scholarly journals Investigating an Intervention Program Linking Writing and Vocabulary Development for Homeless Children

2010 ◽  
Vol 5 (1) ◽  
pp. 52-65
Author(s):  
Richard Sinatra ◽  
Robert Eschenauer
Keyword(s):  
New York ◽  
Intervention Program ◽  
New York State ◽  
Vocabulary Development ◽  
State Standards ◽  
Summer Program ◽  
Writing Achievement ◽  
Homeless Children ◽  
Writing Ability ◽  
Tennis Skills

The presented study investigated the effects of a four-week academic and activity – enriched summer program on vocabulary development and writing achievement of homeless children residing in traditional shelter facilities. When compared to controls the experimental students did not reveal gains in vocabulary and spelling as measured by two norm referenced tests. They did however demonstrate highly significant gains in writing ability based on the New York State standards criteria, reflecting five qualities of writing. On two project-developed instruments designed to measure improvement in book vocabulary and tennis skills, they showed significant increases based on analyses of their pre- and posttest scores. The program closed achievement gaps, fulfilled standards criteria, and may be the first of its kind in the homeless literature whereby students’ writing development was compared to matched controls as vocabulary development occurred based on literary readings.

The Impact of State Aid on Sectarian Higher Education: The Case of New York State

1986 ◽  
Vol 48 (2) ◽  
pp. 264-288 ◽  
Author(s):  
Maureen Manion
Keyword(s):  
New York ◽  
Private Colleges ◽  
Religious Affiliation ◽  
New York State ◽  
The United States ◽  
State Standards ◽  
State Aid ◽  
York State ◽  
Institutions Of Higher Learning ◽  
The Impact

New York State provides institutional aid to nonpublic institutions of higher learning within the context of its constitutional prohibitions against aid to denominational institutions. To qualify for state aid, New York's private colleges and universities must prove they are constitutionally eligible, a process which has prompted extensive self-evaiuation and frequently some changes by many of those institutions with traditional religious affiliation. State aid administrators have chosen to restrict their constitutional approach to state standards and ignore the United States Supreme Court's tripartite standards articulated inLemonv.Kurtzman, as modified by theTilton-Hunt-Roemerdecisions. The state law has been cautiously and diplomatically administered, but the possibility of future state “entanglement” with church-related institutions remains.

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.

scholarly journals Asthma Hospitalizations Among Homeless Children in New York State

PEDIATRICS ◽  
2019 ◽  
Vol 144 (2) ◽  
pp. e20182769 ◽  
Author(s):  
Rie Sakai-Bizmark ◽  
Ruey-Kang R. Chang ◽  
Laurie A. Mena ◽  
Eliza J. Webber ◽  
Emily H. Marr ◽  
...  
Keyword(s):  
New York ◽  
New York State ◽  
Homeless Children ◽  
York State

scholarly journals Gestational Age at Birth and Risk of Developmental Delay: The Upstate KIDS Study

2020 ◽  
Author(s):  
Kimberly A. Hochstedler ◽  
Griffith Bell ◽  
Hyojun Park ◽  
Akhgar Ghassabian ◽  
Erin M. Bell ◽  
...  
Keyword(s):  
New York ◽  
Early Intervention ◽  
Gestational Age ◽  
Intervention Program ◽  
New York State ◽  
Sociodemographic Factors ◽  
Design Development ◽  
Early Intervention Program ◽  
Gestational Age At Birth ◽  
Age At Birth

Abstract Objective The aim of this study is to model the association between gestational age at birth and early child development through 3 years of age. Study Design Development of 5,868 children in Upstate KIDS (New York State; 2008–2014) was assessed at 7 time points using the Ages and Stages Questionnaire (ASQ). The ASQ was implemented using gestational age corrected dates of birth at 4, 8, 12, 18, 24, 30, and 36 months. Whether children were eligible for developmental services from the Early Intervention Program was determined through linkage. Gestational age was based on vital records. Statistical models adjusted for covariates including sociodemographic factors, maternal smoking, and plurality. Results Compared with gestational age of 39 weeks, adjusted odds ratios (aOR) and 95% confidence intervals of failing the ASQ for children delivered at <32, 32–34, 35–36, 37, 38, and 40 weeks of gestational age were 5.32 (3.42–8.28), 2.43 (1.60–3.69), 1.38 (1.00–1.90), 1.37 (0.98–1.90), 1.29 (0.99–1.67), 0.73 (0.55–0.96), and 0.51 (0.32–0.82). Similar risks of being eligible for Early Intervention Program services were observed (aOR: 4.19, 2.10, 1.29, 1.20, 1.01, 1.00 [ref], 0.92, and 0.78 respectively for <32, 32–34, 37, 38, 39 [ref], 40, and 41 weeks). Conclusion Gestational age was inversely associated with developmental delays for all gestational ages. Evidence from our study is potentially informative for low-risk deliveries at 39 weeks, but it is notable that deliveries at 40 weeks exhibited further lower risk.

Clarifying the relationship between translingual practice and L2 writing: addressing learner identities

2015 ◽  
Vol 6 (4) ◽  
pp. 415-440 ◽  
Author(s):  
Suresh Canagarajah
Keyword(s):  
New York ◽  
Secondary School ◽  
Secondary School Teachers ◽  
New York State ◽  
State Standards ◽  
Writing Programs ◽  
Core State ◽  
School Teachers ◽  
The Common ◽  
The Relationship

AbstractThis article re-examines the distinction between native and nonnative students that writing programs adopt in structuring their courses. It critiques the monolingual orientation based on ideologies of language ownership, homogeneity, and territoriality that this distinction is based on and develops a more expansive translingual orientation relevant to diversity in globalization and multilingualism. After articulating the changes involved in facilitating literacy acquisition, it examines the uptake of writing scholars to address their concerns. The article ends by illustrating how policy level changes can be made to accommodate the emerging orientations of translingualism by discussing how New York State secondary school teachers have implemented the Common Core State Standards.

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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