scholarly journals Music-Stories from the First Grade, Ethical Culture School

1907 ◽  
Vol 7 (6) ◽  
pp. 355-359
Author(s):  
Sarah M. Mott
Keyword(s):  
First Grade ◽  
Ethical Culture ◽  
Ethical Culture School

THE ETHICAL CULTURE SCHOOL OF NEW YORK

1911 ◽  
Vol 6 (1) ◽  
pp. 101-105
Author(s):  
John Lovejoy Elliott
Keyword(s):  
New York ◽  
Ethical Culture ◽  
Ethical Culture School

scholarly journals Portraying Race beyond Ellis Island: The Case of Lewis Hine

2020 ◽  
Vol 8 (1) ◽  
pp. 13-37
Author(s):  
Leslie Ureña
Keyword(s):  
Social Reform ◽  
Turn Of The Century ◽  
Ethical Culture ◽  
Foreign Born ◽  
Ellis Island ◽  
The Past ◽  
New Immigrants ◽  
Ethical Culture School ◽  
Immigration Station ◽  
Selection Of

Lewis Hine first went to New York’s Ellis Island Immigration Station to take photographs that would elicit sympathy from his students at the Ethical Culture School toward the new immigrants. Since then, the photographs, dating from 1905 to 1926, have visually defined his sitters as foreigners in classrooms, in print, and at museums. Produced at a time when the so-called race of the foreign-born was deemed indicative of their overall character and abilities, the photographs both sustained and countered turn-of-the-century racialized conceptualizations of newcomers. More recently, contemporary artists including JR and Tomie Arai have returned to Hine’s Ellis Island work for installations that bring the past into direct dialogue with the present, confronting contemporary viewers with enlarged versions of his photographs. Hine’s pro-immigrant intentions and reputation as a social reform photographer, however, have clouded how these photographs also racialized their sitters. This article traces the circulation of a selection of Hine’s works in different contexts dating from 1905 to today, and considers them within the broader histories and theories of photography, race, and immigration.

scholarly journals J. Robert Oppenheimer, 1904-1967

1968 ◽  
Vol 14 ◽  
pp. 390-416 ◽  
Keyword(s):  
New York ◽  
The United States ◽  
Theoretical Physics ◽  
Ethical Culture ◽  
Experimental Physics ◽  
University Of Colorado ◽  
Ethical Culture School ◽  
The Mind ◽  
The University ◽  
The City

J. Robert Oppenheimer died on 18 February 1967 in Princeton, N.J. More than any other man, he was responsible for raising American theoretical physics from a provincial adjunct of Europe to world leadership. Robert Oppenheimer was born on 22 April 1904 in New York. His father, who had come to the United States from Germany at the age of 17, was a prosperous textile importer. By inheritance, Robert was well-to-do all his life. The father was quite active in many community affairs, and much interested in art and music. He had a good collection of paintings, including three Van Goghs. Oppenheimer’s mother, Ella Freedman, came from Baltimore. She was a painter who had studied in Paris, and was a very sensitive person. Robert had one younger brother, Frank, who also became a physicist; he is Professor of Experimental Physics at the University of Colorado, Boulder, Colo. Oppenheimer had close ties both with his parents and his brother. As a boy, Robert was already most interested in matters of the mind. He attended the Ethical Culture School in New York, one of the best in the city. He was more interested in his homework, in poetry and in science than in mixing with other boys. He has said, ‘It is characteristic that I do not remember any of my classmates.’

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

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