Friday, March 6, 2026

Remembering Retired Hoboken Public School Teacher, Public Servant, Parishoner, and Former Mayor Patrick Pasculli Age 78

I was deeply saddened to learn of the passing of Mayor Patrick Pasculli, a lifelong Hobokenite, dedicated educator, and public servant who devoted his life to the city he loved.

Patty grew up in Hoboken along the historic waterfront where his father worked as a longshoreman. Like many families in our city, his upbringing reflected the values that have long defined Hoboken: hard work, loyalty to community, and perseverance. He attended Hoboken’s public schools and later pursued his calling as an educator at Fairleigh Dickinson University. That decision shaped not only his own life, but the lives of generations of students who would pass through his classroom.

For more than forty years, Patty taught in the Hoboken Public School system, primarily teaching Language Arts to junior high students at Demarest School and later Wallace School. Anyone who has spent time in teaching understands the quiet but powerful impact educators can have on young people. Patty believed deeply in the power of education and took great pride in helping his students grow, develop confidence, and find their voices.

His commitment to Hoboken extended well beyond the classroom. In the 1960s and 1970s, he became involved in local politics as a Young Democrat working with longtime Hoboken City Clerk James Farina. His service continued when he ran to represent Hoboken’s Sixth Ward in 1981, and later in 1984 when he was elected Councilman-at-Large alongside Mayor Tom Vezzetti.

When Mayor Vezzetti passed away in 1988, Patty was serving as Council President and was called upon to step forward and lead the city during a difficult moment. On March 16, 1988, he became mayor and later that year won the special mayoral election. From 1988 to 1993, he served as Hoboken’s 34th mayor during a period when the city was beginning to transition from its industrial past toward redevelopment and new investment along the waterfront.

One of the things Patty cared deeply about was Hoboken’s history. During his time as mayor, he strongly supported recognition of Hoboken’s Elysian Fields as the site of the first organized game of baseball, played on June 19, 1846. That recognition helped secure Hoboken’s rightful place in the story of America’s pastime and remains an important part of the city’s identity.

I remember Patty personally from my own time teaching at Hoboken High School. In 1990, when I organized the first citywide Quiz Bowl competition, Mayor Pasculli graciously agreed to offer some encouraging words to the students. It may have seemed like a small moment, but it reflected something important about him. He cared deeply about young people and about celebrating their achievements.

Years later, when I returned to Hoboken to serve as Assistant Superintendent of Schools from 2007 to 2010, Patty was once again a steady and supportive presence. We often spoke outside of St. Ann’s Church, and he would always offer words of encouragement and support. Like many educators who move into public life, he had a practical wisdom about schools, about the city, and about people. Our conversations were always thoughtful, and he consistently shared sage advice and perspective that I appreciated greatly.

Outside of public life, Patty was deeply connected to the institutions that hold communities together. He was a devoted parishioner of St. Ann’s Church for more than thirty years, active in the Holy Name Society and involved in the life of the parish, including helping with renovations to the church. He was also a longtime member of the Hoboken Elks and a familiar presence at the beloved St. Ann’s Feast.

In retirement, Patty enjoyed spending time with his family, especially at his shore home in Ortley Beach. He loved sports, following the New York Yankees, USC football, UCLA basketball, and the excitement of March Madness. Most of all, he loved being with his family.

He is survived by his beloved wife of 52 years, Dolores, his daughters Jamie and Alyssa, his son-in-law Ali, and his cherished grandchildren Cameron and James, who knew him lovingly as “Pop Pop.” He is also survived by his brother Anthony and many nieces, nephews, and extended family members.

Patty will be remembered as a teacher, a mayor, and above all a man who cared deeply about Hoboken and its people. His life reminds us that public service often begins in the classroom and that a commitment to community can take many forms.

My thoughts and prayers are with his family, his former students, and all who had the privilege to know him.


Visitation will be Monday, March 9, 2026, 3:00 PM to 8:00 PM at St. Ann’s R.C. Church, 704 Jefferson Street, Hoboken.  The Funeral Mass will be held at the Church on Tuesday, March 10, 2026, 10:00 AM.  Entombment Holy Cross Mausoleum, 340 Ridge Road, North Arlington.





Tuesday, March 3, 2026

AERA 2026- The Effects of Creating Versus Experiencing Math Walks Stops in Informal Learning Settings

At this year’s American Educational Research Association* annual meeting, our team shares new findings on the power of student-created math walks. While prior research has explored students participating in math walks, few studies have compared that experience with students designing their own. In a randomized study of 107 students across Grades 1–10 and four informal learning sites, we found that students who created math walks demonstrated higher interest in mathematics, posed both shallow and deep questions, and reported greater enjoyment using a mobile app to engage with math in the world around them. The implications for informal STEM learning are significant.

