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Sims, Robert C., Darlene E. Fisher, Steven A. Leibo, Pasquale E. Micciche, Fred R. Van Hartesveldt, W. Benjamin Kennedy, C. Ashley Ellefson, et al. "Book Reviews." Teaching History: A Journal of Methods 13, no. 2 (May 5, 1988): 80–104. http://dx.doi.org/10.33043/th.13.2.80-104.
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Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.
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Hasan, Rudi. "PENYELENGGARAAN PROGRAM SD-SMP SATU ATAP PADA DAERAH TERPENCIL DALAM LATAR BUDAYA RUMAH BETANG KALIMANTAN TENGAH." Equity In Education Journal 1, no. 1 (October 20, 2019): 11–19. http://dx.doi.org/10.37304/eej.v1i1.1547.
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Abstract: The purpose of this study is to describe the implementation of the One-Roof Junior Secondary School as an alternative to the distribution of nine-year basic education in remote areas in the cultural setting of Central Kalimantan Betang Houses. This research is a qualitative research with a multi-site study design on 3 One-Roof Junior Secondary Schools in Gunung Mas Regency. Data collection is done by methods: in-depth interviews (indepth interview), participant observation (participant observation), and study documentation (study of document). Determination of data sources is done by using purposive sampling technique. Data analysis is done through the activities of organizing data, organizing and dividing data into units that can be managed, mensiteis, looking for patterns, find what is meaningful and what is researched to be decided and reported systematically (Bogdan and Biklen, 1998). Data analysis in this research was carried out in two stages, namely: data analysis for each site (single site) and cross-site data analysis. Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results of the study found that the values of the betang house culture that underlies the implementation of the One-Roof Junior Secondary School appeared on: (1) bureaucratic structure, including: SOP, coordination and empowerment of HR; (2) resources, including: human resources, infrastructure and financing; and (3) communication, including: internal communication, with supporting elementary schools, with related agencies, and the community around the school. Keywords: One-Roof Junior Secondary School, Remote Area, Betang House Culture Abstrak: Tujuan penelitian ini adalah mendeskripsikan penyelenggaraan program SD-SMP Satu Atap sebagai alternatif pemerataan pendidikan dasar sembilan tahun pada daerah terpencil dalam latar budaya rumah betang Kalimantan Tengah. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi multi situs pada 3 SMPN Satu Atap di wilayah Kabupaten Gunung Mas. Pengumpulan data dilakukan dengan metode: wawancara mendalam (indepth interview), observasi partisipan (participant observation), dan studi dokumentasi (study of document). Penetapan sumber data dilakukan dengan teknik purposive sampling. Analisis data dilakukan melalui kegiatan mengorganisasi data, menata dan membagi data dalam unit-unit yang dapat dikelola, mensitesis, mencari pola, menemukan apa yang bermakna dan apa yang diteliti untuk diputuskan dan dilaporkan dengan sistematis (Bogdan dan Biklen, 1998). Analisis data dalam penelitian ini dilakukan dalam dua tahap, yaitu: analisis data tiap situs (situs tunggal) dan analisis data lintas situs. Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menemukan bahwa nilai-nilai budaya rumah betang yang mendasari dalam penyelenggaraan SD-SMP Satu Atap muncul pada: (1) struktur birokrasi, meliputi: SOP, koordinasi dan pemberdayaan SDM; (2) sumberdaya, meliputi: SDM, sarana prasarana dan pembiayaan; dan (3) komunikasi, meliputi: komunikasi intern, dengan SD penyangga, dengan dinas terkait, dan masyarakat sekitar sekolah. Kata Kunci: SD-SMP Satu Atap, Daerah Terpencil, Budaya Rumah Betang References: Arikunto, S. (1998). Prosedur Penelitian: SuatuPendekatan Praktek. Jakarta: Rineka Cipta. Ary, D., Jacobs, L. C., & Razavieh, A.(2002). Introduction to Research in Education. Sixth Ed. Belmont, CA: Wadswort. Thomson Learning. Bogdan, R. C.,& Biklen, S.K.(1998). Qualitative Research For Educatio: An Introduction to Theory and Methods.Third Ed. Boston: Allyn and Bacon. Bollen, R. (1997). Making Good Schools: Linking School Effectiveness and School Improvement. London and New York: Routledge. Brienkerhoof, D. W.,& Crosby, L.B. (2002). Managing Policy Reform: Concept and Tool for Decision-Makers in Developing and Transitionong Countries. United States of America: Kumarian Perss, Inc. Castetter, W.B. (1996). The Human Resources Function in Educational Administration (Sixth Edition). New Jersey: Prentice Hall, Inc. Dunn, W. N. (1981). Public Policy Analysis: An Introduction. Englewood: Cliff, N.J. Prentice, Inc. Dwijowijoto, R. N. (2004). Komunikasi Pemerintahan. Jakarta: Elek Media Komputindo Kelompok Gramedia. Edward, G. (1980). Implementing Public Policy. Washington, DC. Congressional Quarterly, Inc. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2009). The Basic to Supervision and Instructional Leadership. Secon Ed, Boston: Pearson. Koehler. (1981). Organizational Communication, Behavioral Perspective. New York: Holt, Rinehart and Winston. Kratzer. (1996). Marketing the Nation. New York: Free Press. Kusni. J. J. (2006). Pergulatan Identitas Dayak Dan Indonesia: Belajar dari Tjilik RiwutPalangka Raya: Penerbit Galangpress. Mantja, W. (2002). Manajemen Pendidikan dan Supervisi Pengajaran (Kumpulan Karya Tulis Terpublikasi). Malang: Wineka Media. Mantja, W. (2008). Ethnography, Desain Penelitian Manajemen Pendidikan. Malang: Elang Mas. Nasution, S. (1998). Metode Penelitian Naturalistik Kualitatif Bandung: Transito. Peraturan Pemerintah RI Nomor47 Tahun 2008. Wajib Belajar. Bandung: Penerbit Citra Umbara. Robbins, S., P. (1998). Organizational Behavior. New Jersey: Englewood Cliffs. Sonhadji. K. H. A. (1996). Teknik Pengumpulam Data dan Analisis Data dalam Penelitian Kualitatif dalam Arifin. Penelitian Kualitatif. Malang: Kalimasahda Press. Sugiyono. (2006). Metode Penelitian Administrasi. Bandung: Alfabeta. Undang-Undang Dasar Republik Indonesia Tahun1945. Bandung: Penerbit Citra Umbara. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. 2006. Bandung: Pcnerbit Citra Umbara. Usop, K. M.A.(1994). Pakat Dayak: Sejarah Integrasi dan Jati Diri Masyarakat Dayak dan Daerah Kalimantan Tengah. Palangka Raya: Yayasan Dikbud Batang Garing. Winarno, B. (2002). Kebijakan Publik: Teori dan Proses. Yogyakarta: Media Pressindo.
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Wainer, Howard. "Academic Performance of New Jersey's Public Schools." education policy analysis archives 2 (July 11, 1994): 10. http://dx.doi.org/10.14507/epaa.v2n10.1994.
