Achievement of Students Using the University of Chicago School Mathematics Project’s Everyday Mathematics

2020 ◽  
pp. 79-108
Author(s):  
William M. Carroll ◽  
Andrew Isaacs
Keyword(s):  
Chicago School ◽  
School Mathematics ◽  
University Of Chicago ◽  
Everyday Mathematics ◽  
The University

Edward Shils (1910–1995)

1995 ◽  
Vol 30 (2) ◽  
pp. 240-248 ◽  
Author(s):  
Julius Gould
Keyword(s):  
Political Thought ◽  
Max Weber ◽  
Chicago School ◽  
Advisory Board ◽  
National Council ◽  
University Of Chicago ◽  
The Us ◽  
The Usa ◽  
Edward Shils ◽  
The University

EDWARD SHILS WAS A PROLIFIC, FORMIDABLE AND unconventional sociologist. Sustained by his immense learning and extraordinary memory, and following the traditions of Max Weber and of the Chicago School, he brought other disciplines (notably European social and political thought) to bear upon his sociology. Over his long and productive lifetime he held positions in the most distinguished of universities: in England these included the LSE, Manchester and Peterhouse, Cambridge. He regularly spent about half of every year in Cambridge. Above all he was a loyal and long-serving teacher at the University of Chicago where he was distinguished service professor and had been among those who established the Committee of Social Thought. His scholarship was recognized in the USA by the invitation of the US National Council on the Humanities to give the prestigious Jefferson Lecture in 1979 and in Europe by the award of the Balzan Prize for service to general sociology in 1983. Government and Opposition has itself lost a most valued contributor and member of its Advisory Board.

scholarly journals The Hughesian Legacy: William Shaffir—A Principal Interpreter of the Chicago School Diaspora in Canada

2020 ◽  
Vol 16 (2) ◽  
pp. 14-26
Author(s):  
Jacqueline Low
Keyword(s):  
Chicago School ◽  
Georg Simmel ◽  
University Of Chicago ◽  
Symbolic Interactionist ◽  
Symbolic Representations ◽  
Interactionist Theory ◽  
The University

In this paper, I discuss the invaluable role played by William Shaffir, my mentor and doc­toral supervisor, who shaped my approach to interpretive fieldwork and deepened my understanding of symbolic interactionist theory. Known affectionately as Billy to his colleagues and students, Shaffir is a gifted educator and one of the finest ethnographic researchers of his generation. My focus is on how the scholarly tradition that flows from Georg Simmel through Robert Park, Herbert Blumer, and Everett C. Hughes, passed from Billy on to me, is illustrative of what Low and Bowden (2013) conceptualize as the Chicago School Diaspora. This concept does not refer to the scattering of a people, but rather to how key ideas and symbolic representations of key figures associated with the Chicago School have been tak­en up by those who themselves are not directly affiliated with the University of Chicago. In this regard, while not a key figure of the Chicago School himself, Shaffir stands at the boundary between the Chica­go School of sociology and scholars with no official relationship to the School. As such he is a principal interpreter of the Chicago School Diaspora in Canadian Sociology.

Kimball Young on Founders of the Chicago School

1988 ◽  
Vol 31 (3) ◽  
pp. 269-297 ◽  
Author(s):  
Fred B. Lindstrom ◽  
Ronald A. Hardert
Keyword(s):  
Graduate Student ◽  
American Sociological Association ◽  
Chicago School ◽  
State University ◽  
University Of Chicago ◽  
Arizona State University ◽  
Sociological Profession ◽  
The University

Editors' Introduction: In 1968, former president of the American Sociological Association Kimball Young (1893–1972) gave a seminar at Arizona State University that was attended by both editors. The sessions were taped, for it was Young's intention to organize the tapes into a book that would document his life as a sociologist, a book to be called Man in Transition. From these materials a first chapter has emerged that is Young's account of his experiences as a graduate student at the University of Chicago (1917–1919) as the Chicago School was evolving in the Department of Sociology. The editors' intention is to preserve the candid flavor of Young's storytelling. This candor sometimes has resulted in controversy as he cast his critical eye upon members of the sociological profession, a profession he participated in with remarkable vigor and enthusiasm.

Planting the Seeds of a Chicago Tradition

2018 ◽  
pp. 36-50
Author(s):  
David Colander ◽  
Craig Freedman
Keyword(s):  
Chicago School ◽  
Future Generations ◽  
Breeding Ground ◽  
Classical Liberalism ◽  
University Of Chicago ◽  
The University ◽  
James Laughlin

This chapter traces the beginning of economics at the University of Chicago to study the development of a Chicago tradition. The Chicago tradition begins with James Laughlin, the first chair and founder of the department in 1892. He put his stamp on Chicago economics in ways that would serve to nurture future generations but would also prove to be regrettable. Laughlin, during his sometimes-controversial career, placed himself well within the boundaries defining Classical Liberalism. He helped create the persistent, but at times quite misleading, appearance that identified the Chicago department as a virulent breeding ground of ultra-conservative thought, tarred by a predilection for ideologically tinged policy prescriptions. The chapter then looks at the Chicago School of Economics.

Center for Health Administration Studies (CHAS) at the University of Chicago School of Social Service Administration

2019 ◽  
Vol 29 (4) ◽  
pp. 475-480
Author(s):  
Jeanne C. Marsh ◽  
Keith E. Brown
Keyword(s):  
Social Work ◽  
Social Services ◽  
Graduate School ◽  
Social Service ◽  
Chicago School ◽  
Research Center ◽  
Health Administration ◽  
University Of Chicago ◽  
Services Research ◽  
The University

The Center For Health Administration Studies (CHAS) is an interdisciplinary health policy and services research center located at the University of Chicago School of Social Service Administration. Since its inception, CHAS has pursued the mission of conducting and promoting research and knowledge development to reduce health inequities and improve access. The move of CHAS to the School of Social Service Administration from the Graduate School of Business in 1991 resulted in innovative programming reflecting the changing landscape of health care, passage of the Affordable Care Act (ACA), Medicaid expansion, and the growing interest of social work researchers in social determinants of health, behavioral health and integrated health and social services. The success and distinction of CHAS over its eighty year history offers lessons to social work regarding the sustainability of a research center in a graduate school of social work.

Rethinking the First Two Years of High School Mathematics with the UCSMP

1995 ◽  
Vol 88 (8) ◽  
pp. 640-647
Author(s):  
Daniel B. Hirschhorn ◽  
Denisse R. Thompson ◽  
Zalman Usiskin ◽  
Sharon L. Senk
Keyword(s):  
High School ◽  
Problem Solving ◽  
Chicago School ◽  
School Mathematics ◽  
Discrete Mathematics ◽  
High School Mathematics ◽  
College Board ◽  
K 12 ◽  
The University ◽  
New Math

The University of Chicago School Mathematics Project (UCSMP) was begun in 1983 as an attempt to implement the recommendations of many reports to improve school mathematics. The national reports available at the time (e.g., NACOME [1975); NCTM [1980]; CBMS [19821; College Board [19831; NCEE [1983)) called for a curriculum of broader scope that would include statistics, probability, and discrete mathematics and that would give strong attention to applications, use the latest in technology, and emphasize problem solving. To accomplish the curricular revolution recommended by these reports, it was essential that new, appropriate materials be written. History had shown that neither materials written for the best students, such as those from the new-math era, nor materials written for the slower students, such as those popular in the backto-basics movement, were appropriate for the vast majority of students without major revisions (Usiskin 1985). Thus UCSMP started with the goal of developing mathematics for all grades K–12 that would be appropriate for the majority of students in the middle.

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