in Dakar, Senegal, this paper outlines how young people's homeland returns for the sake of religious education give rise to complex negotiations of meaning and identity. [ABSTRACT FROM AUTHOR]

Since Esping-Andersen [(1990). The three worlds of welfare capitalism. New York: Wiley] classified 18 capitalist countries into "three worlds of welfare capitalism", comparative studies of welfare have been dominated by his work and the responses to it. This paper focuses on two important responses. Firstly, there is a criticism that East Asian welfare regimes have not been given sufficient attention in the study by Esping-Andersen (1990). Secondly, analysts have doubts about the assumption that welfare regimes have a high degree of internal policy cohesion. To make contributions to these two responses, two analytical tasks are conducted. Firstly, new health care, education and leave benefits policy domains covering 16 East Asian and European capitalist countries/territories are built. Secondly, evidence generated from these policy domains is used to inform the discussion of two arguments: (i) there is a lack of essential conditions for East Asian countries/territories to form their own unique category of welfare regime in the areas of education, health care and leave benefits; and (ii) welfare regimes have a high degree of internal policy cohesion. [ABSTRACT FROM AUTHOR]

This paper summarizes the author's views on the appropriate role and functioning of the Association of Environmental Engineering and Science Professors (AEESP), based on the presentations made by the speakers at AEESP's Annual Conference held at Clarkson University at Potsdam, New York, in July 2005. The paper notes that AEESP and also the American Academy of Environmental Engineer (AAEE) were formed in the mid 20th century that their functions were organized to meet the needs of the United States in environmental development for the second half of the 20th century, and while these organizations have achieved much success in their performance in the previous half-century, the picture for the future looks remarkably different. This is because of the increasing acceleration of new technology which is rapidly changing everything, including changing the pattern of economics from country operated systems to an unprecedented new system of globalization. Both AEESP and AAEE now must reorient their roles and functions to expand American professional capabilities to influence continuing development in both the United States and in the developing countries in order to protect as well as to utilize environmental resources as needed to enable sustainable global development. Recommendations are given for feasible steps which American (and other) universities can take for modifying university programs to suit this objective. [ABSTRACT FROM AUTHOR]

School principals are street-level bureaucrats whose sense-making about language policies makes them de-facto policy makers. In turn, their language policy-making is mediated by their language ideologies and contexts. Using a case study methodological framework, this article explores the language ideologies of 11 New York City elementary school principals with high numbers of Emergent Bilinguals. It attempts to answer Ruiz' call to make language ideologies clear and obvious in order to provide the level of transparency needed to enlighten the process of language policy creation and practice (Ruiz 1984). Analyses of the participating principals' narratives revealed the existence of three different language ideologies: Resource Instrumental Mobility (RIM), Resource Integrative Democratic (RID), and Language as a Problem (LAP). This paper is an exploration of the RIM and RID language ideologies, which consider language as a resource, but do so for intrinsically different reasons. Thus, the findings expand on Ruiz' (1984) Orientations in Language Planning by complicating and providing nuance to the concept of Language-as-Resource. [ABSTRACT FROM AUTHOR]

This paper evaluates the impact of the New York Networks for School Renewal Project, a whole school reform initiated by the Annenberg Foundation as part of a nationwide reform strategy. It uses data on students in randomly chosen control schools to estimate impacts on student achievement, using an intent-to-treat design. After controlling for student demographic, mobility, and school characteristics, the authors find positive impacts for students attending reform schools in the fourth Grade, mixed evidence for fifth Grade, and slight to no evidence for sixth Grade. On average, there is a small positive impact. The paper illustrates how relatively inexpensive administrative data can be used to evaluate education reforms. [ABSTRACT FROM AUTHOR]

In the article, the author tries to provide the reader a view on the science of upbringing, training and education, scientifically based and supported by a number of scientific evidence. The overview of pedagogy and its main building blocks – upbringing, training and education was carried out through a number of authoritative Anglo-Saxon dictionaries and scientific sources, incl. Online Etymology Dictionary, Cambridge Dictionary, Merriam-Webster Dictionary, Encyclopaedia of Higher Education, Routledge Encyclopedia of Philosophy, Internet Encyclopedia of Philosophy, Foundations of Philosophy, New International Encyclopedia of New York, etc. A brief historical review of the pedagogical idea from ancient times to the present day is made, and in conclusion the described pedagogical schools and concepts are separated into educational directions. [ABSTRACT FROM AUTHOR]

