Primary Arithmetic: Children Inventing their Own Procedures

1993 ◽  
Vol 41 (4) ◽  
pp. 200-203
Author(s):  
Constance Kamii ◽  
Barbara A. Lewis ◽  
Sally Jones Livingston
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
Present Article ◽  
Private School ◽  
York City ◽  
Computational Algorithms ◽  
Supporting Evidence ◽  
The Third ◽  
Children’S Thinking

In an article that appeared in the Arithmetic Teacher, Madell (1985) described findings from a private school in New York City in which children were not taught any algorithms until the end of the third grade. Without algorithms, the children devised their own ways of solving computation problems. Madell's observation of the children's thinking led him to conclude that “children not only can but should create their own computational algorithms” (p. 20) and that “children can and should do their own thinking” (p. 22). The purpose of the present article is to reiterate Madell's call for reform, with supporting evidence from a public school near Birmingham, Alabama.

Performance and Choreography in New York and Beyond (1940–1956) and Jacob’s Pillow (1940s–1970s)

2019 ◽  
pp. 170-202
Author(s):  
Nancy Lee Chalfa Ruyter
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Regular Feature ◽  
Story Line ◽  
The Third ◽  
The 1960S

Chapter 7 begins with information about La Meri’s performances in New York City and on tours—as a soloist and with company members such as her sister Lilian Newcomer, Peter di Falco, Rebecca Harris, and others. The second section introduces what La Meri termed “ethnic ballets,” new works she choreographed (usually with a story line and characters) that incorporated the technique of one of the international dance languages she had studied. Since most audience members were unfamiliar with what they were viewing, explanations were a useful and appreciated addition. Lilian therefore gave introductions to each dance, and this became a regular feature of La Meri’s concerts. The third section covers her involvement in the Jacob’s Pillow Dance Festival from the 1940s to the 1960s.

Early Childhood Programs

2005 ◽  
Author(s):  
Andrew Seltzer
Keyword(s):  
New York ◽  
New York City ◽  
Early Childhood ◽  
Public School ◽  
Head Start ◽  
Social Services ◽  
York City ◽  
Early Head Start ◽  
Early Childhood Programs ◽  
Health And Social Services

The Children’s Aid Society (CAS) early childhood initiative is located in two of our New York City community schools, Primary School (PS) 5 and PS 8, in the Washington Heights section of northern Manhattan. This initiative was conceived as a partnership between the New York City Board of Education and CAS. The collaboration brought newborns and their families into the schools in which the children would complete fifth grade. The initiative began in 1994 and has been in full operation since 1996. Since then, the need for such a project has been confirmed and experience has provided insights into how a program for pregnant women and children through age five (often called a Zero to Five Program) can be effectively implemented within a public school. The CAS Zero to Five model connects two federally funded programs—Early Head Start (birth to age three) and Head Start (ages three to five)—to provide comprehensive educational and social services to low-income families and their children. The population attending the Zero to Five Program confronts the obstacles facing all new immigrant families living in poverty in an urban setting. In both schools more than 75% of the families are from the Dominican Republic; another 20% come from other Central and South American countries. The parents’ language is Spanish, and language barriers and acculturation issues result in social isolation. In addition, because many residents lack legal documentation, they are reluctant to access health and social services. The few early childhood programs in the neighborhood all have long waiting lists. A majority of the families share overcrowded apartments with other families or extended family; whole families often live in one bedroom where books and age-appropriate toys are scarce and there may be little child-centered language interaction. However, in spite of the difficulties, these parents have a drive to succeed and they understand the importance of education. By combining and linking Early Head Start and Head Start programs and integrating them into a community school, the CAS Zero to Five Program provides children and families with quality educational, health, and social services, after which the children transition into public school classes within the same building.

