York State Education Department Research Articles

Representation and Politics: Contesting Histories of the Iroquois

In 1987 the New York State Education Department (SED) began a project aimed at improving the representation of Indians in the social studies curriculum. Through its Office of Curriculum Development, SED funded the publication of a curriculum resource guide written by a group of Iroquois to be used by social studies teachers as an optional supplement to the regular syllabus. The State Education Department sent the first draft of that guide to scholars, educators, and Indians for review. Among the reviews that were returned were several from nonIndian scholars prominent in Iroquoian studies that were sharply critical of the content of the guide; these reviews echoed criticisms by other scholars of the Indian version of colonial history recently advanced by some traditionalist Iroquois. Some of the reviewers also criticized SED itself for endorsing a syllabus supplement that is, in their opinion, biased and historically inaccurate. Some Indians involved in the resource guide project reacted to these critical reviews with anger and resentment, and a few declared that Iroquois research would now be closed to those scholars.

Civil Rights. Disparate-Impact Doctrine. Court Prohibits Awarding Scholarships on the Basis of Standardized Tests That Discriminatorily Impact Women. Sharif v. New York State Education Department, 709 F. Supp. 345 (S. D. N. Y. 1989)

Civil Rights. Disparate-Impact Doctrine. Court Prohibits Awarding Scholarships on the Basis of Standardized Tests That Discriminatorily Impact Women. Sharif v. New York State Education Department, 709 F. Supp. 345 (S. D. N. Y. 1989)

Soundoff: An Integrated Approach for Secondary School Mathematics

In 1972, after many years of concern and dissatisfaction with the traditional three-year high school mathematics program of geometry sandwiched between algebra (Math 9) and algebra-trigonometry (Math 11), the Bureau of Mathematics of the New York State Education Department decided to investigate a possible alternative approach. In June of that year, an ad hoc committee of the state's mathematics educators developed an outline for a three-year curriculum aimed at bringing together the various branches of mathematics previously treated as independent, year-long courses. Most of the traditional content was retained, although not necessarily at the same grade level; in addition, probability, statistics, logic, and transformation geometry were included in a three-year comprehensive program.

A Procedure to Link Evaluation and Funding Decisions

Davis and Salasin (1975) have summarized many of the issues in the use of evaluation results, including statements by evaluators that their findings are not used and those by administrators that evaluation findings are not available when decisions have to be made. Although there is much discussion of the need to relate evaluation and decision making, there have been few efforts to specify the manner in which this might occur. Edwards, Guttentag, and Snapper (1975) proposed and applied a method called multiattribute utility measurement to assist the Office of Child Development in defining the major dimensions of importance in developing priorities for funding research projects. The multiattribute utility measurement method is one of a set of methods classified as decision aids by Slovic, Fischoff, and Lichtenstein (1977), as opposed to formal behavioral decision theory models. One framework for the present study is provided by the procedures used to aid decisions. A second framework is the problem of defining for the diverse set of programs funded under the basic grants given in the Vocational Education Act of 1976 (VEA). Bernstein and Freeman (1975) define impact evaluation as movement or change toward the desired objectives of a project, that is, prespecified, operationally defined goals and criteria of success. In the current work, these definitions are established externally to the individual projects. Projects will have varying goals and any one project may not meet all the priorities of the funding program. By operationally defining the set of variables that define impact, developing a scale or distribution of these variables, and summing scale values for each grant application or funded project, individual projects can be evaluated as high or low impact projects. A related study has been conducted by Ory, Harris, Dueitt, and Clark (1978). They developed and field tested a vocational education evaluation model for programs at the community college level, based on subjectively and objectively derived data. Weights for six criteria were derived from paired comparison ratings by state and local educators, legislators, college The research reported herein was supported under VEA Grant No. 78-3A-540 of the Division of Occupational Education Supervision of the New York State Education Department to the Institute for Research and Development in Occupational Education of the Center for Advanced Study in Education of the Graduate Center of the City University of New York.

Why a Separate Organization for State Boards?

