Chicago imagined: The role of newspaper columnists in creating a city of the mind, 1890--1930 (Illinois, Ben Hecht, Ring Lardner, Robert Park, George Ade, Finley Peter Dunne)

Groeninger, David V Loyola University Chicago 2005 해외박사(DDOD)

Images and representations are important means by which the city is known and negotiated. During the years of rapid urbanization in the late nineteenth and early twentieth centuries the daily newspaper presented the most important and pervasive word versions of the city. Among the significant innovations of Chicago's newspapers in these years that shaped the idea of the city was the emergence of the local color columnist. This study examines the role of columnists in Chicago newspapers between 1890 and 1930 in creating a city of the mind. After a review of the literature on images of cities, the relationship of newspapers to modern city life in the thought of Robert Park, and the world of Chicago's newspapers at the turn-of-the-century, detailed studies of a number of the most important columnists of the era follow. George Ade's column of the 1890s in the Daily News, "Stories of the Streets and of the Town," presented a view of Chicago from the perspective of migrants from the small towns of the Midwest. In the same decade Finley Peter Dunne's column in the Evening Post, featuring the fictional Irish barkeeper, Mr. Dooley, offered readers a literary version of the Irish working-class neighborhood of Bridgeport. Ring Lardner's Tribune sports column of the teens, "In the Wake of the News," satirized not only Chicagoans obsession with sports, but also the middle-class culture of opera, musical theater, and the newspaper itself. Several columns in the black newspaper, the Whip, offered images of Bronzeville in the years after World War I that both reflected and helped shape the experience of African-Americans on the South Side of Chicago. Ben Hecht's "1001 Afternoons in Chicago" column in the Daily News expressed a new, anti-Victorian sensibility in the post-war era, but his most enduring contributions to the image of Chicago were on the stage and in the new medium of film. The columnists who wrote about everyday life in the city were the most distinctive and powerful newspaper voices in shaping the idea of Chicago and the civic personality of the city itself.

An exploration of a post-secondary retention program for African American students

Johnson, Lakitta Loyola University Chicago 2005 해외박사(DDOD)

This study examined a retention program at the University of Jackson. The purpose of this study was to give insights into ways to address the academic, social, and cultural problems experienced by African American students at predominantly White universities by exploring an effective retention program at one university. This study is an analytic and descriptive case study that utilizes qualitative methodologies to explore how a retention program at a Southern, predominantly White university influenced the matriculation of African American students. Data collection methods included interviews of faculty/staff, and students; and a collection of university documents, which included reports, publications as well as students' grades. The methods of data analysis in the study consisted of memos, coding data, and constant comparative analysis. Results of this study showed that students' participation in this retention program had a positive influence on student success at this university. This positive influence resulted in students receiving innumerable academic, social, and cultural benefits from participating in the Office of Black Student Success's retention program. Having this advocate and support system was extremely important for these students at this university. The graduation rate at this university was enhanced due to a program whose goal was to specifically increase the retention rate of African American students. The student participants have identified the peer helper program and the mentoring program as the components of the retention program that had the mast positive influence on their retention at the University of Jackson. A comprehensive retention model emerged from the data and literature review of this study. This model can be used as a guide by predominantly White universities to aid in increasing the retention rate of its African American students. A comprehensive retention model should be effective because several factors impede the progress of African American students at predominantly White institutions and to solve the problems all factors impeding progress need to be addressed. Thus, to have the most success a retention program must be comprehensive and able to strategically tackle all of the areas such as academic, social, and cultural factors that African American students needed support in.

Teachers' perceptions of equity in education in high-poverty schools

Arvin, Lorraine J Loyola University Chicago 2009 해외공개박사

This study explores teachers' perceptions of equity in education for students in four high-poverty elementary schools in Chicago. Teachers in high-poverty schools in Chicago regularly face dilemmas in serving high-need students with limited resources due to significant gaps in funding of metropolitan public schools. Literature on equity in education contains a broad range of criteria for defining justice in education, ranging from distributive criteria in the philosophical literature to concepts of equity pedagogy in the multicultural literature. In this study, teachers were interviewed about their beliefs on fairness in the distribution of educational benefits to students in their classrooms and schools. The data was analyzed for emergent concepts and definitions of equity, and alignment of these perceptions with established concepts and definitions of equity in education in the literature. A range of conceptions of equity and practices of distributing educational benefits in classrooms were identified. Relationships between teachers' perceptions and their reported practices in the classroom were identified. Perceived inequities in education for their students were captured and compared with their assessments of students' fair chances of succeeding in their schools. Although teachers had difficulty articulating clear concepts of equity in the interviews, consistent themes emerged. They consistently defined equity as meeting the needs of individual students. Teachers defined all students as having needs when talking conceptually, but discussed need as applying only to the lowest-performing students when reporting their actual practices in the classroom. Teachers believed that either a minimum threshold or an equal level of resources should be provided to all schools. Teachers' definitions of the terms equity, equality, educational benefits and need was ambiguous. Individual teachers at times reported conflicting concepts and definitions of equity, especially related to beliefs about the importance of meeting all students' individual needs and all schools having the same resources to deliver adequate educational programs. Teachers and school administrators should discuss their perspectives and develop shared definitions of equity in education for all students in their schools. This discussion may provide consistent guidance to teachers in solving dilemmas in teaching highly diverse groups of students in low resource schools.