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Data from the 1992 National Assessment of Educational Progress are used to compare the performance of New Jersey public school children with those from other participating states. The comparisons are made with the raw means scores and after standardizing all state scores to a common (National U.S.) demographic mixture. It is argued that for most plausible questions about the performance of public schools the standardized scores are more useful. Also, it is shown that if New Jersey is viewed as an independent nation, its students finished sixth among all the nations participating in the 1991 International Mathematics Assessment.
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Phelan, Steven E., Ane T. Johnson, and Thorsten Semrau. "Entrepreneurial orientation in public schools: The view from new jersey." New England Journal of Entrepreneurship 16, no. 1 (March 1, 2013): 19–30. http://dx.doi.org/10.1108/neje-16-01-2013-b002.
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We utilize a sample of New Jersey schools to explore the relationship between entrepreneurial orientation (EO) and school performance. The results indicate a significant relationship between several dimensions of EO and performance after controlling for a number of relevant variables. Charter schools were found to have higher EO than traditional schools. The implications of these findings for education and entrepreneurship research are discussed.
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Shendell, Derek G., and Nimit Shah. "Initial evaluation of the sustainable Jersey for Schools Program and certifications achieved by new Jersey public schools, 2014–2018." Environmental Research 185 (June 2020): 109399. http://dx.doi.org/10.1016/j.envres.2020.109399.
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Morris, Wesley. "New Jersey’s Leave of Absence." Iris Journal of Scholarship 1 (May 12, 2019): 88–94. http://dx.doi.org/10.15695/iris.v1i0.4662.
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This past June, Governor Phil Murphy helped take a great stride in making sure that every day counts for the students within New Jersey’s Public Schools when he signed a new bill into law. This new policy will work to ensure that schools and districts understand the level to which chronic absenteeism occurs and guarantee that schools disproportionately afflicted have plans to help fight absenteeism. Specifically, the policy identifies schools who have a greater than 10% absentee rate and requires them to establish a plan for improving attendance. It also requires schools to report the percent of students who are absent more than ten percent of the time on their School Report Card. Attendance is one of the most important aspects in ensuring a successful education for students of all ages. The Governor and state legislature, alongside advocacy groups like Advocates for Children of New Jersey (ACNJ), have taken the first steps in fighting one of the largest issues within New Jersey schools. With that being said, it is still extremely important to consider how the state board of education, along with individual districts and schools, will interpret and comply with the law.
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Noulas, Athanasios G., and Kusum W. Ketkar. "Efficient utilization of resources in public schools: a case study of New Jersey." Applied Economics 30, no. 10 (October 1, 1998): 1299–306. http://dx.doi.org/10.1080/000368498324913.
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Andreopoulos, George, Giuliana Andreopoulos, Keith Hoyte, and Alexandros Panayides. "ECONOMIC AND SOCIAL INEQUALITY IN PUBLIC EDUCATION: THE CASE OF NEW JERSEY HIGH SCHOOLS." Journal of International Business and Economics 19, no. 1 (March 1, 2019): 47–56. http://dx.doi.org/10.18374/jibe-19-1.5.
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Gulosino, Charisse, and Chad DEntremont. "Circles of influence: An analysis of charter school location and racial patterns at varying geographic scales." education policy analysis archives 19 (March 20, 2011): 8. http://dx.doi.org/10.14507/epaa.v19n8.2011.
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This paper uses Geographic Information Systems (GIS) and dynamic mapping to examine student enrollments in New Jersey charter schools. Consistent with previous research, we find evidence of increased racial segregation. Greater percentages of African-Americans attend charter schools than reside in surrounding areas. We add to the existing charter school literature by more fully considering the importance of charter school supply and examining student enrollments across three geographic scales: school districts, census tracts and block groups. We demonstrate that racial segregation is most severe within charter schools’ immediate neighborhoods (i.e. block groups), suggesting that analyses comparing charter schools to larger school districts or nearby public schools may misrepresent student sorting. This finding appears to result from the tendency of charter schools in New Jersey to cluster just outside predominately African-American neighborhoods, encircling the residential locations of the students they are most likely to enroll.
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Min, Pyong Gap. "The movement to promote an ethnic language in American schools: The Korean community in the New York–New Jersey area." Ethnicities 18, no. 6 (February 13, 2018): 799–824. http://dx.doi.org/10.1177/1468796817754126.
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This paper examines a New York Korean immigrants’ movement to promote the Korean language in American schools. This movement includes the efforts of Korean community leaders to include the Korean language in the SAT II tests and to promote it to public schools as a foreign language in the New York–New Jersey area. This movement involves lobbying the College Board, school administrators and school board members, and collecting donations from Korean immigrants and the Korean government to cover expenses for the College Board’s creation of the Korean-language test and public schools’ adoption of the Korean language. Korean-language leaders have depended upon many different organizations and groups, such as Korean parents, Korean churches, Korean-language teachers, the Korean Cultural Center, Samsung, and Korean government agencies for the movement. This paper is significant because no previous study has shown a similar example of an immigrant group’s movement to promote its language in American public schools. It also contributes to transnational studies by documenting the emigrant state’s financial and technical support of its emigrants’ effort to promote the language and culture in a settlement country.
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Ascher, Carol, and Edwina Branch-Smith. "Precarious Space: Majority Black Suburbs and Their Public Schools." Teachers College Record: The Voice of Scholarship in Education 107, no. 9 (September 2005): 1956–73. http://dx.doi.org/10.1177/016146810810700903.
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The fact that a third of all African Americans now live in suburbs might suggest how far we have come since the pre-Hrown days. But most African Americans live in predominantly Black suburbs, where property values are lower than in neighboring White suburbs, and where the public schools are funded by a lower tax base. After presenting a national picture, the authors draw on the experiences of Plainfield, New Jersey, and Prince George's County, Maryland, to describe how strained resources, a history of racialized conflicts resulting in troubled governance, and a perception of students as “inner city” all contribute to low student achievement in public schools in predominantly Black suburbs.
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Liang, Laura E., Alexandra Zivkovic, and Marian R. Passannante. "A Public Health Summer Experience for High School Students." Pedagogy in Health Promotion 7, no. 3 (May 24, 2021): 257–64. http://dx.doi.org/10.1177/23733799211017561.
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Prior to the COVID-19 pandemic, many high school students were unaware of careers in public health—that there are many options available for those interested in improving health and preventing disease beyond being a doctor or a nurse. The Rutgers School of Public Health (R-SPH) developed PHocus (Public Health: Outbreaks, Communities, and Urban Studies) to introduce high school students to the interdisciplinary field of public health as well as to promote population and individual health. The PHocus Summer Experience was designed for high school students to explore population health and learn about the fundamentals of epidemiology, the breadth of topics addressed by public health, and public health careers. R-SPH hosted PHocus as 1-week sessions in Summer 2018 and 2019, available at both the School’s Piscataway, New Jersey, and Newark, New Jersey, locations. The Newark sessions targeted recruitment from high schools with underserved, minority, and/or economically disadvantaged students, and tuition for these students was supported through external funding. Across 2018 and 2019 PHocus Summer Experiences, 130 students participated, representing 63 high schools, in four 1-week sessions. The experience was rated very highly by participants; on a 4-point scale (1 = strongly disagree to 4 = strongly agree), the median score for the program being a worthwhile experience was 4.0. R-SPH faculty, staff, and students, as well as external stakeholders, eagerly volunteered to be part of the program, suggesting that this educational program can be reproduced at other schools and programs of public health.
