Schools In Chicago Research Articles

Violence Prevention: An Evaluation of Program Effects with Urban African American Students

While many violence prevention programs have been developed to combat the problems of violence and aggression among youth, few programs have been evaluated. This study examines the impact of a violence prevention program among African American students in two inner-city schools in Chicago. Students in 5th through 8th grade participated in Second Step: A Violence Prevention Program, and completed surveys at pretest and posttest. Aggressive behavior and prosocial behavior were assessed through self-report, peer-report, and teacher-report. In addition, knowledge and skills related to violence, empathy, impulsivity, and sense of school membership were assessed. The findings revealed significant increases in self-reported knowledge and skills, self-reported empathy, and teacher-reported prosocial behavior. Increases in empathy significantly predicted less aggressive behavior. School setting influenced several outcomes, including sense of school membership. Implications for primary prevention and evaluation are discussed with a focus on the importance of context.

Patterns of Spiritual and Moral Development in Religious and Public Schools in Chicago

This article draws attention to the different approaches adopted in 21 Chicago schools towards the education of pupils in relation to beliefs and values. It presents the findings of the first stage of an ongoing research project, which explores models of religious, spiritual and moral education in American schools. The dangers of omitting an open and critical study of religion in the curriculum are considered.

Exposure to Alcohol Billboards and Beliefs and Attitudes toward Drinking among Mexican American High School Students

Current controversy regarding the target marketing of alcohol billboards in Latino communities, alongside recent trends in alcohol consumption patterns among Mexican Americans, has led to concern about the impact of exposure to such advertising on the drinking behaviors of Mexican American youth. This study addresses this issue by evaluating the images depicted on alcohol billboards and examining the resultant relationship between exposure and beliefs. This relationship is examined within the framework of Bandura's social cognitive theory. To determine the prevalent themes on alcohol billboards surrounding a public high school in Chicago, Illinois, a content analysis was performed. Subsequently, the findings were incorporated into a survey examining beliefs and social perceptions regarding drinking among Mexican American high school students. Results suggest that one retention measure - brand exposure - and acceptance of positive themes related to drinking are associated with more positive attitudes toward drinking.

Two-Way Bilingual Immersion: A Portrait of Quality Schooling

An increasing number of schools are offering two-way bilingual immersion programs as educational options to meet the needs of both language minority and language majority students. Given the variability in program design and delivery of such programs, it is useful to examine individual programs to identify factors that may contribute to the effectiveness of this model. This article provides a description of the Inter-American Magnet School in Chicago, the oldest two-way bilingual immersion school in the Midwest. Student achievement scores, particularly those of a cohort of low- income limited English proficient (LEP) students, provide evidence that students consistently attain high levels of achievement in English reading and writing, math, science, and social studies despite receiving instruction in English for no more than 50% of the time.

Telling Stories About School: Using Critical Race and Latino Critical Theories to Document Latina/Latino Education and Resistance

Education researchers have increasingly begun to use critical race theory (CRT) and Latino critical theory (LatCrit) in their qualitative studies. This article draws on those methodological and theoretical frameworks to examine the educational experience of a Latino student in a public high school in Chicago, Illinois. By exploring this student’s narrative, the author gained insight into how the student understood his own personal educational experience as well as that of his fellow Latina/Latino classmates. Moreover, this narrative highlights how he and his classmates resisted inadequate schooling by sometimes choosing alternative activities or practices over attending school. The author argues that it is of critical importance to use Latina/Latino students’ stories, not as accessories to our research but as the centerpiece of qualitative studies that aim for a better understanding of the issues these students face in contemporary schooling.

Enlarged abnormal anatomic structure adjacent to the aortic valve

From the Departments of Anesthesiology and Surgery, Northwestern University School of Medicine, Chicago; and Department of Anesthesiology, and Divisions of Cardiology and Cardiothoracic Surgery, Evanston Northwestern Healthcare, Evanston, IL. Address reprint requests to Joseph W. Szokol, MD, Department of Anesthesiology, Evanston Northwestern Healthcare, Evanston Hospital, 2650 Ridge Avenue, Evanston, IL 60201. Copyright 2002, Elsevier Science (USA). All rights reserved. 1053-0770/02/1601-0024$35.00/0 doi:10.1053/jcan.2002.29698

Pioneers in Oral Biology: The Stories of Gottlieb, Kronfeld, Orban, Weinmann, and Sicher and Their Vienna‐to‐America Migrations

