HoLa Hoboken Dual Language Charter School Graduation 2022

NJ State Assemblywoman Annette Chaparro, County Commissioner Anthony L Romano, and City Council Member Tiffanie Fisher were on hand to help celebrate graduation ceremonies for the HoLa Dual Language Charter School in Hoboken recently. In addition, the Spanish Consulate’s Education Attaché Dr. Nieves Baranda Leturio spoke to the graduates

Hoboken Board of Education: Tuesday, June 14, 2022 AGENDA

The following is the full agenda for the June 14th 2022 Hoboken Board of Education. 

It is 95 pages long and contains a fair amount of information. 

Some highlights: 

 9. Action - Governance and Personnel (p.14) 

 Resignations of Allison Kane (teacher), Brittany Airey (teacher) and Derek Piccini (Vice Principal- HHS) 

 9.13 Action - Governance and Personnel (p.27) 

 Credt Recovery Program Appointments 

 9.25 Approval of Stipend for District Public Relations and Special Projects (p.40) 

 $10,492 

 9.28 Approval of Business Administrator and Assistant Superintendent Contracts for a period of one year (p.43) 

 10.04 Approval of Payroll (p.54) 

 5/13/22: $1,720,347.75 

 5/27/22: $1.778,165.31 

 10.08 Approval of Transportation Contracts (p.58) 

 10.18 Approval of Appointment of Board Secretary (p.71) 

 10.31 Approval of Award Increase for Architect of Record (2021/2022 SY) (p.84) $124,879.51 

 10.32 Approval of Award Increase for General Legal Counsel (2021/2022 SY) (p.85) $121,091.74 

 12.02 Approval of Lease between the Hoboken Board of Education and the City of Hoboken (p.88) 

 601 Jackson Street, July 1, 2022 to July 1, 2027, $183,000 per year

Hoboken Board of Education: Tuesday, June 14, 2022 AGENDA by Tony Petrosino on Scribd

 

Petrosino Co-PI on a New $2.5 Million Grant from the National Science Foundation: Seeing the World through a Mathematical Lens: A Place-Based Mobile App for Creating Math Walks

A new NSF grant (Award Abstract # 2115393) with SMU colleague Candace Walkington (PI) and Koshi Dhingra (Co-PI) - here we are at the Flight Museum in Dallas working with representatives from our partner organizations.

This project draws on research on Informal math learning, problem-posing, and culturally-sustaining pedagogies to conduct cycles of participatory design-based research on technology-supported math walks. The research questions are: How does posing mathematical scenarios in community-imbedded math walks impact learners’ attitudes about mathematics? How can experiencing AR overlays on real world objects highlight mathematical principles and allow learners to see math in the world around them? How can learners and informal educators be engaged as disseminators of content they create and as reviewers of mathematical content created by others? To answer these questions, five studies will be conducted where learners create math walk stops: without technology (Study 1), with a prototype version of the app (Study 2), and with or without AR overlays (Study 3). Studies will also compare children's experiences receiving math walk stops vs. creating their own stops (Study 4) and explore learners reviewing math walk stops made by their peers (Study 5). Using a community ethnography approach with qualitative and quantitative process data of how youth engage with the app and with each other, the project will determine how the development of math interest can be facilitated, how learner-driven problem generation can be scaffolded, and under what circumstances app-based math walks are most effective. The results will contribute to research on the development of interest, problem-posing, informal mathematics learning, and digital supports for STEM learning such as AR. 

This project will promote innovation and have strategic impact through a digital infrastructure that could be scaled up to support STEM walks anywhere in the world, while also building a local STEM learning ecosystem among informal learning sites focused on informal mathematics. This project is a partnership between Southern Methodist University, a nonprofit, talkSTEM that facilitates the creation of community math walks, and 9 informal learning providers. The project will directly serve approximately 500 grades 4-8 learners and 30-60 informal educators. The project will build capacity at 9 informal learning sites, which serve hundreds of thousands of students per year in their programming.

Dr. Petrosino's presentations at the International Society of the Learning Sciences 2022

The International Society of the Learning Sciences (ISLS) works to further scientific, humanistic, and critical theoretical understanding of learning and to engage in the design and implementation of learning innovations and the improvement of instructional methodologies. Learning Sciences (LS) research traditionally focuses on the cognitive-psychological, social-psychological, cultural-psychological and critical theoretical foundations of human learning as well as the practical design of learning environments. Major contributing fields include cognitive science, computer science, educational psychology, anthropology, and applied linguistics. Over the past decade, LS researchers have expanded their focus to include the design of curricula, informal learning environments, instructional methods, and policy innovations.

A core feature of research in the learning sciences is attention to the detailed processes of learning and teaching for theory development. Accordingly, the Society calls for papers that address questions about learning processes, mechanisms, and outcomes. Papers may develop data-driven theories that elucidate processes of learning and teaching within various contexts and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts.

Learning sciences research addresses how to connect research, practice, and policy with the aim to impact educational policy and practice and develop research-practice partnerships. Papers may examine issues such as how to intertwine, yet balance, research and practice and how to create equitable research-practice partnerships that acknowledge and draw from the various expertise and the multiple perspectives that practitioners, researchers, and policymakers bring to the table. Diverse methodologies can be employed for examining learning at scale for educational impact. Papers may also develop and examine innovative approaches to impact policy and practice more effectively while maintaining a productive dialogue between various stakeholders.

Petrosino, A. J., Hughes, K., Sager, M., and Sherard, M. (2022). UTeach/NYC: A Research Practice Partnership to Expand and Improve Computer Science Education For All. To appear in Proceedings of the 2022 Annual Meeting of the International Society of the Learning Sciences. Hiroshima, Japan.

Sager, M. T., Binford, L., Petrosino, A. J. (2022). Growing student-workers as informal learners [Poster presentation]. Annual International Conference of the Learning Sciences, Hiroshima, Japan.

Sager, M. T., Binford, L., Petrosino, A. J. (2022). A growing problem: Student-worker retention at an urban farm [Poster presentation]. Annual International Conference of the Learning Sciences, Hiroshima, Japan.

Walkington, C., Milton, S., Petrosino, A.J., Sager, M., & Dhingra, K. (2022). Student-created math walks in informal learning spaces. To appear in Proceedings of the 2022 Annual Meeting of the International Society of the Learning Sciences. Hiroshima, Japan.

US News and World Report: Hoboken Public Schools Grade 6 through 12 Continue to Slide Nationally, State Wide, and Locally

Comparing the 2021 and 2022 US News and World Report analysis of Grades 6 to 12 in the Hoboken Public Schools. 

General Scorecard: down 7.3 points; National Ranking: down 1289 places; State Ranking: down 35 places; NY Metro Area Schools: down 55 places; Less students taking at least one AP exam; less students passing at least one AP exam; 57% students reading below grade level; 92% of students doing mathematics below grade level.