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Calamidas, Elizabeth G., Tara L. Crowell, Laura Engelmann, and Heather Watkins-Jones. "AtlantiCare healthy school edible garden startup grants: A content analysis of post-grant follow-up reports." Health Education Journal 79, no. 6 (February 27, 2020): 671–85. http://dx.doi.org/10.1177/0017896920905622.
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Objective: The purpose of this article was to identify some of the implications, challenges and benefits of edible gardens cultivated at schools located in southern New Jersey, USA. Design and Setting: Over the course of three academic years (between 2014 and 2017), 73 schools received start up monies for school gardens from AtlantiCare Health System. The schools, located in Atlantic, Cape May and Ocean Counties in New Jersey, were required to complete an Edible School Garden Mini-Grant Follow-up Report. Methods: A content analysis was conducted on responses to 12 open-ended questions from these reports in order to highlight some of the implications, challenges and benefits of gardens within these schools. Results: Basic descriptive statistics provided logistical information such as those involved in the school garden, including community partnerships and garden maintenance, along with the harvest and outcomes of those harvests. Results provided valuable insight into the impact of school gardens on curriculum and policy change; benefits to knowledge, attitudes and behaviour change among participants; and areas in need of improvement. Frequency distributions identified any unexpected outcomes schools may have experienced, along with additional needs and schools’ future plans for their gardens. Conclusion: Overall, results indicate that schools were appreciative and excited about the opportunity to create school gardens and plan to continue these efforts. The implications of these results along with suggestions for future grant making, school garden efforts and research are discussed.
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Zumwalt, Karen, Gary Natriello, Judy Randi, Alison Rutter, and Richard Sawyer. "Recruitment, Preparation, Placement, and Retention of Alternate Route and College-Prepared Teachers: An Early Study of a New Jersey Initiative." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–32. http://dx.doi.org/10.1177/016146811711901408.
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This article reviews survey findings about the recruitment, preparation, placement and retention of 315 elementary, secondary English, and math teachers prepared to enter New Jersey public schools in fall 1987, either having just completed New Jersey college-based education programs (CB) or entering through the New Jersey alternate route (AR) program. Teachers were surveyed through their sixth year of teaching. The AR program increased the number of teachers for urban and rural schools and diversified the teaching pool. AR teachers held more traditional views than those prepared in CB programs, but neither program recruited teachers with a consistently higher quality profile. Programmatic aspects (i.e., fusing of AR recruitment, preparation, and placement phases) correlated with some differing attitudes of teachers toward teaching and their programs, and qualitatively different experiences in preparing to teach. During the first two years, AR teachers were more likely to teach in urban schools, but differences diminished over the next four years. Three-year retention rates were highest for elementary and CB math teachers and lowest for AR math teachers. Six-year retention rates were highest for CB math teachers and lowest for AR math and English teachers. AR retention rates were higher for males, while CB retention rates were higher for minorities. Attitudes related to retention indicate program, subject matter, and elementary/secondary differences.
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Martin, Paula Puryear, Paula D. McClain, and Andrea Simpson. "PAUL LIONEL PURYEAR, SR." PS: Political Science & Politics 43, no. 04 (October 2010): 806–7. http://dx.doi.org/10.1017/s1049096510001502.
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The Right Reverend Dr. Paul Lionel Puryear, Sr., Professor Emeritus at the University of Virginia, passed away on Thursday, April 22, 2010, in Charlottesville, Virginia, at the age of 80. Born in Belleville, New Jersey, as the second son of the Reverend Thomas Langston Puryear, Sr., and the Reverend Pauline Sims Puryear, he attended public schools in Newark, New Jersey. He transferred as a high school freshman to the renowned Palmer Memorial Residential School in Sedalia, North Carolina. He became an ordained A.M.E. minister at the age of 18.
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Shendell, Derek G., Tracy A. Listwan, Lauren Gonzalez, and Joseph Panchella. "Season and Sport-Specific Adolescent Concussions via Online Surveillance in New Jersey Public High Schools 2015–2017." International Journal of Athletic Therapy and Training 23, no. 4 (July 1, 2018): 162–71. http://dx.doi.org/10.1123/ijatt.2017-0083.
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Despite increased awareness of concussions among student-athletes, local epidemiologic surveillance efforts are limited, especially among adolescents. We analyzed data reported through a state public-school-based online surveillance tool during the fall (summer preseason and regular season), winter, and spring seasons of the 2015–2017 school years at seven participating public high schools across New Jersey. Concussions were sustained during interscholastic and intramural sports and in physical education classes. There were 208 concussions: 142 in fall (123 regular season), 22 in winter (21 regular season), and 44 in spring. Reports stated 75% were first concussions, but 17% were second and 2% were third concussions.
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Lincoln, Eugene A. "Searches and Seizures in Public Schools: Going Beyond the Supreme Court's Ruling in New Jersey v. T.L.O." Journal of Negro Education 57, no. 1 (1988): 3. http://dx.doi.org/10.2307/2295271.
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Heiss, George D. "A Study to Determine the Status of Testing Programs in Selected Public Schools in Northern New Jersey." Measurement and Evaluation in Counseling and Development 17, no. 4 (January 1985): 207–16. http://dx.doi.org/10.1080/07481756.1985.12022776.
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Ferman, Barbara. "Preserving Education as a Public Good: Lessons from the Grassroots." Urban Affairs Review 56, no. 3 (July 15, 2019): 921–29. http://dx.doi.org/10.1177/1078087419867160.
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The article provides an overview of my book, The Fight for America’s Schools: Grassroots Activism in Education. The book examines how grassroots activists in Pennsylvania and New Jersey challenged various neoliberal reforms in education such as high stakes testing, school closures, state takeovers of local school districts, and charter school expansion. The four case studies focus on who the activists were, how they became involved, the challenges they faced, and the prospects for coalition building across different constituent groups. The comparative analysis reveals the role of political, organizational, demographic, and historical factors in shaping how activism played out in each location and in its effectiveness.
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Fowler, William J., and Herbert J. Walberg. "School Size, Characteristics, and Outcomes." Educational Evaluation and Policy Analysis 13, no. 2 (June 1991): 189–202. http://dx.doi.org/10.3102/01623737013002189.
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To investigate school size effects for secondary schools, 18 school outcomes, including the average scores on state-developed tests, student retention, suspensions, postschool employment, and college attendance for 293 public secondary schools in New Jersey were regressed on 23 school characteristics, including district socioeconomic status and percentages of students from low-income families; school size and number of schools within each district; and teacher characteristics encompassing salaries, degree status, and years of experience. District socioeconomic status and the percentage of students from low-income families in the school were the most influential and consistent factors related to schooling outcomes. School size was the next most consistent and was negatively related to outcomes. This finding corroborates previous research conducted primarily on public elementary school and suggests that smaller school districts and smaller schools, regardless of socioeconomic status and grade level, may be more efficient at enhancing educational outcomes.