MILDRED S. SCHMIDT, R.N., Ed.D., is executive secretary to the State Board for Nursing. The New York State Education Department. She is president of the National Council of State Boards of Nursing, Inc

Review: Solar Energy Project, by The New York State Education Department and the Atmospheric Science Research Center

Review: <i>Solar Energy Project</i>, by The New York State Education Department and the Atmospheric Science Research Center

Productivity of Instructional Time by Mode of Instruction for Students at Varying Levels of Reading Skill

REPORTS FINDINGS FOR THE RELATIONSHIP of the amount of instructional time in reading received by elementary school students in 4 New York state school districts to their gains in scores on the California Achievement Test (CAT), Level 3, and on a Criterion Referenced Test (CRT), prepared by the New York State Education Department. From detailed teacher interviews, information was obtained for the number of minutes of instruction that each child received. This data was recorded by type of instruction (large group, small group, individualized) and by type of instructor (classroom teacher, specialist, paraprofessional). For the CAT, the period between pretest and post test was about 11 weeks, and for the CRT about 9 weeks. Since students in each grade were placed according to school reading skill by their level on the CRT, it was possible to examine the amount of instruction time (resources) received by children in each grade at various levels of reading skill. It was found that educators gave relatively more resources to lower performing children. Most of the difference went to the lowest performers, especially in the school district with large amounts of Title I funds. With respect to the relationship of instructional time to reading performance, it was found that classroom teacher, small and large group instruction was positively related to reading gains between 30 and 50 per cent of the time (depending upon the level of statistical significance chosen). The positive relationship was strongest for children at or slightly below grade level and weakest for students above grade level. Relationships for individualized instruction and

Using hand-held calculators in sixth-grade classes

During the 1973-74 school year. two sixth-grade classes in New York conducted classroom tri als of hand-held calculators. Each child in these classes had a Bowmar “Brain” hand-held calculator for his usc during mathematics lessons each day. The project was organized by the Bureau of Mathematics Education, New York State Education Department. The calculators were provided free of charge by Bowmar/ALl, Inc., and supervision was provided by the principals of the project schools.

Relationship between pitch deviancy and intelligibility of deaf children's speech

This study was designed to investigate the relationship between pitch deviancy and intelligibility of deaf children's speech. Ratings of pitch and overall intelligibility of the children's spontaneous speech were obtained from three listeners familiar with the speech of the deaf. The rating scales used were from the Communication Profile developed at the National Technical Institute for the Deaf (D. Johnson, Proceedings of the Institute on Rehabilitative Audiology, July 1974). Preliminary results suggest that speech intelligibility and pitch deviancy are not significantly correlated. The relationship between rate d pitch deviancy and deviance of the fundamental frequency as measured by spectrographic analysis will be discussed. Analysis of the interaction between pitch deviancy, speech intelligibility, and hearing level will also be presented. [Research supported by the New York State Education Department: CREED Project ED-73-001 DC.]

Speech-reading skills of deaf children

An experimental test of speech-reading was designed to assess the relationship between speech-reading skills and language comprehension in a group of 13-year-old deaf children. The test was constructed to satisfy the criteria of simple active-declarative sentences in which the subject, object, and action could be systematically varied. Four different sentence types were generated that varied in range of difficulty. The experimental speech-reading test was administered as part of a comprehensive battery of language, speech reception and speech production tests. Results suggest that speech-reading skills are more closely correlated with language tests such as the tests of syntactic comprehension. Speech-reading was less closely correlated with speech reception and speech production measurements in this population. [Research supported by New York State Education Department, GREED Project ED 73-001 DC.]

Computer simulation as a diagnostic tool in language evaluation

The language of congenitally deaf children is generally less advanced and contains many more errors than that of hearing children. Because of the complex structure of language and the many types of errors that can occur, it is not always clear which errors or syntactic forms should receive special attention in teaching for the most rapid improvements in language. An attempt was made to obtain such information by means of computer simulation. Samples of the written language of several deaf children were entered into the computer together with syntactic corrections, suitably coded, whenever an error occurred. The computer then reproduced each child's written sample several times, systematically eliminating various errors and combinations of errors. The modified versions of each written sample, which covered the range from original to a completely corrected sample, were then rank ordered in terms of overall quality. From these rankings it was possible to determine on a child-by-child basis which errors, if eliminated, would produce the greatest improvements in the child's language. In addition, statistical analyses can be performed to determine the most common error types both between and within children. [Supported, in part, by New York State Education Department, CREED Project ED 73-001DC.]