This paper describes the goals and development of a rural tourism Studio for Masters-level students in the Southern Tier of Western New York over the last decade. The main goal of the Studios has been to explore how tourism may be used to promote general economic development in a relatively impoverished rural area and so help to improve living conditions, including housing. The studio experience is considered to be an important part of the preparation for a career in planning. Studios almost always enter into, and attempt to contribute to, an ongoing planning and development process and are undertaken with the cooperation of local communities and agencies. The paper describes the background of students, their disciplinary skills and work experience, ethnic, age and geographic mix, and general unfamiliarity with rural issues. Also described are the various constraints and compromises with respect to course requirements and schedules, location, local participation and engaging communities. The paper illustrates some of the housing-related findings and recommendationsÐ recreational and second homes, low-income properties, retirement and mobile homesÐ and concludes with an evaluation of the Studio overall including its limitations and suggestions for a continuing "planning-bus" approach to University-community collaboration. [ABSTRACT FROM AUTHOR]

Background: Global health educational programs within U.S. medical schools have the opportunity to link their 'global' focus with local circumstances by examining the challenges underserved communities face in the United States. Aim: Students in Weill Cornell Medical College's Global Health Clinical Preceptorship (GHCP) learn history-taking and physical examination skills while gaining exposure to local health care disparities and building cultural competency. Methods: First-year medical students in the program are placed in the office of a physician who works with underserved patient populations in New York City. Students receive an orientation session, shadow their preceptors one afternoon per week for seven weeks, complete weekly readings and assignments on topics specific to underserved populations, attend a reflection session, and write a reflection paper. Results: In three years, 36% of first-year students (112 of 311) opted into the elective GHCP program. Students reported gaining a better understanding of the needs of underserved patient populations, being exposed to new languages and issues of cultural competency, and having the opportunity to work with role model clinicians. Conclusions: The GHCP is a successful example of how global health programs within medical schools can incorporate a domestic learning component into their curricula. [ABSTRACT FROM AUTHOR]

Purpose – Mental health frontline workers can and do provide fundamental support in the wellness of people with serious mental illness. The City University of New York offered a non-credit Certificate in Wellness Coaching to this group. The purpose of this paper is to describe the certificate and the program outcomes. Design/methodology/approach – Primary data collected through course evaluations, reports, and observations to describe perceptions of personal and professional usefulness and applicability, as well as challenges. Findings – Participants reported using wellness concepts personally and professionally and perceived personal development in communication and leadership. Participants and faculty identified internal and external supports and barriers to transitioning into the role of wellness coach. Originality/value – The paper presents a replicable model which taught frontline workers wellness concepts that benefit themselves and consumers and helped participants identify ways to expand capacity within their mental health agencies. [ABSTRACT FROM AUTHOR]

This paper describes a model for assessing and reporting schoollevel resources. State and local decision-makers have been seeking ways to obtain such information for more than a decade, but there is as yet no easy, accessible way to do so and no way to satisfy both internal and external users of the information. The model, based on case studies in Pennsylvania (with successful replication in New York), resolves many of the issues. The seven principles that guide the model are explained, challenges in developing school-level reports are generalized, and resolutions to the challenges in three states are compared. The conclusion draws out implications for the future of regularly collected school resource data. [ABSTRACT FROM AUTHOR]

This paper describes the ways in which New York City schools have responded to the multilingualism of its children in the last 40 years, and suggests changes needed in order to accommodate the greater linguistic heterogeneity of the city. In the predominantly Puerto Rican community of the 1960s and 1970s, traditional bilingual education programs were the best way to educate language minority children. But in the twenty-first century, with the demographic shifts and the technological advances of a globalized world, other understandings of bilingualism in education are needed. The paper ends by suggesting ways in which traditional bilingual education may exist alongside other more dynamic approaches of bilingualism in education that consider the city's growing linguistic heterogeneity, thus constructing a future from the past. [ABSTRACT FROM AUTHOR]