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Aggarwal, Juhi, Maureen W. Gichura, Maryanne L. F. Campbell, Kimberly T. Nguyen, and Derek G. Shendell. "COVID-19 School vs. Community-Based Outbreak Trends among New Jersey K–12 Schools during the 2020–2021 School Year." International Journal of Environmental Research and Public Health 19, no. 15 (July 29, 2022): 9285. http://dx.doi.org/10.3390/ijerph19159285.
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Identifying potential rapid methods to track COVID-19 trends within schools has become a necessity in understanding how to provide both education and maintain health and safety during a pandemic. This study examined COVID-19 trends and sociodemographic information in New Jersey (NJ) schools during the 2020–2021 school year. A database was compiled for this study in Microsoft Excel using various state and federal resources. Data used in the study are a combination of extracted data from weekly NJ Spotlight reports, weekly NJ COVID-19 Activity Level Index (NJ CALI) reports, and reports of school-based outbreaks via the NJ Department of Health (NJDOH). In 2020–2021, in NJ K–12 schools, the NJDOH defined a school-based outbreak incidence as two or more students and/or adult staff with a laboratory-confirmed positive molecular test for COVID-19 based on transmission occurring on campus. Data were organized into six regions across 21 counties within NJ (3–4 counties per region per NJDOH). COVID-19 trends in NJ schools mirrored trends in their districts, i.e., communities, within the state’s region; noticeably, there were consistently high trends during the winter holiday season (November 2020–January 2021). The cumulative number of incidences of school-based outbreaks remained relatively low but, nevertheless, increased throughout the 2020–2021 school year. This study recommends increased accessibility to COVID-19 reports for school and public health officials, and in the future for data to be reported to identify rates of transmission of other communicable diseases within K–12 students, and to further reinforce established mandates and other preventative measures in public while traveling during holiday seasons.
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Matto, Elizabeth C., and Timothy Vercellotti. "Methodological Lessons Learned from Conducting Civic Education Research in High Schools." PS: Political Science & Politics 45, no. 04 (September 27, 2012): 728–35. http://dx.doi.org/10.1017/s1049096512000820.
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AbstractWith the growing size of the “Millennial Generation” and its potential impact on American democracy, the civic education of this cohort deserves study. Using news media and discussion of politics at home and in the classroom at four public high schools in New Jersey, we conducted an experiment to measure changes in media use, political knowledge, and political efficacy. Although the experiment generated useful substantive findings, we also learned important lessons about the challenges associated with conducting research in high schools. We present suggestions to aid in studying a crucial segment of the population: adolescents who are on the cusp of entering the electorate.
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Mensah, Yaw M., Michael P. Schoderbek, and Savita P. Sahay. "The effect of administrative pay and local property taxes on student achievement scores: Evidence from New Jersey public schools." Economics of Education Review 34 (June 2013): 1–16. http://dx.doi.org/10.1016/j.econedurev.2013.01.005.
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Martinelli, Sarah, Francesco Acciai, Michael J. Yedidia, and Punam Ohri-Vachaspati. "Do Parental Perceptions of the Nutritional Quality of School Meals Reflect the Food Environment in Public Schools?" International Journal of Environmental Research and Public Health 18, no. 20 (October 14, 2021): 10764. http://dx.doi.org/10.3390/ijerph182010764.
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(1) Background: It is unknown whether parents’ perception of school meals, a determinant of student meal participation, align with the nutritional quality of meals served in schools. This study compares the healthfulness of foods offered in schools with parental perception of school meals at those same schools. (2) Method: Parents were asked to rate the healthfulness of school meals at their child’s school. Data on the types of foods offered were collected from public schools in four cities in New Jersey and matched with parent-reported data. Measures were developed to capture the presence of healthy and unhealthy items in the National School Lunch Program and the presence of a la carte offerings as well as vending machines. Multivariable analysis examined the association between parental perceptions of school meals and the school food measures after adjusting for covariates. (3) Results: Measures of the school food environment and parental perceptions were available for 890 pre-K to 12th grade students. No significant associations were observed between parental perceptions and food environment measures when examined one by one or in a comprehensive model. (4) Conclusions: Parents’ perception of the healthfulness of meals served do not align with the nutritional quality of foods offered at schools.
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Martinelli, Sarah, Francesco Acciai, Michael J. Yedidia, and Punam Ohri-Vachaspati. "Do Parental Perceptions of the Nutritional Quality of School Meals Reflect the Food Environment in Public Schools?" International Journal of Environmental Research and Public Health 18, no. 20 (October 14, 2021): 10764. http://dx.doi.org/10.3390/ijerph182010764.
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(1) Background: It is unknown whether parents’ perception of school meals, a determinant of student meal participation, align with the nutritional quality of meals served in schools. This study compares the healthfulness of foods offered in schools with parental perception of school meals at those same schools. (2) Method: Parents were asked to rate the healthfulness of school meals at their child’s school. Data on the types of foods offered were collected from public schools in four cities in New Jersey and matched with parent-reported data. Measures were developed to capture the presence of healthy and unhealthy items in the National School Lunch Program and the presence of a la carte offerings as well as vending machines. Multivariable analysis examined the association between parental perceptions of school meals and the school food measures after adjusting for covariates. (3) Results: Measures of the school food environment and parental perceptions were available for 890 pre-K to 12th grade students. No significant associations were observed between parental perceptions and food environment measures when examined one by one or in a comprehensive model. (4) Conclusions: Parents’ perception of the healthfulness of meals served do not align with the nutritional quality of foods offered at schools.
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Giovenco, Daniel P., Christopher Ackerman, Mary Hrywna, and Cristine D. Delnevo. "Changes in the availability and promotion of non-cigarette tobacco products near high schools in New Jersey, USA." Tobacco Control 27, no. 5 (August 10, 2017): 578–79. http://dx.doi.org/10.1136/tobaccocontrol-2017-053800.
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Todd, Hilary. "Harold Cox, Later Life: The Realities of Aging, Prentice Hall, Englewood Cliffs, New Jersey, 1984, 374 pp., £26.75, ISBN 0 13 524157 X." Ageing and Society 6, no. 2 (June 1986): 247–49. http://dx.doi.org/10.1017/s0144686x00005821.
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Febriyanti, Irma. "Resistance and Local Control of American Multicultural Education in the Era of Globalization." Digital Press Social Sciences and Humanities 2 (2019): 00011. http://dx.doi.org/10.29037/digitalpress.42262.
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This paper focuses on the process and result of creating a local control and the development of American schools in Newark, New Jersey. Being poor and insecure neighborhoods, Newark also has a 25 percent higher crime rate than the national average in the US which affects the school system, especially to the minorities. A disproportionate impact on minorities happens because of Newark’s population is 75 percent Black and Hispanic. As the ¾ part of the population, the minorities in Newark had not been able to decide their school system based on the locals’ needs. As a result, for decades, the education was mired by corruption, crumbling facilities, and low-performing students. There has been a debate about how the residents of Newark may be able to control Newark Public Schools and why they should gain control of their school board. Being able to regain control of its school board means having their rights to education granted: to adapt and experience American education equally. Controlling the school board has been central to Newark public schools since it is the only way to produce school policies. Globalization in education is not only a global movement of cultural influences, but also the framework of U.S. public schools for its multiculturalism as the country develops its public education system. Therefore, the question asked by this paper is that how education policies can be obtained.
