New York City

纽约虽然不是美国的首都，却是美国最大的城市，拥有美国最大的海港。它还是全世界最重要的商业和金融中心之一。从华盛顿乘坐火车，大约需要三个小时就可以到达纽约了。     

世界城市纽约高等教育的演进、特征及启示

美国纽约是公认的世界城市,同时也是重要的国际高等教育中心。在长期的历史演进过程中,纽约高等教育逐渐形成分层多样的结构体系、内外兼修的国际化发展策略、高度发达的创新创业教育、双向互动的校地合作模式等鲜明发展特征,为纽约世界城市的形成和发展提供了强有力的支持和保障。纽约高等教育发展的成功经验,对于当前正在致力于中国特色世界城市建设的北京高等教育的发展具有重要的启示与借鉴意义。     

The Trip to New York City

纽约市虽然不是美国的首都,但却是美国最大的城市,拥有美国最大的海港。此外,它还是全世界最重要的商业和金融中心之一。所以,这里有很多值得我们了解的东西哦。还等什么？赶快作出你的选择,并带上你要完成的任务,开始你的纽约市之旅吧！     

纽约多元文化的根源

纽约的建城史可以追溯到1609年，当时受雇于荷兰人的英国探险家亨利．哈德森，为找出一条到达东方的捷径而发现了曼哈顿岛。十五年以后，荷兰殖民者来到此地，开始建立殖民地——新阿姆斯特丹。这块殖民地迎来了世界各地愿意到此工作的人。在十七世纪四十年代，纽约城里说着十八种不同的语言。     

Entropic Management: Restructuring District Office Culture in the New York City Department of Education

Although a growing body of literature is produced on reform of urban school districts, few studies examine shifts in the culture of managers resulting from reorganization in these bureaucracies. This article engages an analysis of central office managerial culture in the New York City Department of Education during a culminating moment of district office restructuring. I argue that a lack of consistent practices ensuring inter-office network building was instrumental in shifting the prevailing culture of the central office from an instruction-based to an accountability-based organization. Managerial restructuring was coordinated by way of empowerment, technology, and the use of space. I label this arrangement entropic, arguing an order through disorder as innovation, constraints from the district’s organizational environment, and uncertainty lead to a focus on performance conditions more than institutional capacity. The study draws on ethnographic research and in-depth interviews conducted with upper and middle managers of this school district.     

Teacher assignment,hiring, and preparation: Minority teachers in New York City

This article examines issues related to minority teachers in New York City. Although increasing proportions of teachers hired in the last decade are black, Hispanic, or Asian, the gap between proportions of pupils and teachers remains due to increases in minority pupils. There are strong correlations between proportions of teachers and pupils in districts within racial and ethnic groups. The converse is also true; there are strong negative correlations between black and Hispanic teachers, for example, and percent of white and Asian pupils. Districts with larger proportions of minority pupils tend to have more emergency new teachers, fewer fully certified teachers, and fewer experienced teachers. Only 58% of the new black or Hispanic teachers, compared with 82% of white teachers, indicated they intend to remain in teaching after five years. Interviews with personnel directors suggest there are no systematic constraints on selection processes. New minority teachers queried about their job-search practices suggest somewhat more frustration with the process and less use of local leads than white teachers. Together these data suggest that the ability to increase the number of minority teachers is a more complex problem than recruitment and training. Moreover, minority pupils do not appear to have equal access to experienced and fully qualified teachers.