Creativity in Robert Henri's view is a gratuitous act, shot through with mystery; what is left after such an act is the artwork itself as concrete evidence that such a heightened state of consciousness has been achieved. This paper will examine Henri's understanding of the nature of creativity from his perspective as a twentieth century New York painter, in conjunction with Eliot Deutsch's theoretical insights as a philosopher deeply interested in the nature of the experience of an artwork. In his Essays on the nature of art, Deutsch presents the view that the experience of an artwork involves the assimilation of the work's aesthetic force, the recognition of its meaning, the discernment of its formal dimensions, and 'calls for a special appropriation that yields an integrated wholeness'. This paper presents commonalities between Henri's and Deutsch individual perspectives and discusses some value-centred educational implications that could be drawn from these commonalities. [ABSTRACT FROM AUTHOR]

This paper describes my experiences working with students and colleagues at Stony Brook University to design and implement curricula that focus on the topic of HIV/AIDS. With HIV as a central focus, we have used the history of medicine as a basis for analysis of social issues in medicine today. This program includes college students, high school students, and, occasionally, parents, in the same classroom. The inclusion of HIV/AIDS inquiry in the classroom raises issues of ethics, public policy, and diversity, among others. These are all included in the concept of ‘common health,’ health as community property. The paper outlines some curricular innovations, describes some of the students, and treats some problems that arise in the course of our work. [ABSTRACT FROM AUTHOR]

This paper describes early efforts underway at City College, New York, to introduce a disability studies content into an otherwise traditional special education programme. The paper draws on previously funded research projects that merged humanities-based disability studies in education, prior teaching experiences and excerpts from the writing of City College Master’s students in special and general education. [ABSTRACT FROM AUTHOR]

The article describes the student body and the degree of satisfaction of the students with Labor College based in New York City, New York. Labor College, located in New York City, is the popular name of a cooperative effort jointly sponsored by the Center for Labor Studies and by the ILR Credit and Certificate Program as well as the Labor Liberal Arts Program. Labor College came into being as a result of efforts by graduates of Labor Liberal Arts who desired a college where they might work toward an associate degree while pursuing courses in industrial and labor relations. The major objectives of this study were to understand more precisely why students enter Labor College and to describe their characteristics. The data presented in this paper may be interpreted as indicating that there are three major groups in the student body, each group sharing a number of qualities in common. One group seeks a degree as a way of improving its economic and social status on the present job or by securing a new job. A second group desires a degree for the prestige attached to it, and perhaps to fulfill a youthful dream of earning a college degree. A third group seeks self-development and insight into subjects associated with a college education. Students at Labor College have more realistic expectations, or perhaps, lower expectations, of bettering themselves. They perceive their educational experience as a second chance at improving their standard of living, or perhaps more precisely, as their last chance of improving their economic and social status and changing their way of life. In summary, this paper has found that Labor College students are fairly well satisfied with their educational experience.

The article discusses the basis of selecting science learning materials in the elementary level in New York City. It explains on the eagerness of adults and children to learn about and make use of new scientific developments. It focuses on the need for science learning materials on the elementary level to make the pursuit of science by young people. It provides information on the potentialities of using science learning materials by youngsters in the elementary level.

Within an educational system increasingly focused on test-based accountability, how can a local education authority adopt an interdisciplinary environmental and sustainability education (ESE) policy? What local and global factors and actors shape and inform the creation of such a policy? In answering these questions, this article examines the formulation of ESE policy in the New York City Department of Education. Based on an analysis of archival documents and 20 expert interviews, the study draws on the Advocacy Coalition Framework and extends its application by adding global and social movement perspectives. In doing so this study find that external events enabled the initial enactment of the policy in 2009, while the practice and local pilots of ESE programs substantially informed the reformulation of the policy in 2012. [ABSTRACT FROM AUTHOR]

The article describes an innovative clinical placement in a Registered Nurse Bachelor of Science (RN BS) program offering students with a strong foundation in environmental health that includes both traditional and online classes. Topics cited include issues identified with nurses performing environmental roles such as lack of acknowledgment and legitimization of an environmental role for visiting nurses and lack of funding for nurses to advocate for communities.