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Stevenson, Robert G. "“Don't Say That!” Educators, Crisis Plans, and “Magical Thinking”." Illness, Crisis & Loss 6, no. 2 (April 1998): 161–69. http://dx.doi.org/10.2190/il6.2.d.
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In every New Jersey public school, there are bimonthly fire drills. Most schools will never have a need to use this drill, but they do practice. They may be joined in these drills by other community leaders. However, when one compares this proactive approach with the reactive approach to issues of death and grief, it is hard to understand the difference. A lack of crisis response plans related to death and grief in the school community and the unwillingness of many administrators and board members to develop such plans is difficult to comprehend. School systems seem reluctant to discuss possible responses to crises until after such events have taken place. This article discusses this apparent contradiction and includes results of a survey of administrators, teachers, and parents concerning the role of schools in crisis response.
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Chin, Mark, Thomas J. Kane, Whitney Kozakowski, Beth E. Schueler, and Douglas O. Staiger. "School District Reform in Newark: Within- and Between-School Changes in Achievement Growth." ILR Review 72, no. 2 (May 14, 2018): 323–54. http://dx.doi.org/10.1177/0019793918774318.
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In the 2011–12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008–09 through 2015–16, the authors evaluate the change in Newark students’ achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a “value-added” model, controlling for prior achievement, demographics, and peer characteristics. By the fifth year of reform, Newark saw statistically significant gains in English language arts (ELA) achievement growth and no significant change in math achievement growth. Perhaps because of the disruptive nature of the reforms, growth declined initially before rebounding in later years. Much of the improvement was attributed to shifting enrollment from lower- to higher-growth district and charter schools.
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Shendell, Derek G., Lily F. Black, Yvette Way, Juhi Aggarwal, Maryanne L. F. Campbell, and Kimberly T. Nguyen. "Knowledge, Attitudes, and Awareness of New Jersey Public High School Students about Concepts of Climate Change, including Environmental Justice." International Journal of Environmental Research and Public Health 20, no. 3 (January 20, 2023): 1922. http://dx.doi.org/10.3390/ijerph20031922.
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Increasing acknowledgement of climate change (CC) has encouraged various responses, such as education standard mandates. In 2021, New Jersey (NJ) became the first U.S. state to require K–12 CC education across subjects, effective fall 2022. This necessitated introductory science courses on CC to support high school (HS) curricula. Thus, NJ Safe Schools Program (NJSS) created a new course titled, “Introduction to HS Students to CC, Sustainability, and Environmental Justice (EJ).” Given that the COVID-19 pandemic continues (2020–2023 school years) and vaccination coverage varies, this course was developed and approved in an asynchronous online format. Its five modules cover environmental science, CC, natural disasters and extreme weather events, sustainability, including energy conservation and efficiency definitions, and EJ. A 20-question survey included at the end, modified/adapted from a larger nationwide U.S. Student Conservation Association (SCA) survey 2019–2020, examined the perspectives of HS students concerning CC. Selected volunteer NJ HS enlisted students (n = 82/128 finished) to pilot this course February–April 2022. Results such as average scores ≥90% suggested success regarding initial knowledge and awareness gained; for individual modules, two knowledge checks >80% and three knowledge checks >90%. The SCA survey results, overall and by region in NJ, highlighted how most students felt about CC and extreme weather events, plus issues such as EJ. This NJSS introductory course opened in July 2022 for NJ public county secondary school districts and comprehensive HS with approved career-technical education programs, and potentially elsewhere.
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Mazzilli, Kaitlyn M., Michelle T. Bover Manderski, Cristine D. Delnevo, and Mary Hrywna. "A Pilot Feasibility Study of an Online Youth Tobacco Survey Administration among High School Students." International Journal of Environmental Research and Public Health 19, no. 16 (August 11, 2022): 9911. http://dx.doi.org/10.3390/ijerph19169911.
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The COVID-19 pandemic restrictions forced many schools to shift to remote or hybrid learning, disrupting surveillance systems such as the New Jersey Youth Tobacco Survey, traditionally administered in schools by paper and pencil. In spring 2021, we conducted a feasibility study among a convenience sample of six public high schools to assess the use of an online survey to allow for remote participation. In each school, 4 to 6 classes were selected randomly, and all students within a sampled class were selected to participate in the survey. A total of 702 students completed surveys. School contacts were asked to provide qualitative feedback about the survey administration. Feedback was generally positive, with a few suggestions for improvement. Approximately 19% of students reported the ever use of e-cigarettes. Among current e-cigarette users, there was a shift in popularity from prefilled or refillable pods or cartridges (23.3%) to disposable e-cigarettes (53.5%). Less than 10% of current e-cigarette users reported using tobacco-flavored e-cigarettes, despite a statewide flavor ban on all other flavors.
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Bogacki, David F., Deborah J. Armstrong, and Kenneth J. Weiss. "Reducing School Violence: The Corporal Punishment Scale and its Relationship to Authoritarianism and Pupil-Control Ideology." Journal of Psychiatry & Law 33, no. 3 (September 2005): 367–86. http://dx.doi.org/10.1177/009318530503300304.
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Prevailing research indicates that corporal punishment in schools may aggravate the risk of violence among students. The authors hypothesized that personality characteristics of educational personnel may contribute to the risk that corporal punishment will be applied. Study 1 investigates the relationship between attitudes toward corporal punishment and two personality variables: authoritarianism and pupil-control ideology. Data were collected from 20 public schools and three parochial schools in Pennsylvania, Texas, and New Jersey. A total of 387 school personnel served as research participants for the study. The Corporal Punishment Scale (CPS) was used to measure the attitudes of school personnel toward corporal punishment. The CPS correlated positively with authoritarian personality traits (r = .78), and pupil-control ideology (r = .76). These findings support the convergent and concurrent criterion validity of the CPS. The predictive validity of the CPS is supported by a correlation with self-report of actual use ofcorporal punishment in Study 2 (r =.71). The authors conclude that the use ofthe CPS in screening school personnel may be important in preventive risk management with violent students.
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Mensah, Yaw M., Michael P. Schoderbek, and Robert H. Werner. "A Methodology for Evaluating the Cost-Effectiveness of Alternative Management Tools in Public-Sector Institutions: An Application to Public Education." Journal of Management Accounting Research 21, no. 1 (January 1, 2009): 203–39. http://dx.doi.org/10.2308/jmar.2009.21.1.203.
