Relevant bibliographies by topics / Chicago school of criminology

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Chicago school of criminology'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Chicago school of criminology"

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Niskanen, Vilma, and Petteri Pietikäinen. "Rikollisuus ja sosiaalisen disorganisaation teoria Chicagon sosiologisen koulukunnan tutkimuksissa 1918-1948." Kriminologia 1, no. 1 (May 25, 2021): 60–84. http://dx.doi.org/10.54332/krim.109020.

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Artikkeli tarkastelee sosiaalisen disorganisaation käsitteen ja teorian alkuperää ja kehitystä aatehistoriallisesta näkökulmasta. Lähdeaineistona ovat keskeiset Chicagon sosiologisen koulukunnan julkaisut vuosien 1918 ja 1948 välillä. Kirjoittajien erityishuomio on kohdistunut ensinnäkin sosiaalisen disorganisaation käsitteen esille tuloon ja varhaiseen soveltamiseen William I. Thomasin, Robert E. Parkin ja muiden Chicagon sosiologien kirjoituksissa, ja toiseksi käsitteen ja teorian hyödyntämiseen Clifford R. Shaw’n ja Henry D. McKayn merkittävässä kriminologisessa tutkimuksessa Juvenile Delinquency and Urban Areas (1942). Artikkelissa esitetään, että sosiaalisen disorganisaation teorialla oli keskeinen osa Chicagon sosiologien tutkimuksissa, joissa yhteiskunnallista muutosta ja sosiaalista kontrollia käsitteellistettiin nopeasti kasvavan Chicagon kaupunkielämään keskittyvän empiirisen havainnoinnin pohjalta. Teoria oli laajassa käytössä yhdysvaltalaisessa kriminologiassa ja muissa yhteiskuntatieteissä siksi, että sen avulla kyettiin antamaan uskottavia sosiologisia selityksiä (suur)kaupunkien kasvun ja muutoksen tuomista ongelmista. Teoria joutui suurelta osin marginaaliin 1960-luvulla, mutta 1980-luvulla kriminologinen kiinnostus sosiaaliseen disorganisaatioon alkoi jälleen kasvaa, ja nykyisin teoriaa käytetään kriminologian lisäksi aluetutkimuksessa, kaupunkisosiologiassa ja psykiatriassa. Vilma Niskanen and Petteri Pietikäinen: Crime and the theory of social disorganization in the studies of the Chicago School of Sociology between 1918 and 1948. This article examines the origin and development of the concept and theory of social disorganization from the methodological perspective of intellectual history. Based on the study of publications of the main representatives of the Chicago School of Sociology between the years 1918 and 1948, the article analyses the ways in which social disorganization was first discussed by William I. Thomas, Robert E. Park and other Chicago sociologists, and how the concept and theory was later used in Shaw’s and McKay’s influential criminological study Juvenile Delinquency and Urban Areas (1942). At the outset, the notion of social disorganization was central to the Chicago sociologists’ conceptualization of social change and social control that they observed first-hand in the streets of the rapidly growing City of Chicago. The authors argue that theory was widely used in American social science, including criminology, between the 1920s and 1950s, because it had strong explanatory force in the study of social problems in urban areas undergoing changes and re-organization. After becoming marginalized as a theory in the 1960s, a criminological interest in social disorganization increased through the 1980s, and at present it is used not only in criminology but also in area studies, urban sociology and psychiatry. Keywords: social disorganisation – Chicago school of sociology – history of sociology and criminology – urban sociology
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Wo, James C., and Jihye Park. "An Examination of Schools, Social Ecological Factors, and Neighbourhood Crime." British Journal of Criminology 60, no. 4 (February 3, 2020): 851–72. http://dx.doi.org/10.1093/bjc/azaa002.

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Abstract Although theories suggest that schools are associated with higher neighbourhood crime rates, it is not clear what particular measures of schools have a crime-producing impact when controlling for a diversity of social-ecological factors. We therefore address this question by performing a block-level analysis of schools and crime in the city of Chicago. Negative binomial regression models reveal that the presence of any school in the focal block is associated with higher violent and property crime rates and that these associations are largely robust to differing measures of schools. We also determine that concentrated disadvantage moderates the effect of school presence in the block on property crime. The implications of these findings for criminology and public policy are discussed.
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Light, Matthew, and Anne-Marie Singh. "Introduction to Special Issue on comparative criminology: Context, scope and applicability in critical criminological research." Theoretical Criminology 26, no. 4 (November 2022): 525–36. http://dx.doi.org/10.1177/13624806221134310.

