Science in the Chicago Public Schools

1938 ◽  
Author(s):  
William H. Johnson
Keyword(s):  
Public Schools ◽  
Chicago Public Schools

Predicting and Preventing Shootings among At-Risk Youth

2011 ◽  
Vol 101 (3) ◽  
pp. 288-292 ◽  
Author(s):  
Dana Chandler ◽  
Steven D Levitt ◽  
John A List
Keyword(s):  
At Risk ◽  
Public Schools ◽  
Predictive Model ◽  
Educational Outcomes ◽  
Chicago Public Schools ◽  
At Risk Youth ◽  
Preliminary Evaluation ◽  
Mentorship Program

Each year, more than 250 students in the Chicago Public Schools (CPS) are shot. The authors of this paper worked with the leadership of CPS to build a predictive model of shootings that helped determine which students would be included in a highly targeted and resource intensive mentorship program. This paper describes our predictive model and offers a preliminary evaluation of the mentoring intervention performed by Youth Advocate Programs, Inc. (YAP). We find little evidence that the intervention reduces school misconducts or improves educational outcomes. The scale of intervention was too small to generate meaningful findings on shootings.

Piano Classes in the Chicago Public Schools

1932 ◽  
Vol 19 (2) ◽  
pp. 22-22
Author(s):  
J. Lewis Browne
Keyword(s):  
Public Schools ◽  
Chicago Public Schools

A New Understanding of our Confusion

2017 ◽  
pp. 582-604 ◽  
Author(s):  
Christopher Seals ◽  
Akesha Horton ◽  
Inese Berzina-Pitcher ◽  
Punya Mishra
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Growth And Development ◽  
Selection Process ◽  
Development Program ◽  
Chicago Public Schools ◽  
Holistic View ◽  
Stem Instruction ◽  
K 12 ◽  
The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.

Racial capitalism and STEM education in Chicago Public Schools

2019 ◽  
Vol 22 (4) ◽  
pp. 525-544 ◽  
Author(s):  
Daniel Morales-Doyle ◽  
Eric “Rico” Gutstein
Keyword(s):  
Public Schools ◽  
Stem Education ◽  
Chicago Public Schools ◽  
Racial Capitalism

scholarly journals The Power and Possibilities for Understanding Teaching in these Times with Ethnodramatic Inquiries into Teacher Stories: Two Reviews

2016 ◽  
Vol 1 (1) ◽  
pp. 302
Author(s):  
Sarah Reed Hobson
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Teacher Educators ◽  
Chicago Public Schools ◽  
Teacher Stories ◽  
Ethnographic Interviews ◽  
Teacher Challenges

The following is a review and commentary on two of Charles Vanover’s ethnodramatic performances of the ethnographic interviews of two teachers. At two sessions at two educational conferences, Charles staged verbatim excerpts from each interview to open conversations with teacher educators about the challenges faced by two teachers in Chicago Public Schools. With this review, I explain the structuring behind each performance and the ensuing conversations about teacher challenges and needs in these times. I illuminate how educators can use ethnodramatic inquiries into teacher stories to deepen their understandings of teacher education and to re-write narratives that scapegoat teachers as the problem.

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