Walkington, C. A., Petrosino, A. J., Sayed, J. D., Milton, S. L., Khan, S., Desjardins, E., Beauchamp, T., Cabanas, M., & Stringer, E. (2026, April 8). The Effects of Creating Versus Experiencing Math Walks Stops in Informal Learning Settings. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, CA, United States.

*The American Educational Research Association (AERA), founded in 1916, is the premier international professional organization dedicated to advancing educational research, improving the educational process, and promoting the use of research to serve the public good. It boasts over 25,000 members, including educators, researchers, and graduate students

 Wed, April 8, 9:45 to 11:15am PDT (11:45am to 1:15pm CDT), JW Marriott Los Angeles L.A. LIVE, Floor: Gold Level, Gold 3

Abstract

Informal learning experiences can be a powerful way to allow students to see math in the world around them. Math walks are an informal learning activity that has been explored in the literature, with research shifting from examining students going on math walks to students creating their own math walks. However, no existing studies have directly compared these two approaches, as we do in the present investigation of 107 students in grades 1-10 randomly assigned to two conditions across 4 informal learning sites. We find that students creating math walks have higher math interest, ask a variety of both shallow and deep mathematical questions, and show enjoyment of the experience of using a mobile app to engage in math walks.

Candace A. Walkington, Southern Methodist University

 Anthony J. Petrosino, Southern Methodist University

Jennifer D. Sayed, Southern Methodist University

Saki L. Milton, Southern Methodist University

Safia Khan, Southern Methodist University

Eric Desjardins, Southern Methodist University

Theodora Beauchamp, Southern Methodist University

Mary Cabanas, Southern Methodist University

Elizabeth Stringer, Southern Methodist University


AERA 2026- Sager, Sherard, and Petrosino (2026) Data and Farming: Uncovering Tensions in Food Justice

At this year’s American Educational Research Association* annual meeting, I am excited to share new work situated at the intersection of data science, learning, and social justice. In our paper, Data and Farming: Uncovering Tensions in Food Justice, my colleagues Marc Sager and Maximilian Sherard and I examine what happens when undergraduate students partner with an urban farm to use data science in pursuit of food justice. Grounded in situated and consequential learning, the study surfaces important tensions—between simplicity and complexity, analysis and action—while highlighting how students can leverage data practices to support community-informed change and more equitable futures.

Sager, M., Sherard, M. & Petrosino, A. J.,  (2026, April 11). Data and farming: Uncovering tensions in food justice. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, CA, United States.

*The American Educational Research Association (AERA), founded in 1916, is the premier international professional organization dedicated to advancing educational research, improving the educational process, and promoting the use of research to serve the public good. It boasts over 25,000 members, including educators, researchers, and graduate students

Critical Narratives From Carceral, Educational, and Community Contexts

Sat, April 11, 11:45am to 1:15pm PDT (1:45 to 3:15pm CDT), Westin Bonaventure, Floor: Lobby Level, La Brea

Session Type: Paper Session

Abstract

This session brings together research at the intersections of critical pedagogy, community building, identity, and social justice within diverse educational and societal contexts. Presenters reconsider what constitutes knowledge, agency, and equity through the lenses of prisoner-authored newsletters, a democratic school community, language and memory, and using data science for food justice. These papers will help attendees to consider how these diverse acts of meaning-making challenge dominant structures, nurture agency, and foreground community-led change for more equitable futures.


Papers

Data and Farming: Uncovering Tensions in Food Justice


Sat, April 11, 11:45am to 1:15pm PDT (1:45 to 3:15pm CDT), Westin Bonaventure, Floor: Lobby Level, La Brea

Abstract

Our study investigates tensions inherent in employing data science for social justice. Grounded in situated and consequential learning, our study employs a case-study methodology and analysis techniques from interaction and conversation analysis. Collaborating with three undergraduate students and an urban farm, the students used data science practices to highlight inequities surrounding food justice and access to food. Our findings reveal two key tensions: (1) the undergraduates' discourse on simplicity versus complexity in utilizing data science for social justice; and (2) the successful application of data science by the students in their food justice project, culminating in a presentation to the farm's director. We conclude by discussing implications for research and the use of data science in social justice projects.

Anthony J. Petrosino, Southern Methodist University