News Notes

1925 ◽  
Vol 18 (4) ◽  
pp. 246-249
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Junior High School ◽  
Junior College ◽  
Afternoon Session ◽  
Teachers College ◽  
Solid Geometry ◽  
Brown University ◽  
One Year

The Middle States and Maryland Association of Teachers of Mathematics will hold its annual spring meeting on May 9, at Teachers College, New York City. At the morning session (10 A. M.) there will be a discussion of General Mathematics. Professor David Eugene Smith will speak on General Mathematics in the Junior High School; John A. Swenson will read a paper on General Mathematics in the Senior High School, and Professor R. W. Burgess, of Brown University, will discuss General Mathematics in the Junior College. At the afternoon session Professor Tomlinson Fort, of Hunter College, will conduct a conference on A One Year Course in Plane and Solid Geometry.

News Notes

1929 ◽  
Vol 22 (1) ◽  
pp. 58
Keyword(s):  
High School ◽  
New York ◽  
Junior High School ◽  
New York State ◽  
The State ◽  
Fall Meeting ◽  
Teachers College ◽  
York State ◽  
Friday Afternoon ◽  
Mathematics Section

The Mathematics Section of the Western District of the New York State Teachers Association held its fall meeting in the Auditorium of School Number 3 at Buffalo on Friday afternoon, November 2d. Professor Joseph F. Phillippi, of the State Teachers College of Buffalo, presided. Professor Reeve, of Teachers College, discussed “The New Course in the Junior High School,” and Mr. Seymour, State Supervisor of Mathematics in New York, discussed “The rew State Syllabi in Mathematics.”

scholarly journals Carrying and using weapons: A survey of minority junior high school students in New York City.

1996 ◽  
Vol 86 (4) ◽  
pp. 568-572 ◽  
Author(s):  
R D Vaughan ◽  
J F McCarthy ◽  
B Armstrong ◽  
H J Walter ◽  
P D Waterman ◽  
...  
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
Junior High School ◽  
York City ◽  
Junior High ◽  
Junior High School Students ◽  
School Students

scholarly journals Dr Eric L. Friedland z’l

2021 ◽  
Vol 54 (1) ◽  
pp. 145-149
Author(s):  
Andrew Goldstein
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Sign Language ◽  
York City ◽  
Hearing Impaired ◽  
Deaf People ◽  
Teachers College ◽  
Boston University ◽  
Lip Reading

Eric Friedland was born in New York City in 1941. Soon after birth it was found he had defective hearing and his mother faced hardship as his father left home six months later. His mother moved to Boston to be near relatives. She made the decision that Eric would not learn sign language as she said this would destine him to move largely among deaf people. Instead he became proficient in lip reading. Initially he did go to a school for the hearing impaired, but his life took off when he moved to Hebrew Teachers College in Boston. Here was founded his deep and wide Jewish knowledge, as all lessons were taught in Hebrew. He graduated from Brookline High School in 1957 and from Boston University in 1960.

Mathematics in the Junior High School: Organizing the mathematics department in the Montebello Junior High School

1958 ◽  
Vol 51 (4) ◽  
pp. 287-291
Author(s):  
Raphael W. Wolfe
Keyword(s):  
High School ◽  
New York ◽  
Junior High School ◽  
Junior High ◽  
The United States ◽  
State University ◽  
High School Mathematics ◽  
Teachers College ◽  
University Teachers ◽  
And Mathematics

During the summer of 1957, it was my privilege to receive a grant from the National Science Foundation enabling me to attend an institute for thirty-five teachers of junior high school mathematics. This session, sponsored by State University Teachers College at Oneonta, New York, was one of about ninety such institutes held throughout our country during this summer in an effort to strengthen and advance science and mathematics teaching in the secondary schools of the United States.

scholarly journals The Welfare Effects of Coordinated Assignment: Evidence from the New York City High School Match

2017 ◽  
Vol 107 (12) ◽  
pp. 3635-3689 ◽  
Author(s):  
Atila Abdulkadiroğlu ◽  
Nikhil Agarwal ◽  
Parag A. Pathak
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Education Reform ◽  
York City ◽  
Popular Education ◽  
Welfare Effects ◽  
Student Preferences ◽  
Deferred Acceptance ◽  
School Assignment

Coordinated single-offer school assignment systems are a popular education reform. We show that uncoordinated offers in NYC's school assignment mechanism generated mismatches. One-third of applicants were unassigned after the main round and later administratively placed at less desirable schools. We evaluate the effects of the new coordinated mechanism based on deferred acceptance using estimated student preferences. The new mechanism achieves 80 percent of the possible gains from a no-choice neighborhood extreme to a utilitarian benchmark. Coordinating offers dominates the effects of further algorithm modifications. Students most likely to be previously administratively assigned experienced the largest gains in welfare and subsequent achievement. (JEL C78, D82, I21, I28)

Examining the Intersection of Bullying and Physical Relationship Violence Among New York City High School Students

2016 ◽  
Vol 32 (1) ◽  
pp. 49-75 ◽  
Author(s):  
Zachary J. Peters ◽  
Mark L. Hatzenbuehler ◽  
Leslie L. Davidson
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
Service Providers ◽  
Relationship Violence ◽  
School Students ◽  
Physical Relationship ◽  
Being Bullied

Research is just beginning to explore the intersection of bullying and relationship violence. The relationship between these forms of youth aggression has yet to be examined in diverse urban centers, including New York City (NYC). This study seeks to identify intersections of joint victimization from bullying and electronic bullying (e-bullying) with physical relationship violence (pRV). This study examines data from the NYC Youth Risk Behavior Survey (YRBS), a representative sample of NYC public high school students, to assess the concurrent victimization from bullying at school and e-bullying with pRV, operationalized as physical violence by a dating partner in the past 12 months. Students who reported being bullied at school and e-bullied had increased odds (bullied: OR = 2.5, 95% CI [2.1, 2.9]; e-bullied: OR = 3.0, 95% CI [2.6, 3.5]) of also being victimized by pRV compared with those who did not report being bullied or e-bullied. In logistic regression models, being bullied at school and being e-bullied remained significant predictors of students’ odds of reporting pRV (bullied: AOR = 2.6, 95% CI [2.2, 3.1]; e-bullied: AOR = 3.0, 95% CI [2.5, 3.6]) while controlling for race, gender, sexual orientation, and age. This research is the first to assess the intersection of victimization from bullying and e-bullying with pRV in a large, diverse, random sample of urban high school students. In this sample, students who report being bullied or e-bullied are more likely also to report pRV than students who have not been bullied or e-bullied. This research has potential implications for educators, adolescent health and social service providers, and policy makers to tailor programs and enact policies that jointly address bullying and pRV. Future studies are needed to longitudinally assess both victimization from and perpetration of bullying and pRV.

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