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This Special Issue highlights the value of the comparative case study method for theory-building and refinement in criminology. Early figures in criminology, including those in the Chicago School, were aware of the importance of scope and applicability, which refer to the temporal, geographic, or other contextual boundaries of a theory, yet the field as a whole has not always given these issues due attention. While the discipline already deploys comparisons, the contributions in our collection showcase how a more structured and deliberate use of a comparative case study approach engages issues of context, scope and applicability of criminological theory including recent discussions about Anglocentrism and the Global North/South divide.
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Barmaki, Reza. "On the Origin of “Labeling” Theory in Criminology: Frank Tannenbaum and the Chicago School of Sociology." Deviant Behavior 40, no. 2 (December 26, 2017): 256–71. http://dx.doi.org/10.1080/01639625.2017.1420491.

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Barmaki, Reza. "On the Origin of the Concept of “Deviant Subculture” in Criminology: W. I. Thomas and the Chicago School of Sociology." Deviant Behavior 37, no. 7 (March 22, 2016): 795–810. http://dx.doi.org/10.1080/01639625.2016.1145023.

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Magdalena Goldschneider. "Crime in the Warsaw Praga district from the enviromental criminology perspective." Archives of Criminology, no. XXXIV (January 1, 2012): 207–51. http://dx.doi.org/10.7420/ak2012f.

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The article presents research constituting an attempt at verification of theories historically originating from the Chicago School of Sociology and the ecological approach within criminology, the supporters of which focus on the criminal offence itself and on its environmental conditions. This group of theories belongs to the environmental criminology. Criminological deliberations on the crime, carried out in the spirit of the contemporary environmental trend, are based on the assumption that the occurrence of a criminal offence is determined by four necessary elements: the legal norm that is breached, the offender, the object of the crime (victim or target) as well as the time and space in which the crime is committed. The object of interest of the environmental criminology is in the first place the space and time dimension of the act, in which the remaining elements meet. The discussed research was based on the rou-tine activity theory, the rational choice perspective and the crime pattern theory. The basic theoretical assumption is that the volume of crime is influenced by the number of crime opportunities. According to the routine activity theory, a crime opportunity occurs at the moment of convergence of a likely offender and a suitable target in the absence of a capable guardian. The first hypothesis assumes that the crime opportunity is a necessary condition for occurrence of a criminal offence, including that related to violence. The second hypothesis was based on the assumption that crime opportunities are not evenly distributed in time and space. We should therefore assume that not every object (person or thing) is a suitable target in the event of a concrete criminal act. Not every environment constitutes scenery conducive to commitment of a given crime. In other words, there are areas with higher concentration of crime. The third hypothesis was related to an assumption of the crime patterns concept relating to the offenders’ daily life patterns. It says that perpetrators search for suitable targets in areas that are well-known to them – in the vicinity of their workplace, school or place of their leisure activities. The offender’s journey to crime covers relatively small distances, avoiding only the area closest to their place of residence (the so-called buffer zone). The spatial and social characteristics were examined in chosen territorial units being three districts of a large city – Warsaw. The research area covered the jurisdiction of the Dis-trict Court for the city of Warsaw Praga-Północ, i.e. the administrative boundary precincts of the following districts: Praga Północ, Białołęka and Targówek. The verification of the afore-mentioned hypotheses took place based on an analysis of court records concerning 694 offenders, convicted in 2006 in criminal procedures of acts belonging to the jurisdiction of the said court.
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Hung, Jason. "Internal Migration in Chinese Cities: An Exploration of Youths’ Experiences of Delinquency." Asian Social Science 16, no. 2 (January 31, 2020): 1. http://dx.doi.org/10.5539/ass.v16n2p1.