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ABSTRACT: The shift toward performance budgeting and outcome measures for public-sector institutions in recent decades has created a need to formally link inputs consumed and outcomes achieved. Given the inherent problems of cost accounting systems in public-sector institutions, we propose a statistical approach to identify the most cost-effective management tools that also recognize the endogeneity between costs and outcomes. The model developed allows for the examination of possible trade-offs that can be exercised by public-sector institutions facing multiple stakeholders with conflicting objectives. Using public schools in New Jersey and a set of variables identified from the education economics literature, we estimate cost and outcome functions to demonstrate empirically the choices made by school district superintendents that trade off the interests of various stakeholders, while seeking to meet the core objectives of the institutions. Our empirical results provide insight on the variables controllable by the superintendents that appear to be used inefficiently, or are subject to institutional constraints that limit the flexibility in input choice assumed by the proposed method. From a management accounting standpoint, the identification of such variables narrows the areas to be focused on in the search for improvements in performance.
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Bruguier, Elsa. "Allied Health and Nursing Academic Programs at New Jersey county colleges: Holistic Health and Complementary and Alternative Medicine Content." Complementary health practice review 13, no. 3 (October 2008): 155–70. http://dx.doi.org/10.1177/1533210108326268.
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Rising public interest in and use of holistic health (HH) practices and complementary and alternative medicine (CAM) has created a need for health care providers to become knowledgeable in these areas. HH/CAM content is increasingly included in curricula of professional health education, a trend less clear in associate, certificate, and diploma programs of 2-year colleges. A survey of directors and coordinators of allied health and nursing programs at New Jersey county colleges was conducted to determine curricular presence of HH/CAM and program constituency awareness of institutionally accessible HH/CAM information resources. Results indicated: rising interest in HH/CAM instruction; multiple forces influencing HH/CAM inclusion; HH/CAM strengthening programs; and uncertainty regarding knowledge of and perceived use of library HH/CAM resources. By including HH/CAM, New Jersey's allied health and nursing programs are progressively aligned with consumer use, and trends of professional health schools.
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Scott, Gary. "Public Schools and Public Funds - Jeffrey R. Henig: Rethinking School Choice: Limits of the Market Metaphor. (Princeton, New Jersey: Princeton University Press, 1994. Pp. xi, 277. $24.95.)." Review of Politics 57, no. 3 (1995): 551–54. http://dx.doi.org/10.1017/s0034670500019793.
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Gold, Michael S., Jim Buttery, and Peter McIntyre. "Human papillomavirus vaccine safety in Australia: experience to date and issues for surveillance." Sexual Health 7, no. 3 (2010): 320. http://dx.doi.org/10.1071/sh09153.
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Australia was one of the first countries to licence a quadrivalent human papillomavirus (HPV) vaccine, rapidly followed by a federally funded program of universal vaccination of a broad age group of females through schools (12 to 18 years) and primary care (19 to 26 years). As of August 2009, more than 5.8 million doses of Gardasil® (quadrivalent; Merck, New Jersey, USA) have been distributed in Australia and a total of 1394 suspected adverse events following immunisation (AEFI) have been reported to the passive surveillance system. Most reports are of common and expected reactions. Case series of more uncommon and serious AEFI, both known to be potentially vaccine related (anaphylaxis, conversion disorders and lipoatrophy) and otherwise (multiple sclerosis and pancreatitis) have been published.
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Acciai, Francesco, Punam Ohri-Vachaspati, and Michael J. Yedidia. "Schools’ Participation in the Community Eligibility Provision Affects Students’ Receipt of Emergency Benefits during the COVID-19 Pandemic." Nutrients 14, no. 22 (November 21, 2022): 4919. http://dx.doi.org/10.3390/nu14224919.
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Pandemic Electronic Benefits Transfer (P-EBT) benefits were intended for families of school children who lost access to free or reduced-price school meals (FRPMs) during the COVID-19 pandemic-related school closures. In high-poverty communities, all students from schools participating in the Community Eligibility Provision (CEP) were automatically eligible for P-EBT benefits; in non-CEP schools, only students already participating in FRPMs—for which their parents submitted an individual application—were eligible for P-EBT benefits. Using publicly available data from 105 K-12 public schools located in 4 sizeable low-income New Jersey (NJ) cities, this study investigated the association between school CEP participation status and the reach of P-EBT benefits for eligible students. A generalized linear model with a logit link, a binomial family, and robust standard errors was used. Across all levels of FRPM eligibility based on students’ household income, as expected, almost all students from CEP schools received P-EBT benefits; significantly fewer received P-EBT benefits if they attended non-CEP schools, even when they were eligible for FRPMs. Our findings show that without changes to the qualification process for CEP, large numbers of eligible children will not receive the intended health benefits of federal meals programs or similar emergency relief initiatives. Expanding CEP eligibility and simplifying the process through which schools qualify would likely improve the uptake of federal meals programs and emergency interventions, and more effectively achieve their intent.
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Eaton, Charlie, Sheisha Kulkarni, Robert Birgeneau, Henry Brady, and Michael Hout. "The Organizational Ecology of College Affordability: Research Activity, State Grant Aid Policies, and Student Debt at U.S. Public Universities." Socius: Sociological Research for a Dynamic World 5 (January 2019): 237802311986240. http://dx.doi.org/10.1177/2378023119862409.
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Sociologists have theorized U.S. universities as a heterogenous organizational ecology. We use this lens to compare student debt and college prices for low-income students across public universities according to their research intensiveness and varied state grant aid policies. We show that students at research-intensive public universities have had an easier time repaying student loans than at other schools. By linking multiple data sets, we also provide the first comprehensive assessment for all 50 states of state-level need-based grant aid programs, which might alleviate loan repayment challenges. We find large disparities. California, Washington, Wyoming, and New Jersey spent more than $4,000 on aid per low-income student in 2015, more than the federal expenditure on Pell Grants for their state. Most states spend little in comparison. Contra the Bennett hypothesis, we also find that state need-based aid is strongly associated with both lower net prices and lower student loan nonrepayment rates.
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Gearing, Brian. "Andrew W. Dobelstein with Ann B. Johnson, Serving Older Adults: Policy, Programmes and Professional Activities, Prentice-Hall, Englewood Cliffs, New Jersey, 1985, 242 pp., ISBN 1 13 806860 7." Ageing and Society 6, no. 4 (December 1986): 507–9. http://dx.doi.org/10.1017/s0144686x00006334.
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Wolferz, Richard, Simran Arjani, Andrew Bolze, and Elizabeth Pegg Frates. "Students Teaching Students: Bringing Lifestyle Medicine Education to Middle and High Schools Through Student-Led Community Outreach Programs." American Journal of Lifestyle Medicine 13, no. 4 (March 24, 2019): 371–73. http://dx.doi.org/10.1177/1559827619836970.
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Lifestyle medicine has the power to reverse the growing burden of chronic disease that now plagues our health care system. The World Health Organization, the Centers for Disease Control and Prevention, and the American College of Lifestyle Medicine have all independently recognized the need for community-centered lifestyle medicine education as a means of empowering individuals to take charge of their own health. Students in undergraduate, medical, and allied health schools may serve as mediators for these conversations. With guidance from faculty lifestyle medicine mentors, these students can operate as peer educators in primary and secondary schools to supplement current health teaching with the core tenants of lifestyle medicine: nutrition, exercise, sleep, mental and social well-being, and substance avoidance as strategies to prevent and treat chronic disease. We present models of two such student-led programs working with middle and high school students in Massachusetts and New Jersey. Both programs have found success by engaging middle and high school students in interactive workshops and by responding to their individual interests and community needs. We share our currently available resources and, moving forward, hope to publish a tested curriculum that students around the country can implement in their communities to promote lifestyle medicine.
