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The purpose of the study was to identify if differences existed between male and female nursing students in occurrence rates of bullying and who was perpetrating the bullying. Results of a survey of 107 nursing students found that patients, nurses, and other hospital staff bullied female nursing students significantly more than male nursing students. The findings indicate that nurse educators need to be diligent while on the clinical unit as female students are more likely to be bullied by those they are learning from in these settings. [ABSTRACT FROM AUTHOR]

Objectives. Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. Methods. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. Conclusions. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles. (Am J Public Health. 2012;102:2372-2379.) [ABSTRACT FROM AUTHOR]

In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half of these are "recent immigrants," the impact of immigrant students on school resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born students. In this article, we explore the variation in school resources and the relationship to the representation of immigrant students. To what extent are variations in school resources explained by the presence of immigrants per se rather than by differences in student educational needs, such as poverty or language skills, or differences in other characteristics, such as race? Our results indicate that, while schools resources decrease with the representation of immigrants, this relationship largely reflects differences in the educational needs of immigrant students. Although analyses that link resources to the representation of foreign-born students in 12 geographic regions of origin find some disparities, these are again largely driven by differences in educational need. Finally, we find that some resources increase over time when there are large increases in the percentage of immigrants in a school, but these results are less precisely estimated. Thus, elementary schools appear not to be biased either against or for immigrants per se, although differences in the needs of particular groups of immigrant students may lead to more (or fewer) school resources. [ABSTRACT FROM AUTHOR]

This paper uses rich new data on New York State teachers to: determine how much variation in the average attributes of teachers exists across schools, identify schools that have the least-qualified teachers, assess whether the distribution has changed over time, and determine how the distribution of teachers is impacted by attrition and transfer, as well as by the job matches between teachers and schools at the start of careers. Our results show striking differences in the qualifications of teachers across schools. Urban schools, in particular, have Iesser-qualified teachers; and New York City stands out among urban areas. Low-income, low-achieving and non-white students, particularly those in urban areas, find themselves in classes with many of the least skilled teachers. Salary variation rarely compensates for the apparent difficulties of teaching in urban settings and, in some cases, contributes to the disparities. [ABSTRACT FROM AUTHOR]

Low-achieving, low-income students are typically tracked into dead-end math courses in high school. In this article, the authors evaluate the success of "transition" math courses in California and New York, which are designed to bridge the gap between elementary and college-preparatory mathematics and to provide access to more challenging and meaningful mathematics for students who enter high school with poor skills. The authors hypothesize that the transition courses—Math A in California and Stretch Regents and UCSMP Math in New York—allow students to keep pace with those who enter college-preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general-track classes than in college-preparatory classes. Achievement in transition classes falls in between: not significantly lower than in college-preparatory classes, but not significantly greater than in general-track classes. More rigorous content coverage accounts for much of the achievement advantage of college-preparatory classes. The transition classes are 'judged a partial success in meeting their goal of upgrading the quality of mathematics instruction for low-achieving, low-income youth. [ABSTRACT FROM AUTHOR]

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This article focuses on the effort of the Juvenile Aid Committee of the Big Brotherhood Republic of New York City to investigate the difficulties facing young students in the city as of 1943. After weeks of investigation, in a number of schools, where they interviewed teachers, pupils, directors of the general organizations, and parents, they have gathered a number of interesting and informative facts. First, they have noticed in some of the schools a marked disinterest in school affairs among the students. Furthermore, they have observed a lack of interest among students in their general organizations, the council elected by the students each term to aid in administering students affairs. The group also interviewed teachers and student advisors of various schools. The majority of their opinions was that the cause lay primarily in student indifference towards school and after school affairs promoted by the faculties and the Board of Education to help the students accustom themselves more adequately to school life. Many teachers felt also that the cause of the situation might well be the hard and fast curriculum which has been in effect in many instances for many years. The Committee submitted recommendations that may of some aid to the Board of Education.