Searching for Fort Dearborn: Perception, commemoration, and celebration of an urban memory (Illinois)

Buckley, Constance R Loyola University Chicago 2005 해외박사(DDOD)

"Perception," "commemoration," and "celebration" are three critical elements used to define what is important to a community and essential to its public memory. Fort Dearborn's place in Chicago's civic memory is directly linked to the use the community could make of it as part of its self-perception as a vital component of the national scene and, once that was attained, the importance of the fort faded. For instance, even though Chicago had no direct involvement in the Revolutionary War, nineteenth-century citizens viewed their own creation history as paralleling the awe-inspiring exploits of the nation builders who established the American form of government. The importance of Fort Dearborn to Chicago grew while the city's dominance in trade and commerce increased. By 1900, frontier triumphalism provided an ideal mindset to commemorate the exploits associated with the rustic fort---civilization over the wilderness of the West. Chicago's contribution to that expansion was unmistakable and the fort was enthusiastically celebrated. Statues, plaques, architectural motifs, and murals were tangible constructions to elicit memory as well as demonstrations of the community's self-identification. However, by the mid-twentieth century, the attributes that had situated Fort Dearborn in the national arena were no longer appropriate. Enthusiastic, city-wide celebrations would be an embarrassment as the dominant culture's sheer joy of conquest evolved into a more inclusive, more nuanced reading that now includes both the conquering and the conquered. While the community no longer embraces Fort Dearborn as a source of unadulterated pride, it is still integral to Chicago's early history; the fort is not essential to the city's self-identity, and is so remembered.

The impact of a school-wide positive behavior support plan on high school student's perceptions of school climate and peer relationships

Glover, Donna M Loyola University Chicago 2005 해외박사(DDOD)

Research regarding positive behavior supports (PBS) in schools has tended to measure behavioral outcomes (e.g. the frequency of discipline referrals) in response to universal/school-wide positive behavior support plans (e.g. Sprague, Walker, and Annemieke, 2001 and Luiselli, Outman, and Sunderland, 2002). As a subset of a larger PBS project, the purpose of the current study was to examine the influence of a universal/school-wide positive behavior support plan on high school student's perception of school climate and their peer relationships. Students from one urban high school within Chicago, Illinois were given a modified version of the School Climate Survey (Tieghi-Benet, Warren, & Freeman, 2000), in order to assess their perceptions of their peer relationships and school climate in response to a universal/school-wide PBS plan implemented within their school. Results indicated that there was only a partial implementation of a universal/school-wide positive behavior support plan in place. Additionally, there were only small effect size differences found (0.10--0.17) between year 1 and year 2 student school climate survey data. Implications for future research regarding PBS within high schools were discussed.

Jumping the rail: Exploring the lives of lesbian and bisexual women students on university campuses

Berryman, Terri Loyola University Chicago 2005 해외박사(DDOD)

Lesbian and bisexual students on university campuses face unique challenges in the development of a sexual identity. Due to the historical and cultural context in which they live, they come to campus with higher expectations for support and services. However, due to the understudied nature of sexual identity development in traditionally-aged college populations, little is understood about their experiences. This qualitative study explores the lives of eleven women on two Midwestern campuses over a three-semester timeframe. The study's conceptual framework, based on the research of D'Augelli, focuses on significant events, relationships, cultural context and sexual fluidity of these women. Using photo elicitation as a technique to allow students to set the study's context, the students took photos of people, places, and things representing significant support and detractors. The photos were used as prompts for in-depth interviews about student experiences. Data collected included photos, student journals, interview transcripts and researcher observations. Key findings are categorized utilizing D'Augelli's conceptual framework. Significant events include coming out and events in the national spotlight such as the gay-marriage debate. Coming out for these students is an on-going process. National events create an emerging sense of activism in these women. In terms of relationships, a strong social network with peers and allies is critical in the development of a sexual identity. Families of origin are often problematic. Becoming involved with a significant other often is the prompt for coming out. In terms of the cultural context on college campuses, these students often interpret small signs of acceptance as significant. They also comment on the assumed heterosexuality of faculty and students. The presence of a LBGT center and a space for congregating was the most important resource on campus for these students. Sexual fluidity is not apparent for these participants due to pressure from peers. Since lesbian and bisexual students arrive on college campuses with unique challenges and needs, colleges must create an appropriate climate. Campus climates can be placed on a continuum ranging from tolerance and moving through acceptance toward nurturance and integration.