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Warren, Mark R., Soo Hong, Carolyn Leung Rubin, and Phitsamay UY Sychitkokhong. "Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools." Teachers College Record: The Voice of Scholarship in Education 111, no. 9 (September 2009): 2209–54. http://dx.doi.org/10.1177/016146810911100901.
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Background/Context Parent involvement in education is widely recognized as important, yet it remains weak in many communities. One important reason for this weakness is that urban schools have grown increasingly isolated from the families and communities they serve. Many of the same neighborhoods with families who are disconnected from public schools, however, often contain strong community-based organizations (CBOs) with deep roots in the lives of families. Many CBOs are beginning to collaborate with public schools, and these collaborations might potentially offer effective strategies to engage families more broadly and deeply in schools. Purpose This article presents a community-based relational approach to fostering parent engagement in schools. We investigated the efforts of CBOs to engage parents in schools in low-income urban communities. We argue that when CBOs are authentically rooted in community life, they can bring to schools a better understanding of the culture and assets of families, as well as resources that schools may lack. As go-betweens, they can build relational bridges between educators and parents and act as catalysts for change. Research Design Using case study methodology, we studied three notable school-community collaborations: the Logan Square Neighborhood Association in Chicago, Illinois; the Camino Nuevo Charter Academy in Los Angeles, California; and the Quitman Street Community School in Newark, New Jersey. Each case represents one of three types of collaboration identified in previous research: community service, community development and community organizing. Findings Although differences in context mattered, we found three common dimensions of parent engagement work across the cases. The three core elements of this community-based relational approach are (1) an emphasis on relationship building among parents and between parents and educators, (2) a focus on the leadership development of parents, and (3) an effort to bridge the gap in culture and power between parents and educators. We contrast this community-based approach with more traditional, school-centric, and individualistic approaches to parent involvement. Conclusions There are a number of lessons from this study for educators interested in broadening and deepening parent participation in schools. First, educators can benefit from taking a patient approach, building relationships over time. Second, schools may not be able to do parent engagement work alone; they can profit from the social capital expertise of community-based organizations. Finally, educators would benefit from understanding that communities bring different needs, aspirations, and desires to their children's education. If educators collaborate with community partners and help to develop parent leadership, they can form initiatives that meet the interests, values, and capacities of any particular school community.
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Nolan, Kathleen. "The Lived Experience of Market-Based School Reform: An Ethnographic Portrait of Teachers’ Policy Enactments in an Urban School." Educational Policy 32, no. 6 (October 18, 2016): 797–822. http://dx.doi.org/10.1177/0895904816673742.
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In 2010, the Obama administration called for schools with low standardized test scores, often in high poverty, urban communities, to be targeted for rapid school improvement through reforms in teacher professional development, curriculum, and other areas. Since that time, many of schools deemed in need of improvement have experienced a vast array of reform mandates and intense pressure to put mandates into practice without delay. This article presents a critical policy analysis and an ethnographic portrait of the ways math teachers at a low-performing New Jersey public school make sense of multiple, often incoherent, policy mandates. Using a policy enactment lens, which highlights the discursive dimensions of policy and the significance of context, the author interrogates the ways national discourses—in particular, the promise of private companies’ research-based products and services and the teacher as bad or resistant—enter into the school and inform or delimit teachers’ policy enactments. The author provides a discriptive analysis of the institutional reform narrative based on interviews with school administrators. The author then draws on observation data from teachers’ meetings to show how teachers generally worked diligently to make mandates coherent within their institutional context, but their efforts were often frustrated by the inefficacy, inappropriateness, or sheer number of top-down mandates. Findings challenge conventional policy convergence studies that do not account for the ideological dimensions of enactment. Further, the study challenges conventional scholarly and popular perceptions of urban teachers as resistant to change.
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Bailey, Annette M. "Book Review: ANALYSTS IN THE TRENCHES: STREETS, SCHOOLS, WAR ZONES. Sklarew, B., Twemlow, S. W., and Wilkinson, S. (Eds.). Hillsdale, New Jersey: The Analytic Press Inc., 2004. 344 pp., $39.95." Clinical Social Work Journal 33, no. 3 (August 2005): 372–73. http://dx.doi.org/10.1007/s10615-005-4953-6.
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Blaikie, Andrew. "Jeff Ostroff, Successful Marketing to the 50+ Consumer: How to Capture one of the Biggest and Fastest Growing Markets in America. Prentice-Hall, Englewood Cliffs, New Jersey, 1989, 400 pp., $19.95, ISBN 0 138 60297 2." Ageing and Society 12, no. 1 (March 1992): 137–39. http://dx.doi.org/10.1017/s0144686x00004797.
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Graue, Elizabeth, Sharon Ryan, Bethany Wilinski, Kaitlin Northey, and Amato Nocera. "What Guides Pre-K Programs?" Teachers College Record: The Voice of Scholarship in Education 120, no. 8 (August 2018): 1–36. http://dx.doi.org/10.1177/016146811812000807.
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Background/Context Early childhood education joined the standards movement in 2002 with the Good Start, Grow Smart initiative, with advocates arguing that standards were a tool for creating more continuity and coherence in Pre-K systems. Critics posed concerns about a perceived poor fit between standards-based and developmentally appropriate practices, pointing to standardization and pressure from the K–12 system. With growth in public Pre-K programs guided by state early learning standards, we set out to understand what guides Pre-K programs. Setting We sampled two states with mature Pre-K programs: New Jersey (NJ), a targeted, highly regulated full-day program for 3- and 4-year-olds and Wisconsin (WI), a universal, local control half-day program for 4-year-olds. Both programs implement Pre-K programs in schools, Head Start, and child care classrooms. Purpose/Focus of Study The purpose of the project was to compare the role of standards in Pre-K programs in NJ and WI, analyzing standards conceptualization and enactment by district administrators and teachers. Research Design We designed a multi-state, comparative case study including interviews with state actors who identified rural, midsize, and urban districts for fieldwork, weekly observations of Pre-K classrooms in elementary schools, Head Start, and childcare centers and interviews with the teachers in these sites. Conclusions Policy and standards alone were not very good predictors of the Pre-K programs’ enacted practices. The logic of practice embedded in standards evolved through policy enactment in the local context, through the work of actors, like local child care advocates, the administrative designs of district leaders, and the policies of the adjacent K–12 system. The nonlinear implementation of early learning standards in this study shows the importance of looking beyond policy inputs and child outcomes and the need to include the administrative and instructional practices between if we are to understand how to best support young learners and their teachers.
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Perkins, H. Wesley, David W. Craig, and Jessica M. Perkins. "Using social norms to reduce bullying." Group Processes & Intergroup Relations 14, no. 5 (April 7, 2011): 703–22. http://dx.doi.org/10.1177/1368430210398004.