Purpose -- Information literacy (IL) is increasingly becoming an explicit learning outcome for college graduates, and some libraries are playing a role in planning and teaching IL instruction to students. Amidst the overall trend of shrinking budgets that libraries are experiencing, what strategies can be employed by libraries that support large universities to plan IL instruction? The paper aims to discuss these issues. Design/methodology/approach -- Inspired by curriculum mapping, staff in the library assessment department created teaching maps which match the curriculum from seven colleges with the library's teaching efforts. To create them, they combined information about: first, courses that librarians have instructed over the last three years with; second, required courses for majors within the colleges; and third, typical enrollment for each course. Findings -- Easily accessible information was combined to create the teaching maps, which enable the library to realign efforts to maximize IL instruction and best utilize library staff resources. Practical implications -- Teaching maps serve as a portal to quickly understand majors, courses and course enrollment, and provide baseline information on past library instruction activity to inform future IL instruction strategy. Library directors and teaching staff are utilizing them to realign instruction efforts. Originality/value -- Assessment strategies, such as curriculum mapping, serve not only the institution's teaching mission, but also help strategize for effective and efficient stewardship of staff resources. These methods will be useful for library directors, assessment and instruction librarians at large research universities. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to investigate the relationship between occupational degree requirement and mortality between ethnic groups in a cohort of urban workers. Design/methodology/approach -- The study included 118,606 health-insured full-time workers from the New York City Health and Hospitals Corporation (HHC). Mortality rates (MR) and mortality rate ratios (MRR) were calculated for major ethnic categories. Estimates were adjusted for age, sex, and occupational degree requirement. Findings -- Prior to adjustment for degree requirement, mortality rates (MRs) by ethnic groups in the Health and Hospitals Corporation were in line with national estimates: highest for blacks, followed by whites, Hispanics, and Asian/Pacific Islander (APIs). After adjustment, the MR for blacks became comparable to whites (mortality rate ratio (MRR)=1.02). The low-Hispanic MR did not change; the Hispanic advantage persisted (MRR=0.66), as did the API advantage (MRR=0.50). Research limitations/implications -- Higher education may not substantially change the MR for Hispanics, and it may only account for a portion of the survival advantage among APIs. The findings also suggest that without reducing the disparity in higher education attainment between blacks and whites, equality in other socioeconomic factors may not abolish the disparity in mortality between these groups. Originality/value -- This study bypassed common limitations of ethnic mortality studies, with intrinsic parity for certain socio-economic status factors (full-time employment and health care access) across cohort members and consistent ethnic classification across time-points. This includes a cohort of API workers with complete self-identification of ethnicity, which has not been accomplished by previous investigations. [ABSTRACT FROM AUTHOR]

Increasingly, education policy makers understand the importance of students and families having access to a range of high quality educational opportunities inside and outside of school, 365 days a year. This paper explores the concept of multiple pathways in arts education to further conceptualize and build upon such opportunities, inside and outside the regular school day. Using a mixed-methods approach, we examine the arts pathways schools provide for their students, the relationships that exist between pathways and academic benefits, and the work of cultural and art partners in supporting pathways. Implications for future research and arts education policy are addressed. [ABSTRACT FROM AUTHOR]

While he is often remembered as a tireless advocate, few modern planners remember Paul Davidoff as an educator. In the mid-1960s, Hunter College of the City University of New York conducted a nationwide search for the best possible candidate to develop and head the school’s new graduate program in Urban Planning, and they selected Paul Davidoff. The author of “Advocacy and Pluralism in Planning,” who inspired a generation of young planners to represent the disadvantaged, saw himself as a “planner–scholar–professor” who could shape the field by changing the way that planners were taught. This article looks closely at the founding of the planning program at Hunter to explore Paul Davidoff’s relationship to and interest in the field of planning education, as well as his ability to use this program to implement his educational ideals. [ABSTRACT FROM PUBLISHER]

In this paper I focus on Read Alouds as a place for exploring the nexus of methodological beliefs and structures, and teachers' stances within a second grade Spanish-English dual-language education setting in New York City. Grounded in sociocultural and semiotic theory, I examined the segment in which the teacher reads from the written text in front of the children, that is, when s/he engages in the (re)voicing of the text. Distinct patterns of making the text accessible were found. I suggest that an ideationally based methodology of teaching literacy, legitimized by the curricula, may be falling short in attending to bilingual learners' needs. Furthermore, I suggest that teachers must understand the role they can play by taking critical stances in relation to methodologies and propose a hybrid linguistic and cultural scaffolding approach. [ABSTRACT FROM AUTHOR]