Following the annexation of Austria by Hitler's Germany in 1938, officials at the eminent University of Vienna Medical School purged faculty ranks of Jews. Among those forced out were several distinguished physician dentists, several of whom emigrated to the United States. The assimilation of foreign‐trained dentists raised questions at national meetings of the American Association of Dental Schools and the National Association of Dental Examiners. Already existing ties between dental schools in Chicago and the University of Vienna, including the 1928 appointment of Rudolf Kronfeld to the faculty at Loyola, led to the relocation of Balint Orban, Harry Sicher, and Joseph Peter Weinmann to that city. Bernhard Gottlieb, who had been director of the Dental Institute in Vienna, transplanted less easily, but eventually found a niche at the Baylor College of Dentistry in Dallas. The careers of the Vienna dentist‐scientists strengthened the scientific foundations of clinical dentistry in the United States, contributed to the development of a stronger research establishment, and enlarged the scope of oral biology.

Bicultural Identity Development and Chinese Community Formation: An Ethnographic Study of Chinese Schools in Chicago

This study explores how communication practices at the Chinese language schools in the Chicago area play a role in the development of biculturalism for new Chinese immigrants and their children. Cultural identity theories from social psychological, communicative, and critical perspectives are reviewed and connected to the acculturation process of separation, assimilation, and integration of Chinese immigrants in U.S. history. Ethnographic research was conducted of one particular Chinese school in Chicago through participation, observation, and interviews. Thirty-five parents from the school were interviewed regarding (1) reasons they send their children to the school, (2) communicative activities in which they participate, (3) impact of school activities on their children's bicultural identity development and their own psychological well-being, (4) their perception of Chinatown, (5) and their suggestions for the future development of the school. The interview data indicate a desire for cultural preservation as well as motivation for bicultural identity development and consciousness of the benefits of biculturalism. The informants expressed a willingness to engage the larger society, but a rejection of an identity that is associated with Chinatown. This study offers an understanding of the dynamics of the acculturation process and the fluidity of community formation in the United States. It challenges the conventional notion that middle-class Asian Americans are well assimilated into American society or they are identified with their ethnic enclaves only. It exemplifies how communication serves to create and transcend cultural identity. Finally, it suggests that biculturalism, as opposed to Americanization, is related to positive adjustment for immigrants and their children.

After a Long Journey Psychiatrist Helps at Home

After a Long Journey Psychiatrist Helps at Home

But What If …

Ms. Anderson remembers Louis, the ninth-grader she failed during her first year of teaching, and she addresses the issue of what kind of leadership would have kept Louis from being educationally shortchanged. LOUIS sat in the first row, third seat. He was a year or two older than the other 25 students in my ninth-grade English class in a large comprehensive high school in Chicago. Louis came from the poorer, African American community across the busy street that divided his neighborhood from the blue-collar Italian neighborhood. It was 1970, and the students sat in rows organized alphabetically by their surnames. The class was well behaved. was a first-year teacher, and had four other classes of 26 students each and a homeroom of 28, for a total of 158 students that saw daily. Louis was a very shy boy of average height with caramel-colored skin. He was neat, clean, quiet, and accommodating. His deep brown eyes didn't look up much, at least not when the teacher's gaze turned in his direction. It was as if meeting the teacher's eyes would have allowed access into the vulnerable young man trying to find a path to connection and expression. He came to class every on time and with his books. He had perfect attendance, and he always did his it seemed as if Louis hadn't heard the assignments or hadn't understood them. When he brought in his scrawled papers, they were rarely written in sentences; his spelling was atrocious; it was hard to identify the ideas in his papers, which were scattered and vague. On a typical might have been able to give him five minutes of undivided attention and another 15 minutes after class several times a week. He responded to my suggestions well. I understand, he would say. I can do this. I'll do his work didn't get better. At the end of the year, had to give him a grade, and Louis did not fulfill the standard for a ninth-grade student at that time. Despite all his effort and mine, had to tell him a few weeks before school ended in June that he wouldn't pass my course; would have to refer him for testing and remedial help. But I'm here every day, he said, tears welling in his eyes. I do all my assignments. don't know whether Louis, in so many ways an exemplary student, ever graduated from high school. He failed my class, but failed him. Over my 30 years as a teacher, counselor, assistant principal, principal, and professional development director, have regularly asked myself, What would have helped that first-year teacher help Louis? What would have given Louis more of a chance to succeed in my class, in high school, in higher education, and in his chosen vocation? What kind of professional development would have made a difference for me and for Louis? What kind of leadership could have helped me make certain that students such as Louis would not be shortchanged? These questions are not just about teachers and what they need. They are also about the roles and capacity of principals and assistant principals and of the people who work in district and regional education offices. These administrators are the people who can change the system's expectations for teachers in the classroom and can support teachers and help them acquire the skills they need to meet those expectations. Yet these administrators can't work miracles. In fact, they often feel the same lack of support that teachers do. What has to change in order to enable our system of schooling to give Louis what he needs? am a director at the Chicago Academy for School Leadership (CASL), a position that allows me to give others what needed myself in order to help Louis and his classmates perform at higher levels in the classroom. These are things that believe can help all of us who work in urban school systems to do our jobs better. believe that when practitioners support practitioners, students benefit. A Culture of Collegial Support After a session with Louis during which had explained to him what needed to improve in his work and how he might make those changes, he nodded and promised to bring in a new version the next day. …

