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Relevant bibliographies by topics / Brooklyn High School (Brooklyn, Ohio)

Academic literature on the topic 'Brooklyn High School (Brooklyn, Ohio)'

Author: Grafiati

Published: 27 July 2024

Last updated: 29 July 2024

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Journal articles on the topic "Brooklyn High School (Brooklyn, Ohio)"

1

Young, Marvin. "Students, Teachers thrive when freedom is the Norm." Council Chronicle 32, no. 1 (September 1, 2022): 22–25. http://dx.doi.org/10.58680/cc202232052.

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Scher, Daniel. "Teaching with Technology: Dynamic Visualization and Proof: A New Approach to a Classic Problem." Mathematics Teacher 96, no. 6 (September 2003): 394–98. http://dx.doi.org/10.5951/mt.96.6.0394.

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IN 2001–2002, THREE TEACHERS from Paul Robeson High School in Brooklyn, New York, joined an international collaboration to pilot U.S.-Russian Interactive Geometry (Armontrout et al. 2002) labs in their classrooms.

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Hoxie, Anne-Marie E., and Lisa M. Debellis. "Engagement in Out-of-School Time: How Youth Become Engaged in the Arts." Teachers College Record: The Voice of Scholarship in Education 116, no. 13 (April 2014): 219–31. http://dx.doi.org/10.1177/016146811411601307.

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This chapter describes an after-school visual and performing arts program serving middle and high school youth operated in partnership between a community-based organization and two schools in Brooklyn, New York. Data collected on the program provides evidence of participants’ identity exploration and development of positive relationships and social competencies

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Borck, C. Ray. "“College Material” Structural Care at a New York City Transfer School." Societies 8, no. 4 (November 9, 2018): 113. http://dx.doi.org/10.3390/soc8040113.

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Based on ethnographic research at Brooklyn Community High School (BCHS), a transfer high school in New York City I demonstrate that students narrate their educational histories in terms of their experience of care, or lack of care, from teachers. Contributing to research on student-teacher relationships, care, resilience and retention, I develop the concept structural care, arguing that teachers’ ability to demonstrate care for their students, and students’ ability to perceive that care, is enabled or constrained by larger, socio-structural forces such as the national educational policy landscape, widespread cultural beliefs about schools and students, and processes of racialization, criminalization, and marginalization.

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Asher, Randy J. "A Conversation With Randy Asher, Principal of New York City’s Brooklyn Technical High School." Gifted Child Today 39, no. 4 (September 22, 2016): 205–8. http://dx.doi.org/10.1177/1076217516662961.

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Borck, C. Ray. "“I Belong Here.”: Culturally Sustaining Pedagogical Praxes from an Alternative High School in Brooklyn." Urban Review 52, no. 2 (August 23, 2019): 376–91. http://dx.doi.org/10.1007/s11256-019-00536-z.

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Dill, LeConte J., Bianca Rivera, and Shavaun Sutton. "“Don’t Let Nobody Bring You Down”." Ethnographic Edge 2, no. 1 (October 18, 2018): 57. http://dx.doi.org/10.15663/tee.v2i1.30.

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This paper explores the engagement of African-American, Caribbean-American, and immigrant West African girls in the critical analysis and writing of poetry to make sense of their multi-dimensional lives. The authors worked with high-school aged girls from Brooklyn, New York who took part in a weekly school-based violence prevention program, and who became both ‘participants’ in an ethnographic research study with the authors and ‘poets’ as they creatively analyzed themes from research data. The girls cultivated a practice of reading and writing poetry that further explored dating and relationship violence, themes that emerged from the violence prevention program sessions and the ethnographic interviews. The girls then began to develop ‘poetic knowledge’ grounded in their lived experiences as urban Black girls. The authors offer that ‘participatory narrative analysis’ is an active strategy that urban Black girls enlist to foster individual and collective understanding and healing.

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Brown, Amy. "Biting the hand that feeds you? Teachers engage with an ethnography of neoliberalism in education." Policy Futures in Education 15, no. 2 (April 21, 2016): 185–201. http://dx.doi.org/10.1177/1478210316639415.

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Scholars who document neoliberal trends in education argue that privatization and corporatization in schools is dehumanizing and discourages democratic participation. These scholars assert that neoliberal education policies heighten social inequity by emphasizing individualism, marketability and colorblindness without interrogating social structures of power. Can qualitative documentation of the effects of neoliberal policy in education “talk back” to these trends? Can ethnographically mapping the complex effects of neoliberal trends on teaching and learning serve to heighten teachers' sense of agency and resistance? This paper documents the ways that teachers construct their identities in reaction to reading the author's critical ethnography of their school. Data were gathered for this paper in teacher interviews following two years of collaborative ethnographic fieldwork at the College Preparatory Academy, a small public high school in Brooklyn, New York that created its own in-house nonprofit organization in order to solicit funds from private donors. Using Derrick Bell's interest convergence theory, I critique competitive models of philanthropy in education and explore whether collaborative and critically engaged ethnography can serve to expose the tension between public and private interests in education, and can encourage teachers to challenge and critique these borders.