An exploratory study of the experiences of college students with learning disabilities enrolled in intensive courses

Horowitz, Jessica A Loyola University Chicago 2005 해외박사(DDOD)

The purpose of this phenomenological qualitative study was to explore the experiences of undergraduate college students with learning disabilities when enrolled in intensive courses. One small private university and one mid-sized public university, both from the Midwest, were chosen for this study for their highly-structured LD support program for students. Fifteen students with a diagnosed learning disability enrolled in an LD support program and two directors of the support programs were interviewed. The study's research questions were organized into five foci: (a) student motivation for intensive enrollment, (b) student satisfaction and dissatisfaction with intensive courses, (c) student perceptions of learning in intensive versus semester-length courses, (d) types and effectiveness of learning support available, and (e) factors that contribute to student success in intensive courses. Several conclusions, based on key findings, are identified. These include: (a) students with LD enroll in intensive courses due to perceived ease of course and desire for additional credits generated, (b) intensive course formats are more desirable than semester-length formats if appropriate instructional structures are in place, (c) receiving services from an LD support program during intensive sessions is highly valuable, and (d) key factors for success relate to effective study strategies, instructional and academic support, motivation and self-regulatory behaviors, and self-advocacy skills. Recommendations and future research focus on four major sets of stakeholders including students with LD who enroll in intensive courses, faculty who teach intensive courses, LD support programs, and senior administrators at academic institutions. These recommendations include (a) students need to seek assistance, make connections with other students, enroll in one intensive course at a time that sparks an interest, and know needs, strengths and weaknesses; (b) faculty need to focus on communication with students and use a variety of teaching methods and assessments; (c) support programs should emphasize developing self-advocacy and communication skills with their students; and (d) senior administrators should encourage faculty training on LD issues, reward faculty who explore alternative teaching methods, provide necessary support for students with LD during intensive sessions, and invest in greater course offerings during intensive sessions.

Educational Leadership Model: An Historical Analysis of Arne Duncan (2001-2015) as Chief Executive Officer of the Chicago Public Schools and as Secretary of Education of the United States of America, and Impact of His Leadership Style on Implementation of Educational Initiatives

Pinkerton, M. Jodilyn Loyola University Chicago ProQuest Dissertations & 2020 해외박사(DDOD)

This research is a historical examination of Arne Duncan’s leadership styles as Chief Education Officer of the Chicago Public Schools and as U.S. Secretary of Education. This analysis highlights the correlation between Ronald Heifetz’s Adaptive Leadership (2009) and Arne Duncan’s leadership style as he implements initiatives to expand educational opportunities for students in the Chicago Public Schools and his national reform initiatives to improve college readiness among high school graduates.This research also presents Arne Duncan’s challenges and successes in the implementation of the Renaissance 2010 program that closed 70 schools, Chicago Public Schools exit from the Consent Decree, the No Child Left Behind Act, the amendment of the NCLB Act called Every Student Succeeds Act, and the execution of the Race to the Top initiatives. The study concludes with reflections on Arne Duncan’s styles as a leader, so as to suggest effective leadership for future education administrators.

Personal Characteristics and Success of Small Business in the Chicago Korean Community

안영식 Chicago University 1994 국내박사

The importance of therapist self-disclosure in the therapeutic relationship as perceived by gay male patients in treatment with gay male therapists: A mixed methods approach

Kronner, Henry W Loyola University Chicago 2005 해외박사(DDOD)

Gay men have been oppressed and discriminated throughout their entire lives. Even before they became aware of being gay, gay men have heard negative comments and statements. For example, many religions denounce homosexuality to be a sin and a terrible evil. In addition, politicians state that being gay is not an acceptable lifestyle; this is evidenced by not allowing gays to marry, not allowing gays to serve openly in the military and so forth. The oppression and discrimination has led gay men to feel isolated and in need of feeling connected to others. Therefore, as gay men seek counseling, they also seek connections with their therapists. One way therapists can facilitate these connections is through the use of therapist self-disclosure. This study sought from the gay male patients' perspectives how therapist self-disclosure facilitated the development of connections or hampered the development of connections between patients and their therapists. There are two primary ways to self-disclose: explicit self-disclosures and implicit self-disclosures. The results showed that therapists self-disclosed more implicitly than explicitly. In addition, both explicit and implicit self-disclosures did lead to developing connections between patients and their patients.