The Magic of Theater: Photographing a Performative Academic Career

2020 ◽  
Vol 21 (1) ◽  
pp. 41-55
Author(s):  
Charles Vanover
Keyword(s):  
Public Schools ◽  
Academic Career ◽  
Theoretical Work ◽  
Chicago Public Schools ◽  
Research Practice ◽  
Arts Based Research

I discuss my efforts as a “good enough” photographer and describe the role photographs play communicating important moments from a series of ethnodramas I built about the Chicago Public Schools. I discuss my early efforts to use photography to legitimize my arts-based research practice, describe how my goals changed, and explain how I created images to communicate the energy of live theater. Building on Eisner’s theoretical work, I discuss three tensions of my photographic practice: intention versus improvisation, action versus artifice, and safety versus possibility. These tensions emphasize my limits as a photographer and the possibilities of arts-based research.

From Connection to Distance

2016 ◽  
Vol 46 (1) ◽  
pp. 51-80 ◽  
Author(s):  
Charles Vanover
Keyword(s):  
Public Schools ◽  
Beginning Teachers ◽  
Elementary School Teachers ◽  
Students Of Color ◽  
Chicago Public Schools ◽  
Full Time ◽  
Social Forces ◽  
Arts Based Research ◽  
The Social ◽  
Inner Dialogue

This autoethnography describes the process of inquiry that led to the development of a series of ethnodramas that evoke teachers’ experience in the Chicago Public Schools (CPS). I discuss the methods I used to conduct a set of interviews with two groups of elementary school teachers in CPS: beginning teachers who had never worked a classroom as a full-time job and accomplished teachers who spent many years of their lives teaching students of color. I discuss the use of arts-based research methods to engage with these data, and I describe the interpretive journey I undertook as I wrote and produced ethnodramas about CPS teachers’ experience. A major dilemma for my analysis was communicating the structural inequalities that shaped the teachers’ narratives, particularly the Chicago system’s inability to create working conditions necessary to support the retention and professional development of teachers in the city’s high poverty schools. I describe how the conversation and inner dialogue generated by arts-based methods helped me recognize different patterns within the data, and inspired me to reframe my interpretation. In the conclusion, I discuss the limits of my approach as a researcher and an artist. Excerpts from two playscripts are woven throughout the article to convey the commitment that guided the teachers’ work and to evoke the social forces that shaped life in their classrooms.

scholarly journals Policy window in a pandemic: How a computer science RPP fostered equity in credit recovery

2021 ◽  
Author(s):  
Mark Johnson ◽  
◽  
John Wachen ◽  
Steven McGee ◽  
◽  
...  
Keyword(s):  
Public Schools ◽  
Computer Science ◽  
Policy Process ◽  
Credit Recovery ◽  
Chicago Public Schools ◽  
Research Practice ◽  
Multiple Streams ◽  
Policy Window ◽  
Multiple Streams Approach ◽  
Continued Use

The Chicago Alliance for Equity in Computer Science is a research-practice partnership that is working to broaden the participation of Chicago Public Schools’ students in computer science. For this study, we applied the multiple streams approach from theories of the policy process (Kingdon, 1995; Zahariadis, 2014) to explain how the COVID-19 pandemic helped open a policy window for the continued use of synchronous online instruction during the implementation of an equity-centered computer science credit recovery option in Chicago.

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
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