This paper outlines the connection between qualitative research methods in education and teacher reflective practices as they relate to Valli’s (Reflective teacher education: cases and critiques. State University of New York Press, Albany, ; Peabody J Educ 72(1): 67–88, ) model of reflection. Using the authors’ own experiences in performing and guiding educational research, and existing research in the field of teacher education pertaining to reflective practitioners, explicit connections are made between the two paradigms. These connections illustrate the importance of integrating authentic research experiences into the teacher education curriculum outside the context of methods courses, much like models established in the sciences. [ABSTRACT FROM AUTHOR]

Over the last five decades, immigration has profoundly transformed the population of metropolitan New York, long divided by race and class. The almost-forgotten 'underclass' debate established that New York was the nation's capital of concentrated poverty, which grew significantly worse during the 1970s and 1980s. Though more recent data show that New York has achieved a remarkable turnaround since 1990, most probably associated with immigration, it remains a city of economic extremes and stubbornly high poverty. Concern about where new immigrants—and their children—might fit into this matrix of urban inequality led several leading social scientists to hypothesise that some members of the second generation would be downwardly mobile. To investigate this possibility, in 1999 and 2000, the Immigrant Second Generation in Metropolitan New York (ISGMNY) surveyed 3,415 young people aged 18 to 32 years, from five immigrant and three native-born racial and ethnic backgrounds, about their life trajectories. This paper conducts an analysis of the contextual effects of the neighbourhoods in which respondents grew up on their later experiences in terms of educational attainment and labour market success. Using OLS and HLM modelling, we find small but consistent and theoretically interesting effects. In particular, growing up in a poor neighbourhood has a negative effect on later outcomes, while growing up in a black neighbourhood does not, once poverty is taken into account. [ABSTRACT FROM AUTHOR]

Several states have implemented evidence-based treatment policies and programs to improve the quality of care within mental health treatment settings. Workforce development has been identified as critical to sustaining the implementation of evidence-based practices within the behavioral health workforce. This paper describes the key components of a statewide educational model within social work implemented in New York State to promote improved client outcomes for individuals diagnosed with serious mental illnesses. [ABSTRACT FROM AUTHOR]

This paper recounts the non-Native author's journey toward understanding and enacting Indigenous research paradigms in her home region of Long Island, New York. Unknown to most Long Islanders, their region, which extends over 100 miles eastward from Manhattan, contains two state recognized Native reserves—Shinnecock and Poospatuck. Long Island is home to contemporary Indigenous educators, artists, lawyers, journalists, filmmakers, tribal leaders, and elders striving to maintain, strengthen and pass on their cultural heritage within an educational, economic and political context that more often than not excludes their perspectives and concerns. This narrative inquiry focuses on the educational stories told by individuals affiliated with the Shinnecock Nation Cultural Center and Museum, which strives through art, education, history and social activism to keep alive and vibrant their important cultural heritage within a contemporary context. In addition to these Indigenous voices, the stories of non-Native teachers from two predominantly white Long Island school districts are included. The result is the creation of a multi-voiced forum that examines the problem of invisibility and the silencing of Indigenous perspectives within K-12 schools and teacher preparation programs. The hope of this ongoing decolonization project is to nurture respectful cross-cultural collaborations that honor the “first voices” of our educational and research communities and to explore new research approaches arising from Indigenous scholarship. [ABSTRACT FROM AUTHOR]

This paper uses rich new data on New York State teachers to: determine how much variation in the average attributes of teachers exists across schools, identify schools that have the least-qualified teachers, assess whether the distribution has changed over time, and determine how the distribution of teachers is impacted by attrition and transfer, as well as by the job matches between teachers and schools at the start of careers. Our results show striking differences in the qualifications of teachers across schools. Urban schools, in particular, have Iesser-qualified teachers; and New York City stands out among urban areas. Low-income, low-achieving and non-white students, particularly those in urban areas, find themselves in classes with many of the least skilled teachers. Salary variation rarely compensates for the apparent difficulties of teaching in urban settings and, in some cases, contributes to the disparities. [ABSTRACT FROM AUTHOR]

The People's Republic of China is transforming its economy to a market-driven focus. A key aspect of this is the conversion and elimination of state-owned enterprises. To do this requires a mass education program for enterprise managers. The approach to change examined in this study is based on curriculum internationalization models. This paper examines the needs perceived by potential employers for university graduates. Conclusions are based on in-depth interviews held in and around Shanghai as part of a City University of New York- Shanghai University cooperative program. [ABSTRACT FROM PUBLISHER]