From the White House to the Classroom: Bringing American History to Life through the Study of First Ladies

From the White House to the Classroom: Bringing American History to Life through the Study of First Ladies Jody Hanley Stawicki Jody Hanley Stawicki Jody Hanley Stawicki is a veteran teacher of public and private schools and has taught United States history, social studies, and language arts at the Sacred Heart Schools in Chicago for the past fourteen years. To see the public speeches of her students, readers are cordially invited to the Notable American Women's Program, 18 May 2001 at 1 p.m., and the Notable American Men's Program, 25 May 2001 at 1 p.m., at the Sacred Heart Schools, 6250 Sheridan Road, Chicago, IL 60660. For additional information, please contact her at (773) 262-4446, ext. 329. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 15, Issue 3, Spring 2001, Pages 37–44, https://doi.org/10.1093/maghis/15.3.37 Published: 01 March 2001

Compositional Elements in the Art of Individuals with Alzheimer's-Type Dementia

The authors asked residents (non-artists with and without Alzheimer's-type dementia) at a long-term care facility in Ohio to be pen-pals to students at a middle school in Chicago, in part, as motivation for art production. The pictures made by elderly participants were analyzed for compositional complexity and balance (symmetry vs. asymmetry). Individuals with dementia verbalized general preferences for more linear, symmetrical compositions. In the first study, asymmetry declined over sessions for individuals with dementia, but remained low across all sessions for those without dementia. Unfortunately, that effect did not reach significance in the parametric analyses. In the second study, participants at four different facilities were asked to create pictures related to upcoming seasonal events (e.g., Valentine's Day). Most compelling were the differences in compositional complexity across levels of cognitive functioning that were observed in both studies. Overall, low-functioning individuals with dementia placed significantly fewer items on a page.

Improving resident access to the american college of radiology's radiologic learning file

Radiologists in many countries are developing electronic answers to problems that many of us share. In many cases, the radiology community is unaware of these efforts. This is the first of a series of Electronic.Resource.Site columns that will share some of these answers. Several years ago, David Channin, chief of Imaging Informatics at Northwestern University Medical School in Chicago, IlL recognized the need for easier access to the American College of Radiology's Radiologic Learning File. In this column, Levsky and Channin describe their solution. They provide specific information on one way to improve access to a radiology teaching file. Under Dr Channin's agreement with the college, the use of this system is limited to his institution. Readers interested in learning more about using this technology for their own teaching files can contact Dr Channin for more information.----A.S.B.

CLINICAL USE OF CYSTINE SUPERSATURATION MEASUREMENTS

We measured the concentration and solubility of cystine in urine from patients with cystinuria or calcium stones and from normal subjects to determine whether urine cystine supersaturation can be calculated from a standard nomogram of solubility versus pH or needs to be measured directly. We also evaluated whether increasing pH of the 24-hour collection recovered enough crystallized cystine to increase cystine supersaturation. Cystine concentration, pH and usual stone risk factors were measured on 50 ml. aliquots of 24-hour collections from 24 patients with cystinuria, 22 calcium stone formers and 15 normal subjects. After 48 hours of incubation with sodium bicarbonate, a second aliquot was taken from the 24-hour collection for cystine concentration. The original urine at its ambient pH was incubated with an excess of cystine crystals for 24, 48, 72 or 96 hours at 37C to determine solubility and kinetics of equilibration. Cystine solubility varied so widely at any pH range that no predictive nomogram could be relied on for calculating supersaturation. Addition of sodium bicarbonate to the 24-hour urine significantly increased cystine concentration. Urine from stone formers had higher cystine solubility than urine from normal subjects. Clinical management of cystinuria can be improved by direct measurement of cystine solubility because it varies widely at any given pH. Increasing 24-hour collection pH with sodium bicarbonate additionally improves accuracy of supersaturation measurement by recovering crystallized cystine.