Language communication skills of deaf children

One hundred and twenty 10-year-old deaf children received a comprehensive battery of tests to measure speech and language skills. The test battery included measures of syntatic comprehension (as developed by S. Quigley and associates, Illinois Institute for Exceptional Children), written language samples, tests of speech reception, speech production, and speech reading of words, sentences, and phrases. An analysis of proximities showed a high degree of clustering between all the language measures and a moderate degree of clustering between the communication measures. Of the latter, speech reading of sentences and phrases showed the highest correlation with the language measures, [Research supported by New York State Education Department, CREED Project ED 73-001DC.]

New applications: Computer systems at work

“Mr. Computer” has joined the staff of the New York State Education Department's Division for Handicapped Children.

Description of a Drug Studies Course Taught in a College Camp Setting

For several years the College at Cortland, State University of New York, has offered a course in drug studies through its Health Science Department. During the 1971 summer session a section of this course was limited to people preparing to teach about drugs as a part of the State-mandated course in Health Education. The New York State Education Department provided stipends for students and paid those consultants who requested fees or expenses. One section of this course was conducted at the college's 250-acre Adirondack camp, the Huntington Memorial Camp. Education law in New York State specifies that there be included in grades Kindergarten through 12 the study of Health. Drugs, in particular, are given a prominent part in this study. The refreshing atmosphere of a well-equipped but otherwise unspoiled camp is described. Its probable effect upon learning, especially the development of attitudes toward drug education, is explored in this article. The nature of the course conduct and content are included, as well.

Drug Education—Better Late Than Never

Recognizing that problems arising from human ecology do not represent medical failure so much as educational failure, and that prevention is cheaper in the long run than rehabilitation, the New York State Education Department is implementing a course of study in the Health Sciences incorporating knowledge from the disciplines of medical science and public health, aimed at prevention through education. Curriculum materials for 4th grade through high school, developed by the State Education Department, deal initially with the nature and proper use of drugs as a basis for understanding drug abuse. Drug education, to be effective as a drug abuse deterrent, should be taught by a well prepared health education teacher within the context of health education which touches on areas of mental health, physical health, consumer health, public health, safety and pharmacology. Intensive teacher training programs are underway in six institutions of higher education in New York State to prepare teachers licensed in other educational areas to fulfill state certification requirements in health education. Additional teachers are being trained to teach inservice courses in their own districts; their $600 salary per 30 hour course taught is paid by the State Education Department. The goal is to reach 7500 teachers during this school year. The program participants are brought into contact with consultants from many related fields. A learn-by-doing method is utilized involving group processes and activities designed to encourage individuals to become responsible for their own learning and the learning of others.

Pre-Cambrian Rock

Origin of Anorthosite and Related Rocks Edited by Y. W. Isachsen. (Papers presented at the Second Annual George H. Hudson Symposium at Plattsburgh, New York, 1966.) (Memoir 18, New York State Museum and Science Service.) Pp. ix + 466. (University of New York State Education Department: Albany, New York, 1969.) $20.

A Viewpoint: The Museum as a Communications System and Implications for Museum Education1

Curator: The Museum JournalVolume 11, Issue 1 p. 33-40 A Viewpoint: The Museum as a Communications System and Implications for Museum Education1 Duncan F. Cameron, Duncan F. Cameron President Janus Museum Consultants Limited TorontoSearch for more papers by this author Duncan F. Cameron, Duncan F. Cameron President Janus Museum Consultants Limited TorontoSearch for more papers by this author First published: March 1968 https://doi.org/10.1111/j.2151-6952.1968.tb00883.xCitations: 27 1 This paper is derived from research in museums and education conducted for the New York State Education Department in 1966 under a grant from the United States Office of Education. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume11, Issue1March 1968Pages 33-40 RelatedInformation