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Banton, Arthur. "Basketball, Books, and Brotherhood: Dewitt Clinton High School as Scholastic Model of Postwar Racial Progression and African American Leadership." Journal of Higher Education Athletics & Innovation, no. 7 (May 4, 2021): 1–16. http://dx.doi.org/10.15763/issn.2376-5267.2020.1.7.1-16.

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In 1950, the City College of New York (CCNY) became the first racially-integrated team to win the national championship of college basketball. Three of the players on that team attended DeWitt Clinton High School in the Bronx, New York. At the time Clinton high school was one of the most academically-rigorous public schools in the city and the United States. During this postwar period Clinton annually sent nearly a third of its graduates to college, this at a time when the national average of high school completion stood at twenty percent. The unofficial school motto etched in yearbooks and the student paper was “college or bust.” Needless to say, DeWitt Clinton strongly encouraged its student body to attend college and for those who did not, they were pushed to excel beyond the limits of their chosen professions. This intellectually competitive academic environment was integrated and more than twenty-percent black. Like their contemporaries, black students were encouraged to pursue opportunities that seemed unthinkable in an era of racial stratification. As a result, Clinton produced a number of black students armed with the skills to navigate the terrain of prejudice and circumvent a number of social barriers. DeWitt Clinton high school was a model for interracial brotherhood while also fostering black leadership. Like Jackie Robinson, whom integrated Major League Baseball in 1947 with the Brooklyn Dodgers, the three black athletes who competed on the CCNY team were prepared for the transition of competing on a racially integrated college team, can be partially attributed to their secondary schooling at DeWitt Clinton. This article examines the racial climate of DeWitt Clinton during the postwar years when the three young men were in attendance and how it fostered a culture of Basketball, Books, and Brotherhood.

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Okereke, Millicent, Jessica Zerzan, Elizabeth Fruchter, Valerie Pallos, Maya Seegers, Mehr Quereshi, Lynn Model, Monique Jenkins, Gia Ramsey, and Christine Rizkalla. "Educating and Empowering Inner-City High School Students in Bleeding Control." Western Journal of Emergency Medicine 23, no. 2 (February 14, 2022): 186–91. http://dx.doi.org/10.5811/westjem.2021.12.52581.

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Introduction: Unintentional bleeding is the leading cause of death in people 1-44 years of age in the United States. The Stop the Bleed (STB) campaign is a nationwide course that teaches the public to ensure their own safety, call 911, find the bleeding injury, and achieve temporary hemorrhage control by several techniques. Although the national campaign for the training course was inspired by active shooter events, the training can be applied to motor vehicle accidents and small-scale penetrating and gunshot wounds. Extending the audience to inner-city high school students in a violence-prone neighborhood has the potential to save lives if they are first on the scene. Objectives: We hypothesized that students would have a greater degree of comfort, willingness, and preparedness to intervene in acute bleeding after taking the course. Methods: This was a prospective, interventional pilot study in one inner-city high school in Brooklyn, New York. Students were given the option to participate in the STB course with pre- and postsurveys. We recruited 286 students from physical education or health education class to take a 50-minute bleeding control training course. Mean age was 15.7 years old. Students were divided into groups of 20-25 and taught by 2-3 emergency medicine, pediatric, or trauma surgery STB instructors. Each course included 2-3 skills stations for placing a tourniquet, wound packing, and pressure control. Results: Prior to the course, only 43.8% of the students reported being somewhat likely or very likely to help an injured person who was bleeding. After the course, this increased to 80.8% of students even if no bleeding control kit was available. Additionally, there were significant improvements in self-rated comfort level from pre- to post-course 45.4% to 76.5%, and in self-rated preparedness from 25.1% to 83.8%. All three measures showed statistically significant improvement, P <.0001. Conclusion: Teaching the STB course to high school students from a community with high levels of violence resulted in increased comfort level, willingness, and preparedness to act to control bleeding. If these opinions translate into action, students’ willingness to act could decrease pre-hospital blood loss and empower youth to perform life-saving interventions.

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Books on the topic "Brooklyn High School (Brooklyn, Ohio)"

1

Ciccone, Elaine. A guide to High School Redirection. Washington, D.C: U.S. Dept. of Labor, Employment and Training Administration, Office of Strategic Planning and Policy Development, 1991.

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author, Kurshan Virginia, ed. Erasmus Hall High School, 899-925 Flatbush Avenue, aka 2212-2240 Bedford Avenue, borough of Brooklyn: Built 1905-06, 1909-11, 1924-25, 1939-40 : C.B.J. Snyder, William Gompert, Eric Kebbon, Superintendents of School Buildings for the New York City Board of Education. New York, N.Y: Landmarks Preservation Commission, 2003.