Implementing Title I Schoolwide Programs in a Complex Policy Environment: Integrating Standards and School Reform in the Chicago Public Schools

Implementing Title I Schoolwide Programs in a Complex Policy Environment: Integrating Standards and School Reform in the Chicago Public Schools* The 1994 Improving America's Schools Act mandated that rigorous national standards be applied to all students, including those receiving Title I services. States and districts adopted policies to meet this new federal policy challenge, as well as policies aimed at improving the educational program in schools with high concentrations of students with economically and educationally disadvantaged backgrounds. To understand how schools adapt to this complex policy environment, this study examines the implementation of Title I schoolwide programs in the Chicago Public Schools (CPS). Using a comparative case study methodology, it examines how state and district policies affect the organization and administration of Title I schoolwide programs and whether the application of standards to all students contributes to increasing curricular and instructional integration. Since its inception as part of the Elementary and Secondary Education Act in 1965, Title I has provided supplementary resources to schools with a high number of low-income students. Title I funding to schools traditionally consisted of targeted assistance or pullout programs, which provided assistance exclusively to students from families whose incomes were below a certain level. In response to concerns that these programs were fragmented and ineffectual (Kirst, 1988), Congress passed the Hawkins-Stafford Elementary and Secondary School Improvement Amendments to Chapter I (now Title I) in 1988. These amendments encouraged schools to develop schoolwide programs that would benefit entire student populations in schools where at least 75% of the students came from low-income backgrounds. By the 1990s, systemic reform emerged as a major national policy objective (O'Day & Smith, 1993). This national effort included several goals. Improving the academic achievement of low performing students remained a priority. In addition, policy increasingly focused on enhancing the organizational capacity of schools serving high concentrations of low-income students. The aim was to assist schools in developing comprehensive educational programs and increase instructional coordination. With the passage of the 1994 Improving America's Schools Act (IASA), federal policy mandated that rigorous national standards be applied to all students, including those receiving Title I services. To meet the new policy challenge, states and districts were required to develop content and performance standards that were applied to all students. In addition, the legislation expanded the number of Title I schoolwide programs by lowering the eligibility threshold to include schools with 50% low-income students. At the same time, many states and districts adopted policies aimed at improving the educational program in schools with high concentrations of students with economically and educationally disadvantaged backgrounds. These policies included efforts to decentralize decision making to the school site, on the one hand, and increasing accountability through a focus on academic achievement, on the other. For example, Illinois adopted legislation in 1988 that created Local School Councils at each of the schools in Chicago and enhanced the decision-making authority of the principal. By 1995, dissatisfaction with the lack of academic improvement in the Chicago schools led to new legislation that recentralized school governance and placed a renewed emphasis on accountability (Wong, Dreeben, Lynn, & Sunderman, 1997). Two other states, Ohio and Michigan, have also taken steps to increase accountability. The Ohio legislature passed legislation in 1997 patterned on the Chicago model that empowered the mayor of Cleveland to appoint the top administration and school board. Michigan has proposed taking over failing school districts and authorizing intervention by the state school board. …

