Reports and Maps of the Geological Survey Released Only in the Open Files, 1966

There is a reference to the Espey "Some effects on urbanization on storm runoff, Waller Creek".Waller Creek Working Grou

Toxic testing : it’s time to reflect upon our current testing practices

Explores the history and reasons behind testing methods in U.S. schools; proposes future methods for student testing. Accepted ManuscriptGunzelmann, B. (2005). Toxic Testing: It’s Time to Reflect upon Our Current Testing Practices. Educational Horizons 83(3), 212-220

Hidden dangers within our schools : what are these safety problems and how can we fix them?

Describes dangers to students in U.S. schools including peer pressure, overscheduling, gender bias, and environmental issues. Accepted ManuscriptGunzelmann, B. (2004). Hidden Dangers within Our Schools: What Are These Safety Problems and How Can We Fix Them? Educational Horizons 83(1), 66-76

Fighting for a Radical City: Student Protesters and the Politics of Space in 1960s and 1970s Downtown Manhattan

In the popular imagination, 1960s radicalism often appears as a national phenomenon that varied little from region to region. The case of downtown Manhattan during these years, however, challenges this assumption. Student radicals at New York University in Greenwich Village were just as concerned with issues of urban equity and the politics of urban space as they were with more national concerns, such as ending the Vietnam War. NYU students advocated that the university offer open admissions and free tuition to any New Yorker who wished to attend and fought against what they perceived to be the university’s imperialistic management of Bellevue Hospital.In this paper, I consider the ways in which late 1960s radicals in downtown Manhattan negotiated how a city should be constituted, and I argue that, in challenging the concrete city conditions that they deemed to be indicative of larger systemic problems, these radicals’ activism represents not only a piece of 1960s radical history but also a chapter of local urban history. Manhattan radicalism in the 1960s was predicated on the urban environment that it was a part of, and a consideration of the radical efforts to reconstruct the postwar city is essential to understanding period radicalism and the development of cities.The rapid and transformative changes in American metropolitan areas after the Second World War and the leftist radicalism that is the hallmark of the decade are narratives that commentators often tell as two different, unrelated stories, even though, in the case of New York City, student activism had everything to do with the postwar city. My examination of radicals’ work to enact local change takes steps toward furthering the efforts of a generation of scholars who have tried to complicate our view of “the sixties.”Dans l’imaginaire populaire, le radicalisme des années soixante semble souvent un phénomène peu variable d’une région à une autre. Cependant, en considérant la situation des quartiers du sud de Manhattan, cette supposition est remise en question. Les étudiants radicaux de New York University (NYU) à Greenwich Village étaient autant concernés par des enjeux d’équité urbaine et la politique de développement urbain que par des sujets nationaux, comme mettre un terme à la guerre du Vietnam. Les étudiants de NYU ont lutté pour des admissions plus ouvertes et l’annulation des droits de scolarité pour tous les New Yorkais qui souhaitaient aller à l’université. Ils combattaient ce qu’ils percevaient comme de l’impérialisme de la part de l’Université dans la gestion de l’hôpital Bellevue.Dans cet article, j’aborde les manières par lesquelles les radicaux de Manhattan des années soixante ont déterminé comment une ville devait être constituée. Je soutiens qu’en contestant les conditions urbaines, ils ont mis en lumière des problèmes systémiques plus larges. L’activisme de ces radicaux ne constitue pas seulement une partie de l’histoire radicale des années soixante, mais aussi un chapitre de l’histoire locale et urbaine. Le radicalisme de Manhattan dans les années soixante est enchâssé dans le milieu urbain dans lequel il se trouve et une analyse des efforts radicaux de redévelopper la ville dans l’après-guerre est essentielle pour comprendre le radicalisme de cette période et le développement des villes.Les changements rapides qu’ont connu les régions métropolitaines des Etats-Unis après la Seconde Guerre mondiale et le radicalisme gauchiste qui est caractéristique des années soixante sont des récits que souvent les chercheurs considèrent comme distincts, sans rapports entre eux, même si, dans le cas de New York City, l’activisme des étudiants était partie intégrante de la ville de l’après-guerre. Mon analyse des radicaux et de leur action afin de provoquer des changements locaux accentue les efforts d’une génération de chercheurs qui ont essayé de complexifier notre façon d’examiner et de comprendre « les années soixante »