Paris, May 1952

Tempo ◽  
1972 ◽  
pp. 15-18
Author(s):  
Colin Mason
Keyword(s):  
New York ◽  
New York City ◽  
20Th Century ◽  
York City ◽  
The Third ◽  
Rite Of Spring ◽  
Billy Budd ◽  
Cultural Freedom

The Paris Festival of Masterpieces of the 20th Century lasted throughout May, and few had time to see it all. Unlike many foreign festivals that spread themselves out over a similar period, it was crammed tight with good things throughout, with something of interest every night except Sundays from 30 April to 1 June. The third week was the climax of the festival, and in general the last two weeks were more exciting than the first two, which were apparently meant to draw the Parisian bourgeoisie, being devoted mainly to ballet by the New York City Ballet, and containing nothing in music worth a journey abroad except perhaps two performances by the Vienna Opera of Wozzeck, which is rapidly becoming as familiar as The Rite of Spring. In the last two weeks, the festival's so-called literary conferences on cultural freedom were held, and to give these the best possible chance of wide publicity, the organizers had cleverly saved up their musical trump cards until then, with what was virtually a Stravinsky-Bartók-Schoenberg week, Stravinsky himself conducting his two late symphonies and Oedipus Rex, with Cocteau as producer, designer, narrator (and of course librettist), followed in the last week by Billy Budd conducted by Britten, excerpts from Milhaud's setting of the Oresteia, and Virgil Thomson's Four Saints in Three Acts.

Continued Decline in Obesity and Severe Obesity Prevalence Among New York City Public School Youth in Grades K‐8: 2011‐2017

Obesity ◽  
2020 ◽  
Vol 28 (3) ◽  
pp. 638-646 ◽  
Author(s):  
Sophia E. Day ◽  
Emily M. D’Agostino ◽  
Terry T.‐K. Huang ◽  
Michael Larkin ◽  
Lindsey Harr ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
York City ◽  
Severe Obesity ◽  
Obesity Prevalence ◽  
School Youth

scholarly journals Physical fitness disparities among New York City public school youth using standardized methods, 2006-2017

PLoS ONE ◽  
2020 ◽  
Vol 15 (4) ◽  
pp. e0227185
Author(s):  
Kevin J. Konty ◽  
Sophia E. Day ◽  
Michael Larkin ◽  
Hannah R. Thompson ◽  
Emily M. D’Agostino
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
Physical Fitness ◽  
York City ◽  
School Youth

Participation of Parents in Programs for the Gifted in New York City

1984 ◽  
Vol 7 (3) ◽  
pp. 178-191
Author(s):  
Geraldine D. Chapey ◽  
Teresa A. Trimarco
Keyword(s):  
New York ◽  
New York City ◽  
Metropolitan Area ◽  
Private School ◽  
York City ◽  
Gifted Children ◽  
Educational Programming ◽  
York Metropolitan Area ◽  
School Programs ◽  
Historical Relationship

The historical relationship between parents and the schools forms the background for this recent survey that examined the role that parents of gifted children now play in educational programming. Parents across the New York metropolitan area responded to survey items built on twenty-seven modes of participation. Analysis of the results included comparisons of responses by parents, officers in parent associations, and public/private school affiliations. The survey confirmed the hypothesis that parents of gifted/talented children have not yet achieved high rates of participation in these school programs.

Picturing Fractions

1947 ◽  
Vol 40 (8) ◽  
pp. 385-386
Author(s):  
Ann Lawlor ◽  
Caroline Hatton Clark
Keyword(s):  
New York ◽  
New York City ◽  
Student Teaching ◽  
York City ◽  
Teaching Experience ◽  
Current Theory ◽  
Theory And Practice ◽  
The Third ◽  
Child Education

My class in Methods of Teaching Arithmetic at Child Education Foundation, New York City, is composed of students in the third year of their teachertraining course. The students have had no teaching experience except a little student teaching. Their arithmetic course is a three-strand course. One strand deals with studying and evaluating current theory and practice in the teaching of arithmetic.

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