Some Women Pioneers In Haematology

Some Women Pioneers In Haematology

NSF Urban Systemic Initiatives

In their Editorial “Science learning, science opportunity ( Science 's Compass, 8 Oct., p. [237][1]), National Science Foundation (NSF) Director Rita R. Colwell and National Science Board Chairman Eamon M. Kelly give a glowing but what seems a largely unfounded report on the accomplishments of the NSF systemic reform initiatives. The authors cite as evidence an increase in student performance in mathematics in Chicago, Illinois (61 out of 62 high schools), and a tripling of students passing science and mathematics advanced placement (AP) tests in Dallas, Texas. Although it is true that Chicago public high schools have shown increases in standardized (Illinois Goals Assessment Program) test scores in mathematics over the past 2 years (in 51 out of 60 schools reporting), increases in the same students' reading scores have been even greater (57 out of 60). It seems plausible that Chicago's lower performing students are doing better on math tests because they can read the problems, not necessarily because of NSF systemic reform. Only the three top-scoring high schools in Chicago exceeded the Illinois average for math scores in 1997, and all three showed a drop in math scores the following year. Seven out of the nine Chicago schools with falling math scores started above the district average. Student scores on science and math AP tests have also risen in Dallas, but once again the role of NSF systemic reform is questionable. The Dallas-based O'Donnell Foundation has developed a long-running incentive program in which AP teachers receive special course training and a salary supplement, and AP students receive a subsidy for exam fees and a $100 minischolarship if they pass the AP College Board exam. The O'Donnell Foundation has tracked and reported on the efficacy of their work and can account for the student gains. In their Editorial, the NSF director and the National Science Board chairman appear to take credit for what is very likely to be another group's accomplishment. “Discovery learning” methods of science and math instruction may be widely embraced by the education community, but if the scores from Chicago and Dallas are the most robust data that NSF can assemble to justify their systemic initiatives, then the program should be carefully scrutinized. # Response {#article-title-2} Metzenberg's letter questions the specific examples we used to illustrate our comments on the NSF-supported Urban Systemic Initiatives (USIs). The nature of systemic reform activity—aligning and integrating the uses of different types of resources—makes explicit cause-and-effect attribution difficult. There are always several related indicators of performance and multiple contributors to changes in performance for any one indicator. The factors Metzenberg cites in Chicago and Dallas may well contribute to the phenomena we described. However, we are confident, on the basis of the reports of similar results across the USIs, that the systemic reform activities played an important role as well. We are pleased that NSF has helped so many urban public school systems to move forward in improving their science and mathematics education. Our examples—drawn from public testimony at a National Science Board hearing on kindergarten through grade 12 education held in Chicago—are just the tip of an iceberg of data coming from Chicago and Dallas; Detroit, Michigan; El Paso, Texas; Memphis, Tennessee; and many other locations. [1]: /lookup/doi/10.1126/science.286.5438.237

Death and rebirth in Chicago: the Du Sable High School Urban Ecology Sanctuary

Healing gardens have been widely used in healthcare settings, but rarely to heal the psychological illnesses of youth in inner-city neighbourhoods who have lost friends and family to violent deaths. The Urban Ecology Sanctuary in a courtyard of Du Sable High School in Chicago serves as a model of what such a garden might be like, providing places in which young people can reflect upon their loss, regain a sense of purpose, and reconnect to the natural world. This Sanctuary shows how architecture and landscape architecture can buffer the worst effects of social disruption.

Salivary estradiol and progesterone levels in conception and nonconception cycles in women: evaluation of a new assay for salivary estradiol

Objective: To determine the usefulness of salivary E 2 and progesterone for noninvasive assessment of ovarian function. Design: Prospective study of salivary hormone levels in women planning a pregnancy. Setting: Department of Obstetrics and Gynecology at Northwestern University Medical School in Chicago, Illinois. Patient(s): Fourteen women aged 23–39 years with regular menstrual cycles who were planning a pregnancy. Intervention(s): None. Main Outcome Measure(s): Salivary estradiol and progesterone concentrations. Result(s): The sensitivity of the E 2 assay is 2.0 pmol/L; the interassay coefficient of variation was 5.2% (mean value 17 pmol/L). Recovery of E 2 added to saliva was 106%. The correlation with simultaneous serum samples was 0.71. Menstrual cycle patterns contained a preovulatory depression and a midcycle surge. By comparison with nonconception cycles, the luteal phases of conception cycles had significantly elevated salivary E 2 within the first 5 days after ovulation. Salivary progesterone was significantly elevated but not until 10 days after ovulation. Conclusion(s): Salivary measurements of E 2 and progesterone can be used as noninvasive methods for assessment of ovarian function. Salivary specimens can be collected at home and brought to the laboratory for analysis, obviating the need for frequent phlebotomy. The sensitivity and precision of the salivary E 2 assay make it comparable with assays of serum E 2 for assessing changes in hormone levels.

The trouble with pediatricians

Rarely, as far as I can discern, do the pediatric departments of the six medical schools in Chicago come together to address an issue in health care. There are certainly...