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

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

Author: Grafiati

Published: 27 July 2024

Last updated: 31 July 2025

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

1

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

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

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

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3

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

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

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

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

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

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

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

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This paper explores the engagement of African-American, Caribbean-American, and immigrant West African girls in the critical analysis and writing of poetry to make sense of their multi-dimensional lives. The authors worked with high-school aged girls from Brooklyn, New York who took part in a weekly school-based violence prevention program, and who became both ‘participants’ in an ethnographic research study with the authors and ‘poets’ as they creatively analyzed themes from research data. The girls cultivated a practice of reading and writing poetry that further explored dating and relations

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

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Scholars who document neoliberal trends in education argue that privatization and corporatization in schools is dehumanizing and discourages democratic participation. These scholars assert that neoliberal education policies heighten social inequity by emphasizing individualism, marketability and colorblindness without interrogating social structures of power. Can qualitative documentation of the effects of neoliberal policy in education “talk back” to these trends? Can ethnographically mapping the complex effects of neoliberal trends on teaching and learning serve to heighten teachers' sense o

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

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In 1950, the City College of New York (CCNY) became the first racially-integrated team to win the national championship of college basketball. Three of the players on that team attended DeWitt Clinton High School in the Bronx, New York. At the time Clinton high school was one of the most academically-rigorous public schools in the city and the United States. During this postwar period Clinton annually sent nearly a third of its graduates to college, this at a time when the national average of high school completion stood at twenty percent. The unofficial school motto etched in yearbooks and th

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Okereke, Millicent, Jessica Zerzan, Elizabeth Fruchter, et al. "Educating and Empowering Inner-City High School Students in Bleeding Control." Western Journal of Emergency Medicine 23, no. 2 (2022): 186–91. http://dx.doi.org/10.5811/westjem.2021.12.52581.

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Introduction: Unintentional bleeding is the leading cause of death in people 1-44 years of age in the United States. The Stop the Bleed (STB) campaign is a nationwide course that teaches the public to ensure their own safety, call 911, find the bleeding injury, and achieve temporary hemorrhage control by several techniques. Although the national campaign for the training course was inspired by active shooter events, the training can be applied to motor vehicle accidents and small-scale penetrating and gunshot wounds. Extending the audience to inner-city high school students in a violence-prone

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

1

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

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2

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

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

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4

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

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5

Snitch. Simon Pulse, 2007.

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Snitch. Simon Pulse, 2013.

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7

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

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Elaine de Kooning’s mother was a formative influence in her life, introducing her to art and literature at an early age. Her mother’s outlandish, autocratic personality—and her institutionalization for child neglect when Elaine was six years old—also served as a cautionary example. Praised by teachers for her drawing skills and active in school sports, Elaine was highly competitive from an early age. After excelling at Erasmus Hall High School in Brooklyn, New York, she enrolled at Hunter College. But she soon left to attend an art school in Manhattan. Her boyfriend, artist Milton Resnick, enc

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

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Renegades: Digital Dance Cultures from Dubsmash to TikTok interrogates the roles that Dubsmash, social media, and hip hop music and dance play in youth identity formation in the United States. It explores why Generation Z—so-called Zoomers—use social media dance apps to connect, how they use them to build relationships, how race and other factors of identity play out through these apps, how social media dance shapes a wider cultural context, and how community is formed in the same way that it might be in a club. These Zoomer artists—namely D1 Nayah, Jalaiah Harmon, TisaKorean, Brooklyn Queen,

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

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"Shirley Chisholm 1924–2005." In Milestone Documents of American Leaders. Schlager Group Inc., 2009. https://doi.org/10.3735/9781935306047.book-part-021.

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Shirley Anita St. Hill was born in Brooklyn in 1924 to West Indian parents. She graduated from Girls High School and Brooklyn College and later earned a master’s degree in education from Columbia University. After working as a day-care teacher, she became a supervisor of daycare centers for New York City. During the 1950s Chisholm entered Democratic politics and supported rising African American candidates. In 1964 she was elected to represent Bedford-Stuyvesant in the New York State Assembly. Four years later, she became the first African American woman elected to the U.S. House of Representa

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

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A qualitative analysis of special education youth who attended school at a recreation center in Brooklyn NY helps provide an understanding of the relationship between alternative high school education and offending. According to Wang and Fredericks (2014), interventions that aim to improve school engagement may promote positive youth development, including reducing involvement in problem behaviors. This study focuses on youth who were at risk for offending due to poor academic performance and previous delinquent involvement. Prior to attending school at this facility, the individuals were prev

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

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Student stories are a potentially transformational natural resource running through the veins of our schools, but this resource sometimes goes untapped. One strategy teachers can use to take advantage of this resource is to formally introduce oral storytelling into the classroom to explicitly teach students how to choose and craft stories from their lives and then allow them to publicly perform those stories. This chapter captures one student's journey during a 16-week oral storytelling workshop at a Title I public high school in East New York, Brooklyn. It addresses the following question: Wh

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

1

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

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“I remembered him, with a thick gray beard and several layers of clothes standing by the bus stop when it was freezing outside. I used to stop and pick him up in my toasty car, open up the trunk with a push of a button so he could shove his heavy duffle bag, he often sit in the back seat saying basically … nothing. I tried several times to initiate conversations with him. But when he talked – hardly ever – he said jewels of wisdom. Library workers knew him as an avid reader who spent time at the library nearly every day. Teddy Henderson or Abdul-Shahid passed away on October 6,2008; he was 62.

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