What began as a small group of professors gathering to discuss implementation of Inquiry-Based Learning (IBL) in our classes has developed into a strong regional community of practice. Through a generous grant and a lot of hard work, we created the Greater Upstate New York IBL consortium with a mission to create, grow, and maintain a community of instructors across the region. We describe how the consortium formed organically and the way that it operates. We provide suggestions for creating your own regional community of practice for supporting the adoption and enhancement of active learning techniques. [ABSTRACT FROM AUTHOR]

This article focuses on the assessment of verbal inquiry junior high science in New York. A number of educators have advocated the use of the verbal medium for the training of skills in scientific inquiry. Several studies based on the methods outlined in the Illinois program have been carried out by the author of this paper. The Suchman analysis scheme is based on a logical analysis of inquiry. Questions are assigned to eleven classes, according to their logical function in the inquiry. A verbal inquiry test was developed from items involving thirty-five millimeter color slides of science phenomena.

Information about papers presented at various conferences of educators in several U.S. states is offered. The conferences included the 28th Annual Meeting of the State Teachers' Association in Pennsylvania, the 23rd Annual Meeting of the State Teachers' Association in Ohio and the 37th Annual Meeting of the State Teachers' Association in New York. Several addresses and papers on education are discussed.

This article considers the principles, possibilities, and sociopolitical implications of poetic erasure as a literacy practice. The author uses new materialist theories to undo the myth of the "blank" page in relation to school reading and writing practices. [ABSTRACT FROM AUTHOR]

We surveyed all licensed outpatient mental health programs in New York to examine sexual health services and training needs of providers. Gaps were found in processes for assessing whether patients were sexually active, engaging in sexual risk behaviours, and in need of HIV testing and pre-exposure prophylaxis. Significant differences between urban, suburban, and rural settings statewide were found in how the following sexual health services were delivered: education; on-site sexually transmitted infection screenings; and condom distribution and barriers to distribution. Staff training in sexual health services delivery is critically needed for optimal sexual health and recovery of patients in community mental healthcare. Sexual healthcare is not only critical to controlling sexually transmitted infections for people with serious mental illness, it is also an equity and social justice issue. New approaches to helping people with mental health disorders recover their health and functioning have prompted clinicians and care systems to re-think how to address sexual health; we found inequitable access to sexual health services in community mental health settings. Staff training in sexual health services delivery is needed to improve health and recovery. [ABSTRACT FROM AUTHOR]

The article presents information on instruction in Accounting at the New York University as experienced by the author himself. In this University men who undertook to teach accounting when the school was organized admitted that they had very little idea of what it was all about. They got some men from the practical field, out of accountants' offices, to come up in the evening and talk to a small class of about thirty students. They were full sized books of accounts and they were accompanied by a syllabus of transactions and the members of that class were required to work out these transactions, put them into the books and make some statements from them. This proved to be of very great interest. The Instructor or professor who handled the Class in problems was a very busy practicing accountant He gathered a number of C.P.A. problems that was the basis for the whole thing in the early years; and he worked out his own solutions on pieces of paper which he kept In the lower left-hand drawer of his desk, filed away with the problems. There were no pedagogue in the group of faculty. They were hard-headed, practical accountants, most of them, but they had very few and hazy ideas about teaching.

The paper presents comments of the author on the article "Equity and the Finance of Higher Education," by Lee Hansen. Hansen has dome a through job of laying out a smorgasbord of schemes for finding college education and highlighting some of the main equity considerations. He observes that efficiency arguments based upon external benefits lack empirical footing and than proceeds to the analytically less ambiguous but equally unsustained equity issues. Here the very range of his discussion serves to emphasize the diversity of objectives and the lack of factual knowledge. Frankly, the author finds it hard to criticize the paper for sins of commission to given the state of data, for sins of omission. Alternatives are reported generally without taking sides and the author cannot fault the report. Instead of serving as critic in the traditional sense, let the author summarize a few points and then add to the speculation. Further, the distribution of attendance viewed as attendance probabilities by parental-income class is more equal than it would be in a system of full charge without accompanying loan programs.

