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.

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.

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.

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.

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.

Exploration of the working alliance with African American youth and mentors

Furcron-Turnage, Carolyn Beth Loyola University Chicago 2005 해외박사(DDOD)

This dissertation explored the formal, one-to-one mentoring relationships of 64 African American youth and 90 adult mentors from four metropolitan areas. Participants were recruited from school and community-based programs. The goal of this research was to de-mystify mentoring and shed light on the mentoring relationship as a measurable construct. The construct of working alliance was utilized to investigate the effects of mentoring variables (e.g., program structure, type of support, mentoring contact, length of relationship) and individual characteristics (e.g., self-esteem, generativity, and social connectedness) on a modified version of Horvath and Greenberg's (1989) Working Alliance Inventory (WAI). Surveys were administered in the format of questionnaires that yielded data for Two-way independent ANOVA. Findings encouraged use of the WAI for future investigations. There was evidence that program structure facilitated mentors' working alliances. Higher structured programs contributed to significantly higher WAI scores. It appeared that program structure aided adults in establishing stronger mentoring relationships. For youth, program structure did not appear to impact working alliance. This was encouraging given persistent concerns in the literature that formal matches may not equate to close relationships. Programmatic structures did not disrupt the formation of meaningful relationships for youth. Further findings suggested that cultural variables were significant to mentoring. African American mentors tended to report stronger alliances with African American youth than their counterparts. Developmental concerns also contributed to the quality of mentoring relationships. Higher self-esteem predicted lower levels of alliance. Overwhelmingly, this study revealed meaningful program variables and participant characteristics that impact the working alliance in mentoring.

An investigation of the psychosocial and behavior changes experienced by children participating in the Gallery 37 Connections art program

Rossini, Maribeth Doherty Loyola University Chicago 2005 해외박사(DDOD)

While researchers (Catterall, 2002) acknowledge the difficulty in addressing the question of how learning in the arts transfers to learning and behavior in other academic areas and social contexts, the current educational climate of program accountability and financial cutbacks threatens many extracurricular art programs which provide positive subjective experiences for youth. The overall purpose of this dissertation research project was to describe and critically examine the experiences and possible changes in psychosocial and behavior functioning of a sample of students attending an after school fine arts program. This empirically based investigation took place at the Connections program created to offer inclusive art opportunities for students attending the Chicago Public Schools (CPS). A mixed methodological approach was used to address the research questions. The findings were drawn from a series of audio taped semi-structured interviews (n = 10) and a set of pre- and post-program surveys (n = 47). Survey items were adopted from the Behavior Assessment System for Children (BASC) Self-Report (Reynolds & Kamphaus, 1992). Based on the interview and survey findings, adults and children familiar with the Connections program rated the program favorably. The adults interviewed indicated that the program provided children with the opportunity for self-esteem development, social interactions and development, explorations of special interests, active learning engagement, creativity, and self-expression. Although the statistical analysis of the data set did not indicate that there were significant increases in psychosocial variables (i.e., self-esteem, self-reliance, school attitudes, and interpersonal relations) among the general sample, there is some evidence to suggest that certain groups that took part in the Connections program experienced statistically significant (p < .05) increases in the self-esteem measure after program participation. African-American students reported a significant increase (.04) in the area of self-esteem development after program participation. It should be noted that these findings are based on a very small sample. Special education students reported statistically significant increases in self-esteem after program participation when compared to their regular education peers. In addition, certain types of fine art experiences, such as learning to play a musical instrument, were found to be associated with increased reports of self-esteem among the participants.

Instructional leadership in the elementary school: An investigation of the emotional connectedness between principal and teacher, from a teacher's perspective

Schultz, Carol A Loyola University Chicago 2005 해외박사(DDOD)

This study investigated the emotional connectedness between principal and teacher from a teacher's perspective in relationship to instructional leadership in the elementary school. This qualitative study gathered the information through the use of Goleman's Emotional Competence Inventory-Version 2 (ECI). The responses were clustered by the identification of the four emotional intelligences: self-awareness, self-management, social awareness and relationship management. Competencies associated with the four emotional intelligences were identified and noted by response. Additional demographic information was requested from the participants including gender, highest degree held and total years experience. As a result of this study four findings were supported from a teacher's perspective. Optimism, empathy, developing others, service orientation, and inspirational leadership were the most desirable traits and behaviors and social awareness was the most prevalent emotional intelligence category. Empathy, optimism, emotional self-assessment and developing others were the most prevalent competencies for each of the four emotional intelligence categories and factors such as gender, highest degree held, and total years of experience do affect teachers' perceptions of principals.

Jesus' and confucius' educational philosophy on the teacher-student relationship

Shim, Seung Hwan Loyola University Chicago. 2006 국내박사