Policy Makers and Researchers Schooling Each Other: Lessons in Educational Policy from New York

2013 ◽  
Vol 8 (3) ◽  
pp. 275-286 ◽  
Author(s):  
Deborah H. Cunningham ◽  
Jim Wyckoff
Keyword(s):  
New York ◽  
Educational Policy ◽  
New York State ◽  
Policy And Practice ◽  
Policy Makers ◽  
State Education ◽  
State Education Department ◽  
Research Consortium ◽  
Improve Student Learning

Policy makers and researchers are intrigued with but also frequently frustrated by each other. Although these differences are understandable and predictable, it is clear that research on a variety of educational issues has been both influential and valuable in the development of policy and practice. There is much to suggest that researchers and policy makers should be collaborating to improve student outcomes. There are important instances of sustained collaborations between educational researchers and educational policy makers. We summarize some of these efforts but describe in more detail the Education Finance Research Consortium, a long-standing collaboration between university-based researchers and the New York State Education Department. Given the current intense focus on the role of evidence in the development of education policy, some of the lessons from this collaboration may be useful to those seeking to expand the use of evidence in policies intended to improve student learning.

The Role of Environment in System Change

1973 ◽  
Vol 2 (1) ◽  
pp. 65-73
Author(s):  
William E. Webster
Keyword(s):  
New York ◽  
New York State ◽  
The State ◽  
Collaborative Problem Solving ◽  
School Systems ◽  
Education Department ◽  
Local School ◽  
State Education ◽  
State Education Department

An important element of New York State Project Redesign, a statewide improvement effort, has been to change the relationships between the State Education Department and local school systems participating in the effort. By changing these relationships from a solely regulatory, supervisory stance to a collaborative, problem solving mode has changed the environment of the local school systems and the State Education Department. In this way both systems are changing.

Recommended Reading: Nelson Brooks, Language and Language Learning, Theory and Practice. Harcourt, Brace & World, Inc., New York, 1960; French for Secondary Schools, Suggested Content and Organization for Four and Six Year Sequences. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960; Source Materials for Secondary School Teachers of Foreign Languages, Prepared by M. J. Johnston and E. M. Eaton; J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, Sound Language Teaching. University Publishers, N.Y., 1961; Robert L. Politzer, Teaching French – An Introduction to Applied Linguistics. Ginn & Co., N.Y.RECOMMENDED READING: Nelson Brooks, LANGUAGE AND LANGUAGE LEARNING, THEORY AND PRACTICE. Harcourt, Brace & World, Inc., New York, 1960.FRENCH FOR SECONDARY SCHOOLS, SUGGESTED CONTENT AND ORGANIZATION FOR FOUR AND SIX YEAR SEQUENCES. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960.SOURCE MATERIALS FOR SECONDARY SCHOOL TEACHERS OF FOREIGN LANGUAGES, prepared by M. J. Johnston and E. M. Eaton. Published by U.S. Department of Health, Education and Welfare, Office of Education, Washington 25, D.C. Circular No. 509, Revised, January 1960.J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, SOUND LANGUAGE TEACHING. University Publishers, N.Y., 1961. $5.00.Robert L. Politzer, TEACHING FRENCH - AN INTRODUCTION TO APPLIED LINGUISTICS. Ginn & Co., N.Y., 1960.

1962 ◽  
Vol 18 (2) ◽  
pp. 87a-88
Author(s):  
P. R. Ducretet
Keyword(s):  
New York ◽  
Language Learning ◽  
Secondary School Teachers ◽  
New York State ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Education Department ◽  
State Education ◽  
State Education Department ◽  
Source Materials

Drug Education—Better Late Than Never

1971 ◽  
Vol 1 (1) ◽  
pp. 9-14 ◽  
Author(s):  
John S. Sinacore
Keyword(s):  
Public Health ◽  
New York ◽  
Drug Abuse ◽  
Health Education ◽  
New York State ◽  
Drug Education ◽  
Education Department ◽  
York State ◽  
State Education ◽  
State Education Department

Recognizing that problems arising from human ecology do not represent medical failure so much as educational failure, and that prevention is cheaper in the long run than rehabilitation, the New York State Education Department is implementing a course of study in the Health Sciences incorporating knowledge from the disciplines of medical science and public health, aimed at prevention through education. Curriculum materials for 4th grade through high school, developed by the State Education Department, deal initially with the nature and proper use of drugs as a basis for understanding drug abuse. Drug education, to be effective as a drug abuse deterrent, should be taught by a well prepared health education teacher within the context of health education which touches on areas of mental health, physical health, consumer health, public health, safety and pharmacology. Intensive teacher training programs are underway in six institutions of higher education in New York State to prepare teachers licensed in other educational areas to fulfill state certification requirements in health education. Additional teachers are being trained to teach inservice courses in their own districts; their $600 salary per 30 hour course taught is paid by the State Education Department. The goal is to reach 7500 teachers during this school year. The program participants are brought into contact with consultants from many related fields. A learn-by-doing method is utilized involving group processes and activities designed to encourage individuals to become responsible for their own learning and the learning of others.

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.

The Slide Rule as a Check in Trignometry

1930 ◽  
Vol 23 (1) ◽  
pp. 52-59
Author(s):  
Wm.E. Breckenridge
Keyword(s):  
New York ◽  
New York State ◽  
Slide Rule ◽  
Education Department ◽  
York State ◽  
State Education ◽  
State Education Department ◽  
Significant Figures ◽  
Logarithmic Functions ◽  
Computation Work

For some years the use of the slide rule as a check in trigonometry has been allowed in the Regents' Examinations of New York State provided that all the computation work appears on the answer paper. The State Education Department insists that the students of trigonometry be trained in the use of tables of natural and logarithmic functions. This training is tested by the requirement that all computation work appear on the answer paper. Having tested this part of the work, the Department encourages the student to check his work as any engineer would do-by the slide rule. The procedure is:(1) Solve the triangle by logarithms.(2) Check to 3 significant figures by the slide rule.(3) If time allows, check to 5 significant figures by the usual logarithmic check or the check of natural functions.

scholarly journals Implementing Social and Emotional Learning Standards by Intertwining the Habits of Mind with the CASEL Competencies

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Kimberly Alexander ◽  
Paul Vermette
Keyword(s):  
New York ◽  
New York State ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Habits Of Mind ◽  
Education Department ◽  
Social And Emotional ◽  
Learning Standards ◽  
State Education ◽  
State Education Department

The New York State Education Department (NYSED) adopted a set of three standards for social and emotional learning (SEL) in August 2018. In doing so, they have paved the way for explicit instruction in and assessment of 21st-century skills. The three-goal framework selected by NYSED (2018) is modeled after the five competencies of the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2018). The authors are overjoyed by this movement to promote dual objective learning (Vermette & Kline, 2017) targeting affective and cognitive goals, but are hesitant to use the CASEL (2018) framework for such SEL standards. Prior to NYSED’s (2018) adoption of the new standards, the authors championed the use of Costa and Kallick’s 16 Habits of Mind (2000) as the best dispositional framework. Now, however, the authors argue that cross-walking the Habits of Mind (Costa & Kallick, 2000) to the CASEL (2018) competencies unlocks previously untapped potentials of both frameworks. This article outlines how such an overlap between the frameworks can be achieved, and proposes how the Habits of Mind (Costa & Kallick, 2000) can be directly used by the students as evidence of their development of the competencies.

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