Researchers are increasingly exploring the consequences of policing for the educational outcomes of minority youth. This study contributes to this literature by asking three questions. First, what are racial/ethnic disparities in long-term exposure to neighborhood policing? Second, how does this exposure affect high school graduation? Third, how much of the ethnoracial gap in high school graduation would remain if neighborhood policing was equalized? To address these questions, we use data from the New York City Department of Education and follow five cohorts of NYC public school students from middle to high school. Our findings reveal starkly different experiences with neighborhood policing across racial/ethnic groups. Using novel methods for time-varying treatment effects, we find that long-term exposure to neighborhood policing has negative effects on high school graduation, with important differences across racial/ ethnic groups. Using gap-closing estimands, we show that assigning a sample of Black and Latino students to the same level of neighborhood policing as White students would close the Black–White gap in high school graduation by more than one quarter and the Latino–White gap by almost one fifth. Alternatively, we explore interventions where policing is solely a function of violent crime, which close the Black–White gap by as much as one tenth. Our study advances previous research by focusing on cumulative, long-term exposure to neighborhood policing and by assessing various counterfactual scenarios that inform research and policy. [ABSTRACT FROM AUTHOR]

Students have access to a vast amount of information about American politics through new media outlets (e.g., the Internet). We survey the perils and promise of this new landscape through a case study of a political science class at the College of Staten Island, City University of New York (CUNY), that examined congressional races in the 2010 election season. We find that students have access to a diversity of information and opinion about House of Representative races that would have been unthinkable a decade ago. However, the students’ information literacy skills and the ability of students to sort and weigh the value of various perspectives to inform their own conclusions was limited. Unlike much of the celebratory tone of studies that proclaim the emancipatory value of new media for citizens and students alike, we argue that educators interested in the potential of new media must devote considerable attention to both the variety and reliability of new media outlets, as well as provide the historical and political context for information that students gather, with the goal of developing a deeper form of information literacy for students. New media offers much potential, but great challenges to educators as well. [ABSTRACT FROM PUBLISHER]

This paper explores the effect of the human capital characteristics of co-ethnic immigrant communities on foreign-born students' math achievement. We use data on New York City public school foreign-born students from 39 countries merged with census data on the characteristics of the immigrant household heads in the city from each nation of origin and estimate regressions of student achievement on co-ethnic immigrant community characteristics, controlling for student and school attributes. We find that the income and size of the co-ethnic immigrant community has no effect on immigrant student achievement, while the percent of college graduates may have a small positive effect. In addition, children in highly English proficient immigrant communities test slightly lower than children from less proficient communities. The results suggest that there may be some protective factors associated with immigrant community members' education levels and use of native languages. [ABSTRACT FROM AUTHOR]

The article discusses the outcome of the unit created by a science teacher that focused on the urban surroundings experienced by his second-grade students in New York City. He shares that his students had learned scientific content, raised important questions and developed ways to improve their community. He describes that the newspaper buildings they created at the end of the unit showed their engagement with the content and documented the learning that took place. He adds that his students gained ownership over the scientific process and the lesson proved that this not need to be a barrier, it is an opportunity.

This paper discusses a comprehensive outcomes-based approach implemented over four summers with 240 homeless children residing in transitionalfacilities of the New York City Department of Homeless Services. Children and young adolescents were bused to a college campus for 10 days over a three-week period. This program, perhaps the first of its kind to address the limited research in the home- less children literature, offered a sustained, coordinated literacy approach called the 6Rs to these homeless children in a supplemental school setting. measuring student outcomes. The use of dependent sample t-tests to compare mean scores of student's pre- and post-writings based on a four-point rubric scale revealed that scores improved significantly for each cohort. Students in the fourth-year cohort also achieved significance in the category of progress on a Reader Self-Perception Scale. [ABSTRACT FROM AUTHOR]

This article argues that U.S. education reforms for "failing" schools are strikingly similar to a domestic Structural Adjustment Program; and that comparing the two clarifies: how K–12 schools are neoliberalized and how neoliberalism's key feature is the making of a larger yet less democratic state. The study contrasts with the scholarship claiming that reforms epitomized by the "No Child Left Behind Act" are neoliberal because they stem from interests in privatization for capital accumulation. The analysis focuses on a "failing" school navigating federal reforms in New York State, drawing on education policy, school documents, ethnography, and interviews. It shows how the neoliberal state took power from local school authorities, and largely did not shrink the state via privatization. This work illustrates how neoliberal reforms for "failing" schools are at least as much about power as they are about profits and demonstrates the large-scale continuity in neoliberal restructuring strategies and outcomes. [ABSTRACT FROM AUTHOR]

Presents information on a study which described a model for educating African-American males in New York City. Outcome of the reading test scores in elementary and middle school; Conclusions.