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Pattinson, Mickey. Brooklyn Love Struggling with the Untouchables: Drama High School Love On. Independently Published, 2020.

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book, Marina Farber. Composition Notebook: James Madison High School Brooklyn Madison High School Brooklyn - Trending Notebook for Mother Father Day Journal/Notebook Blank Lined Ruled 6x9 100 Pages. Independently Published, 2020.

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5

Snitch. Simon Pulse, 2007.

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Snitch. Simon Pulse, 2013.

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7

Curtis, Cathy. Drawing and Discovering. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190498474.003.0001.

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Elaine de Kooning’s mother was a formative influence in her life, introducing her to art and literature at an early age. Her mother’s outlandish, autocratic personality—and her institutionalization for child neglect when Elaine was six years old—also served as a cautionary example. Praised by teachers for her drawing skills and active in school sports, Elaine was highly competitive from an early age. After excelling at Erasmus Hall High School in Brooklyn, New York, she enrolled at Hunter College. But she soon left to attend an art school in Manhattan. Her boyfriend, artist Milton Resnick, encouraged her to switch to the more radically progressive American Artists School. Another artist boyfriend introduced her to Willem de Kooning, who had emigrated from the Netherlands. Elaine was instantly smitten with him and with his paintings.

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Boffone, Trevor. Renegades. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197577677.001.0001.

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Renegades: Digital Dance Cultures from Dubsmash to TikTok interrogates the roles that Dubsmash, social media, and hip hop music and dance play in youth identity formation in the United States. It explores why Generation Z—so-called Zoomers—use social media dance apps to connect, how they use them to build relationships, how race and other factors of identity play out through these apps, how social media dance shapes a wider cultural context, and how community is formed in the same way that it might be in a club. These Zoomer artists—namely D1 Nayah, Jalaiah Harmon, TisaKorean, Brooklyn Queen, Kayla Nicole Jones, and Dr. Boffone’s high school students—have become key agents in culture creation and dissemination in the age of social media dance and music. These Black artists are some of today’s most influential content creators, even if they lack widespread name recognition. Their artistic contributions have come to define a generation. And yet, up until this point, the majority of influential Dubsmashers have not been recognized for their influence on US popular culture. This book tells their stories.

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Book chapters on the topic "Brooklyn High School (Brooklyn, Ohio)"

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Barrow, Christine S. "A Second Chance." In Advances in Early Childhood and K-12 Education, 257–74. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9935-9.ch015.

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A qualitative analysis of special education youth who attended school at a recreation center in Brooklyn NY helps provide an understanding of the relationship between alternative high school education and offending. According to Wang and Fredericks (2014), interventions that aim to improve school engagement may promote positive youth development, including reducing involvement in problem behaviors. This study focuses on youth who were at risk for offending due to poor academic performance and previous delinquent involvement. Prior to attending school at this facility, the individuals were previously exposed to an environment that put them at risk for delinquency. This investigation provides support for preventative measures to youth conflict and delinquency by placing them in an environment that promotes pro-social behavior.

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Gentry, Christine. "Speaking Oneself Into Being." In Advances in Media, Entertainment, and the Arts, 48–64. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5614-9.ch003.

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Student stories are a potentially transformational natural resource running through the veins of our schools, but this resource sometimes goes untapped. One strategy teachers can use to take advantage of this resource is to formally introduce oral storytelling into the classroom to explicitly teach students how to choose and craft stories from their lives and then allow them to publicly perform those stories. This chapter captures one student's journey during a 16-week oral storytelling workshop at a Title I public high school in East New York, Brooklyn. It addresses the following question: What effects do oral storytelling units have on students' understanding of themselves, on their sense of personal leadership and agency, and on their relationships with others? This chapter documents how granting students the time and space to bear witness to each other's lives and ‘go public' with stories that could otherwise go unheard may improve student agency and classroom community.

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Conference papers on the topic "Brooklyn High School (Brooklyn, Ohio)"

1

Ali, Ahmed K., and Jaechang Ko. "The La’ mella House Small Efforts: Big Impacts." In 2017 ACSA Annual Conference. ACSA Press, 2017. http://dx.doi.org/10.35483/acsa.amp.105.8.

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“I remembered him, with a thick gray beard and several layers of clothes standing by the bus stop when it was freezing outside. I used to stop and pick him up in my toasty car, open up the trunk with a push of a button so he could shove his heavy duffle bag, he often sit in the back seat saying basically … nothing. I tried several times to initiate conversations with him. But when he talked – hardly ever – he said jewels of wisdom. Library workers knew him as an avid reader who spent time at the library nearly every day. Teddy Henderson or Abdul-Shahid passed away on October 6,2008; he was 62. He was born in Brooklyn,N.Y., in 1946. He graduated from high school and attended Hampton University in Virginia.In 1968, he enlisted in the U.S. Air Force and was stationed in Washington, D.C. The story of Abdul-Shahid is not much different than the story of thousands of homeless Americans who left us perplexed with mystery.

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