ENVIRONMENTAL FACTORS IN ACADEMIC DEVELOPMENT

Journal of School HealthVolume 38, Issue 2 p. 110-113 ENVIRONMENTAL FACTORS IN ACADEMIC DEVELOPMENT C. M. Armstrong, C. M. Armstrong Mr. Armstrong is Associate Statistician in the New York State Education Department at Albany, N. Y. This paper was given as a part of the program of the Research Council at the annual meeting of the American School Health Association in October 1967 at Miami Beach, Fla.Search for more papers by this author C. M. Armstrong, C. M. Armstrong Mr. Armstrong is Associate Statistician in the New York State Education Department at Albany, N. Y. This paper was given as a part of the program of the Research Council at the annual meeting of the American School Health Association in October 1967 at Miami Beach, Fla.Search for more papers by this author First published: February 1968 https://doi.org/10.1111/j.1746-1561.1968.tb04960.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume38, Issue2February 1968Pages 110-113 RelatedInformation

On the Teaching of Culture

Nein, ich bin Deutschlehrerin. Ich mache ein paar Aufnahmen, weil ich meinen Klassen zeigen will, wie ein deutscher Wald aussieht. From this point below the donkey station all the way down to the Park Hotel, we walked and talked about school, rock 'n' roll, plans for the future, hopes and desires. Back on the topic of school again, one girl asked: Kulturkunde? Was ist das? Suddenly I was challenged to explain in simple words something that I have been doing for many years. I related how I teach the geography and history of Germany and the basic facts about its great writers, musicians, scientists and artists, and about great German-Americans. For a while it seemed as if I had stepped aside and taken a new look at my teaching. Wissen Sie Bescheid iiber die Geographie von England, iiber die grof en Sttidte, idber die Geschichte des Landes und die gro1Ben Dichter? I asked. Nein, wir lernen nur die Sprache, was the answer. Now I believe that the culture of a country is inseparable from its language, but that is a topic of discussion for teachers and not high school pupils. We parted, exchanging addresses. These six girls now have pen pals in Hicksville High School. It is my purpose here to outline a few successful ideas from the material required by the New York State syllabus on the teaching of Kulturkunde. (For the purposes of this syllabus it [culture] may be called the sum total of the German-speaking people's way of life. German for Secondary Schools. Bureau of Secondary Curriculum Development, New York State Education Department, Albany, 1961, p. 102.) Of what, then, does the teaching of Kulturkunde consist? There are several units in my plan, one or two of which are taught each quarter and tested by means of multiple choice questions on the quarterly examinations. There are no separate tests on culture.

The Effect of Second-Language Instruction on the Reading Proficiency and General School Achievement of Primary-Grade Children

The possibility of interference effects between language systems has militated against the inclusion of foreign-language programs in the primary grades. Yet foreign-language instruction is operating under major federal subsidy, and evidence coming from several professions suggests that such learning would be more effective if begun in early childhood. Authorities in the fields of child development (Gesell & Ilg, 1961), neurology (Penfield, 1964; Glees, 1962), linguistics (Haugen, 1961), and education (Andersson, 1960) recommend that second-language learning be initiated no later than the beginning of formal education. Other educators disagree (Dickinson, 1961; New York State Education Department, 1962), contending the earliest feasible period for foreign-language instruction to be during the eight-to-nine age range. In the schools of this country, the latter point of view has prevailed. A major concern of curriculum specialists is second-language interference with beginning reading in the native language, and hence, with general school achievement. Underlying this concern are the results of research on bilingualism, some of which have indicated possible language deficit from the coexistence of two languages in a single nervous system (Mitchell, 1937; Smith, 1939, 1949; Darcy, 1952). Generalization from the bilingualism research to the present issue is of questionable validity, however, due to dissimilarity of both the sources and the conditions of interference. Studies of bilingualism deal with interference between two parallel (two oral, or two written) codes, where there has been long exposure to both languages. With primary foreign language programs, concern is with interference from the oral code of a second-language system to the written code of the first, under comparatively limited exposure conditions.