The article focuses on a recent study of school districts in New York State. It provides information highly useful for relating educational performance to per pupil expenditure and size of administrative unit, while at the same time making possible a reasonable attempt to isolate the important influences of pupil intelligence and socio-economic background. The findings have been somewhat surprising. Size of school district is negatively related to performance, if at all and expenditure is related strongly to performance only in larger school districts. Performance in small school districts, here defined as those in which there are fewer than 2,000 pupils in average daily attendance, was found to be highly unpredictable. Two basic relationships have been explicitly discussed, that of per pupil expenditure to school district performance and that of school district size to school district performance. After reasonable allowance is made for sociological and intelligential differences on the part of the pupil populations, the relationship of performance to per pupil expenditure has been found to be, except in large urban school districts, disappointingly weak. This would imply, among other things, that the utilization of per capita cost figures for an index of public performance is a highly dangerous practice. With respect to the size relationship, no evidence has been found to support the popular idea of economies of scale in school district performance.

The article studies the interwoven trends which constitute student life in the State Teachers College at Buffalo, New York. The State Teachers College at Buffalo, which was immediately accessible for study, undoubtedly has features peculiar to itself alone. But in so far as common elements exist in environment, clientele, aim, administration, and curriculum, the techniques used, the general characteristics arrived at, and the resultant generalizations may be taken as typical of similar institutions. This study attempted, by means of historical, ecological, statistical, and personality trend techniques, to picture the complex of behavior which constitutes student life in the college.

The article focuses on the Puerto Rican study. The Puerto Rican Study is concerned with the education and adjustment of Puerto Ricans in New York City. The study is sponsored by the Board of Education and financed by the Fund for the Advancement of Education. The initial grant was made for a one-year exploratory study. There was a two-fold objective in the school visitation. The more ostensible was to identify practices-organization, methods, materials, that appeared to justify intensive study in terms of analysis and appraisal of effects on children. The intensive study of the seven schools was organized under two related headings-pupils and program. The oral directions test was devised by the Puerto Rican Study staff. It is designed to test the ability of the child to understand oral directions in English. In every school visited, the Puerto Rican Study staff was told of the poor housing conditions available to Puerto Ricans. With the opening of the second year, the Study moves from the exploratory to an experimental and, in a limited sense, to a developmental phase.

The article focuses on the study and revision made by the members of the School of Education of New York University in the curriculum of social studies. The temptation, in curriculum revision, is always to make haste so slowly that the result is to rename courses, to rearrange them, or to patch together portions of several through liberal use of scissors and paste pot. Hence, such revision at the secondary and college level has seldom been fundamental. The members of the social-studies department of the School of Education of New York University hoped to make a fundamental revision when it became necessary to reorganize the patchwork of introductory courses that had accumulated over several decades. In the fall and winter of 1945-1946, the department explored the attitudes of its members and of the several hundred students in the introductory courses. All felt that there were inadequacies in content, organization, and evaluation rather than by the recollection of facts.

Focuses on the collaboration between two teachers in managing an inclusion class, a class composed of general education students and special education students, in New York. Techniques employed by the teachers; Strategies to refocus students' attention; Factors that make the inclusion class different from other inclusion classes.

The article discusses arts and humanities as education's top priorities in the 1970s and the remainder of the 20th century. Ewald B. Nyquist, New York State Education commissioner expresses concern of making the educational enterprise of New York State more humanistic. The New York State Board of Regents conceives that humanities and the arts can offer the leadership necessary for a true educational renaissance in the school system. The significance of searching the values by students through exploring in cultures, man's arts, values, commitments, and achievements, and the thought that arts must be at the core of education for all children through humanizing the curriculum are likewise described. The author also notes the essence of stimulating the child's awareness of his environment.

The author discusses his attempts at organizing an intensive weekend of limnology involving nine different schools in New York, including the State University of New York (SUNY) at Buffalo and Albany, and the State University Colleges (SUC) at Brockport, Buffalo, Fredonia, Geneseo, Oneonta and Oswego. He states that copies of all raw data were photocopied and sent to all participants for reference and student reports. He relates that although the summer field station experiences are more required, space and financial help are restricted to relatively few students. He mentions that the weekend is projected mainly to expose students to equipment, techniques and ideas for research which they, or their teachers, may never have seen, attempted, or considered.

Presents the Corning Incorporated Foundation in New York. Development of projects on educational programs; Amount contributed by the foundation for student education; Involvement of the foundation in community service programs.

This article provides information regarding several grants, fellowships, and funds. The Canada Council announced at its March quarterly meeting that it has approved a recommendation to increase integrated media grants to $25,000, from $15,000. The recommendation was made by the Media Arts Section on the advice of the Media Arts Advisory Committee. The Checkerboard Foundation, Inc. will give two $10,000 grants to New York video artist for purposes of post-production. Students are not eligible to apply.