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Bullying attitudes and behaviors and perceptions of peers were assessed in a case study experiment employing a social norms intervention in five diverse public middle schools in the State of New Jersey (Grades 6 to 8). Data were collected using an anonymous online survey (baseline n = 2,589; postintervention n = 3,024). In the baseline survey, students substantially misperceived peer norms regarding bullying perpetration and support for probullying attitudes. As predicted by social norms theory, they thought bullying perpetration, victimization, and probullying attitudes were far more frequent than was the case. Also as predicted, variation in perceptions of the peer norm for bullying was significantly associated with personal bullying perpetration and attitudes. Using print media posters as the primary communication strategy, an intervention displaying accurate norms from survey results was conducted at each of the five school sites. A pre-/postintervention comparison of results revealed significant reductions overall in perceptions of peer bullying and probullying attitudes while personal bullying of others and victimization were also reduced and support for reporting bullying to adults at school and in one’s family increased. The extent of reductions across school sites was associated with the prevalence and extent of recall of seeing poster messages reporting actual peer norms drawn from the initial survey data. Rates of change in bullying measures were highest (from around 17% to 35%) for the school with the highest message recall by students after a one-and-a-half-year intervention. Results suggest that a social norms intervention may be a promising strategy to help reduce bullying in secondary school populations.
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Fisher, Rebecca, David Jevotovsky, Jessica Raviv, and Barry Love. "Quantifying the Impact of COVID-19 “Lockdown” on Physical Activity in Children and Adults with Implanted Cardiac Rhythm Devices: A Single Center Experience Using Cardiac Rhythm Device Accelerometer Data." COVID 2, no. 9 (August 31, 2022): 1228–31. http://dx.doi.org/10.3390/covid2090089.
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Background: In response to the COVID-19 pandemic, the US states of New York and New Jersey instituted a “lockdown” that closed schools and most businesses except for essential services. The public was urged to remain at home. The 78-day lockdown period extended from 22 March 2020 to 6 June 2020. We sought to evaluate the impact of COVID-19 lockdown on continuously recorded physical activity in our patients with congenital heart disease with implanted cardiac rhythm management (CRM) devices—pacemakers (PPM), defibrillators (ICD) and implantable loop recorders (ILR) enabled with accelerometers that translate motion into a measure of active hours/day. Methods: All patients from our congenital CRM database with accelerometer-enabled devices who had stable cardiac status residing in NY and NJ were included. Forty-one patients met the inclusion criteria; the median age was 29.6 years (range 7–60); 54% female; 23 ICD, 15 PPM and 3 ILR. The patient activity was averaged for the 2 months prior to lockdown, during the lockdown, and the 2 months afterward. Paired t-tests were used to compare activity before and during lockdown, and before and after lockdown. Each patient served as his/her own control. Results: Active hours/day decreased by a mean of 32% (±27%) from baseline (p < 0.001). A total of 32 patients experienced a decline, 6 had no change and 3 had an increase. Active hours rebounded after lockdown and were unchanged compared to pre-lockdown levels. Conclusions: The COVID-19 lockdown in NY/NJ during the Spring of 2020 resulted in a significant drop in active hours/day in children and adults with congenital heart disease. Active hours/day rebounded to baseline after restrictions were lifted.
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Speiser, Erin, Genevieve Pinto Zipp, Deborah A. DeLuca, Ana Paula Cupertino, Evelyn Arana-Chicas, Elli Gourna Paleoudis, Traci N. Bethea, Benjamin Kligler, and Francisco Cartujano-Barrera. "Environmental Health Needs Among Latinas in Cleaning Occupations: A Mixed Methods Approach." Environmental Health Insights 16 (January 2022): 117863022211000. http://dx.doi.org/10.1177/11786302221100045.
Full textAbstract:
In the U.S., approximately half of maids and housekeeping cleaners are Latino or Hispanic, while the vast majority are women (88.3%). This largely immigrant, underserved workforce faces complex factors, which may contribute to adverse health outcomes. To understand relevant barriers and challenges, this mixed-methods study explored the environmental health needs of a heterogeneous group of Latinas in New Jersey (NJ) who clean occupationally, and consisted of 3 focus groups (N = 15) with a cross-sectional survey (N = 9), both conducted in Spanish. Participants were recruited from community-based English as a Second Language classes in Hackensack, NJ. Analysis of focus group audio recordings included descriptive and in vivo coding followed by inductive coding to explore thematic analysis. The survey responses were evaluated using descriptive statistics. As per the survey results, the environmental health needs of this population include sore muscles, back problems, asthma, other respiratory issues, migraine or headache, and skin issues (rash, etc.). In the group discussions, the roles of genetics, food, and chemical exposures in cancer etiology were of great interest and a variety of opinions on the topic were explored. Both the focus group discussions and survey responses suggested that this population also faces barriers including lack of training, chemical exposures and inadequate personal protective equipment (PPE). These barriers are compounded by daily environmental exposures from personal home cleaning practices. The development of culturally- and linguistically-appropriate interventions are warranted to better protect the health of essential occupational cleaners who keep homes, businesses and schools clean.
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Shendell, Derek G., Lauren N. Gonzalez, Joseph A. Panchella, and Jason Morrell. "Time-Resolved Characterization of Indoor Air Quality due to Human Activity and Likely Outdoor Sources during Early Evening Secondary School Wrestling Matches." Journal of Environmental and Public Health 2021 (June 7, 2021): 1–9. http://dx.doi.org/10.1155/2021/5580616.
Full textAbstract:
Despite positive health outcomes associated with physical activity as well as individual and team sports, poor indoor air and environmental quality can adversely affect human health, performance, and comfort. We conducted a 14-month field case study incorporating two winter sports regular seasons (12/2017–2/2019) including analyses of particulate matter (PMx) in air and in dust, carbon dioxide (CO2), temperature, and relative humidity (RH%) during secondary or high school wrestling activities in southern New Jersey, USA. After planning and piloting methods during the first winter sports regular season (12/2017–2/2018), during the second winter sports regular season (1–2/2019), we conducted a purposeful simultaneous real-time sampling midgymnasium adjacent to the wrestling mats. Gymnasium occupancy ranged 100–500 people. Data collected included inhalable PM10 resuspended from floor mats, fine respirable PM2.5, and indoor CO2, temperature, and RH%. Short-term real-time elevated PM10 levels were directly compared with simultaneously documented wrestling match bouts, e.g., student-athlete takedowns and pins. PM10 and PM2.5 levels were compared with other known documented activities indoors (e.g., snack bar) and sources outdoors (e.g., adjacent parking lot and major freeway). To understand CO2, temperature, and RH% data, we characterized the HS gym mechanical ventilation system—no doors or windows outdoors—and recorded occupancy during match hours. Indoor CO2 levels ranged ∼700–1000 ppm during match #1 on 1/23/2019 but ranged from ∼900 to 1900 ppm during match #2 on 1/30/2019, with >1000 ppm for the majority of the time (and throughout the entire varsity match when occupancy was at maximum). Future research should further characterize PM10 constituents in mat dust and indoor air with larger samples of schools and matches.