Hidden assumptions, attitudes, and procedures in failing schools

Describes the different assumptions and ingrained habits used in education that are observed to impede learning in schools. Accepted ManuscriptGunzelmann, B. (2008). Hidden Assumptions, Attitudes, and Procedures in Failing Schools. Educational Horizons 86(2), 85-97

Implication of Class Size Reduction for Upper Grades

Government officials, policymakers, school districts and teachers have questioned the impact of class size on students’ achievement, engagement, and behavior. This thesis project examines the challenges and benefits to class size initiatives and proposes an extension from elementary grades through high school as a means to raise student achievement and involvement. It discusses prior research efforts such as Project STAR, which was conducted in Tennessee, and its significance in establishing benchmarks for studying smaller class size with regard to ethnicity, gender, and socioeconomic status. Further historical research considers: class size reduction initiatives as they link to student achievement, comparison of students per class and cumulative grade point averages to understand trends, student to teacher ratio effects, and potential fiscal concerns for enlarging class reduction programs in the secondary levels. The study was completed in a suburban district with students of varying ethnic and socioeconomic status. The study was two-fold: district wide teacher surveys to understand class size and cumulative grade point average and year-long observation in individual math classes (two small and one large). Conclusions drawn support the concept of lowered class size to increase students’ academic achievement

Case study of a student with an emotional behavioral disorder: an increase in reading fluency and its effect on reading comprehension and behavior in the general education classroom.

This study investigated the effect an increase in reading fluency had on reading comprehension and on-task behavior in the general education classroom. The participant was an 18 year-old with a cognitive disability and emotional behavioral disorder. The intervention included repeated reading, vocabulary, partner reading, comprehension questions, and weekly classroom observations. Data collected throughout the course of the intervention were pre- and post-tests, parent and teacher questionnaires, and measurements of reading fluency, comprehension, and on-task behavior in the classroom. Results showed small gains in reading fluency and on-task behavior in the classroom, but no change in reading comprehension. Some limitations that may have affected progress include: the limited number and length of intervention sessions, amount of time devoted to classroom observations, and participant\u27s attendance. Further research is needed on effective literacy interventions to determine a relationship between reading fluency, comprehension, and on-task behavior in the classroom for students with disabilities

New possibilities for a new era : research-based education for equality and excellence

Explores history and importance of research-based methods for improving education in U.S. schools. Accepted ManuscriptGunzelmann, B. (2009). New Possibilities for a New Era: Research-based Education for Equality and Excellence. Educational Horizons 88(1) 21-7

“More to life than mental health”: Investigating the Roles of Community Mental Health Case Managers in Promoting Community Integration for Adults with Psychiatric Disabilities

The recovery movement in the field of community mental health has brought attention to more holistic outcomes of services for adults with psychiatric disabilities, including community integration. However, there is a lack of empirical investigations of the roles that service providers, and case managers (CMs) in particular, can play in promoting such outcomes for their clients. The present study took an exploratory, hypothesis-building approach to describing the ways in which CMs supported the community integration of their clients with serious mental illness. A cross-sectional design was used with qualitative and quantitative data collected from 6 CMs and a sampling of 20 clients. Findings documented that clients’ community issues were often viewed as relevant to CM services, though to varying degrees. CMs were primarily described as promoting community integration by connecting clients to resources, providing encouragement, and serving other supportive functions (e.g., goal planning, accountability, regular check-ins). CM practices varied in the extent to which they aligned with recovery principles, including CM’s primary goals in case management, CMs viewing themselves as central vs. supplemental to clients’ community lives, how they related to clients (parental vs. coach roles) , and methods they used to connect clients to community resources. Mixed method analyses revealed that CMs whose practices aligned more closely with the principles of recovery and client-centered care (e.g., holistic, collaborative approaches) tended to have clients with higher community integration scores. Higher functioning clients generally reported more peripheral, supplemental support from CMs whereas lower functioning clients described support from their CMs as involving stronger guidance and direction. The present study was intended to be exploratory and hypothesis-building; as such, limitations included having a small sample size and a cross-sectional design. Nevertheless, a key benefit of this study was its ability to identify recommendations for future research and considerations for practice which are more likely to be implementable in real-world settings. One key recommendation generated from this study to be tested in future research is that bolstering CMs’ use of client-centered approaches to case management (holistic perspective, collaborative approach) might allow them to more effectively promote clients’ community integration