The author discusses the experience of New York City middle school students and their art teachers as delegates of the Asia Society of New York and the TDK Corp. in Japan. Titled "Japan Trail '83" the itinerary aims to promote goodwill through art in the country. He also discusses the participation of the delegates in the art classes at the Shitaya Junior High School in Tokyo. He describes the art facilities of Japanese schools and compared their art curriculum with that of the Americans. He also presents his observations on the emphasis given to aesthetics, ethics and cleanliness in Japanese life, and the incorporation of art in cultural activities such as flower arrangement (ikebana), paper folding (origami) and the sensory activity of the Tea Ceremony.

The article focuses on Colgate University's educational program in Hamilton, New York. It is said that the purpose of the program is to offer something for the disadvantaged students and its objective is to provide an experience in keeping with a traditional purpose of the liberal arts institution. It is discussed that the program is considered as an attempt to take problematic students beyond the tutorial and vocational training offered at the camp and to introduce them to a totally different educational atmosphere. Moreover, the paper also discusses the process as well as the history of the program.

Presents the papers discussed at the 22nd annual meeting of the National Educational Association in Saratoga, New York on July 9, 1883. "Government Aid to Education"; "City Systems of Management"; "Intellectual Growth, and Its Relation to Methods of Instruction."

The article presents a discussion on the topic, College Education As a Requirement for Certified Public Accountants, The New York Experience. This is the second time that the author has been invited to present a study related to the topic. He discusses the result of the examination of 180 candidates from fifteen schools in several states of the U.S. and of ten times as many from New York State schools. This convinces the author, that students who have spent four years in the day classes or six years in the evening classes in the schools have been exposed to a quantity and quality of instruction which should have prepared them for the examinations in Commercial Law, Theory of Accounts, and the theoretical parts of auditing. The author does not believe, that schools were or could be prepared to teach successfully the subject of Practical Accounting or the practical part of auditing. A high school diploma does not insure that the holder has satisfactorily completed a four year course in that school.

Objectives: To train faculty and develop curricula in evidence-informed practice (EIP) within a Chinese medicine degree program. Setting: Pacific College of Oriental Medicine (New York). Design: Faculty EIP training was undertaken through utilization of online EIP modules, and development and completion of a 3-credit (45 h) online Foundations of EIP course. This was supplemented by faculty meetings and one-on-one support from department chairs. Curriculum development was undertaken by an EIP Curriculum Committee. The committee followed a modified Delphi process to develop EIP course learning outcomes (CLOs), and to make changes to the College's clinic policies and procedures. EIP assignments were developed for each course in accordance with the CLO. Results: Ninety-one percent of the faculty and 97% of clinical supervisors received formal EIP training. Thirty-five percent of all didactic faculty, 38% of faculty teaching courses with EIP incorporated, and 30% of clinical supervisors completed 10 or more h of EIP training during this project. Faculty also received informal EIP training through participation in department and general faculty meetings. Seventy-three percent of the Master's degree curriculum, inclusive of 40 didactic courses and fifteen 60-h clinic shifts, were modified to incorporate EIP. EIP CLOs and corresponding assignments were developed. Clinic intake forms were modified to facilitate undertaking EIP in the College clinic. Issues related to how EIP is defined in conjunction with the nature of available scientific research in Chinese medicine required discussion and resolution. Conclusions: Training faculty and developing curricula in EIP within Chinese medicine colleges has unique challenges that must be factored into the strategies and processes. Factors that contributed to the success of this project were having faculty drive the process, integrating EIP content within existing curricula, gradual exposure, identifying champions, relating EIP to practice building, and openly discussing opposing perspectives. [ABSTRACT FROM AUTHOR]

Objectives. This study examined reported level of education and current reading ability as predictors of cognitive among older Africans in central Harlem, New York City. Methods. A probability sample of 164 noninstitutionalized older African Americans was assessed. Mini-Mental State Examination (MMSE) scores were regressed on education and reading ability measures. Results. Reading ability and educational attainment were significant, independent predictors of MMSE performance. Within any level of education, subjects whose grade-equivalent reading ability exceeded reported level of education scored significantly higher on the MMSE. Conclusions. Reading ability may be useful in interpreting the results of cognitive screening among low-educated and minority groups. [ABSTRACT FROM AUTHOR]