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Introduction. In China, urban police tend to arrest and interrogate internal migrants when crimes occur, as they believe migrant cohorts are the main cause of crime. Detecting risk factors in migrant children's delinquency is necessary in order to allow authorities to limit the scope of crime. Methods. This essay explores studies from Chicago School of Criminology, in additional to other relevant western criminological literature. This essay investigates how poor living conditions, undue levels of fear of crime, deficiency in the formation of social bonds, lack of informal control at home and school, and development of social strain are associated with migrant children's delinquency in China. Findings. Socioeconomic challenges drive migrant children to delinquency. Migrant children are subject to discrimination and exclusion at school and public spaces, in addition to segregation residentially. The unfair treatment they receive contributes to their inability to develop a metropolitan social bonds and trust. Similarly, migrant parents are victimised by social discrimination, exploitation and exclusion, minimising their opportunities to exercise positive parenting. Their economic hardships impede migrant cohorts from alleviating poverty and increasing community engagement. Local urbanites' fear of crime against migrant cohorts fosters mutual misunderstanding, mistrust and conflicts. Social tension and fear of crime reinforce local urban residents' segregation and discrimination against internal migrants. Conclusions. Migrant children may demonstrate a higher propensity of delinquency than local counterparts. However, more attention should be given to their victimisation as a result of economic hardships and social inequalities, in order to effectively exercise crime control in Chinese cities.
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Magdalena Goldschneider. "Geography of crime. Remarks on spatial analyses of crime with the use of digital technologies." Archives of Criminology, no. XXXII (January 1, 2010): 23–43. http://dx.doi.org/10.7420/ak2010b.

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The article discusses the issue of digital technologies use for practical applications of the principles of modern ecologic currents in criminology. The phenomenon of crime is not distributed evenly in time and space. Detailed analysis of this regularity is possible owing to crime map making. The tradition of such map making originates in the 19th century and roots from the cartographic school. Their representatives conducted analyses basing on the data coming from French police statistics. More advanced studies on spatial distribution of crime, whose authors created theoretical conceptions attempting at explaining this phenomenon, originate from the Chicago school. In our times, with the advancement of computerisation, technical capabilities of modern computers and availability of good and reliable software, crime maps are becoming an even more easily accessible and effective tool in the analysis of the phenomenon of crime. Geographic information system (GIS) is the technology currently employed for spatial analyses. It allows introducing, storing, processing and visualising geographical data. Geocoding technology enables translation to geographic coordinates and digital map making containing information on the criminal events in a given city. GIS is used in criminological analyses in two main areas: digital crime map making and geographic profiling. Crime mapping is a tool for spatial analyses of criminal incidents which consists in putting together the time and place of crime to investigate spatial patterns of criminal behaviours and hot spots. It also enables to analyse criminal incidents according to various spatial variables e.g. to compare crime scene locations with locations like bars or schools, with demographic data concerning investigated areas etc. The idea of crime mapping has its roots in theoretical assumptions of environmental criminology which seeks relations between crime and its environmental and geographic determinants. Studies on crime scene locations are related mainly to the idea of hot spots, that is places where more criminal incidents than the average are reported. Crime maps are a useful tool which enables the analysts equipped with adequate criminological knowledge to seek the reasons for concentration of criminal activity in the area. In practice, digital maps are used by the police to obtain geographical data about a given area and to manage police units. Advanced use of GIS is made in everyday work of police forces in the USA and UK. Maps can also allow the data on crime statistics on a given area to be accessed by local communities. Geographic profiling is another GIS application enabling use of criminological knowledge. It allows to establish the most likely estimated place of residence of serial offenders. A profile is made based on information concerning crime location and other places of significance to the incident (eg. place where the corpse was abandoned).
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Zhegalov, Evgeny A. "Moral and Historical School of Criminalistics." Juridical Science and Practice 16, no. 2 (2020): 82–86. http://dx.doi.org/10.25205/2542-0410-2020-16-2-82-86.

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The article considers ways to overcome corruption in the investigation and inquiry bodies by improving the course of criminology and establishing and implementing a moral and historical school. Named origins and pioneers of the ethical-historical school of criminology, given their views on the quality of justice investigator from the psychological side: integrity, strong moral convictions, skill in complex conflict situations, to remain master of their feelings and aspirations, to remain faithful to the moral principles of intolerance to evil, the pursuit of justice, ethical behavior in relations with the suspect, accused, witness, excluding physical or mental violence. It is argued that the communication of the investigator with the accused should not be based on deception and immorality; in such a profession necessary moral fortitude, and perseverance of the investigator in an atmosphere of total temptation and corruption, the ability to effectively resist illegal pressure, selfless dedication in any environment, selflessness, and humanism. The abovementioned application of the content of ethical-historical school of criminology, such as: the development and adoption of a code of ethics for CSI, the CSI oath, improvement or adoption of such codes for various categories of employees of law enforcement bodies and subjects of law enforcement; the implementation of the educational process on criminology interactive exploration of film documents on the history of the sections and fields of criminology, political processes, the Nuremberg trials, investigation and conviction of Nazi criminals and their accomplices, the investigation of disasters, terrorist attacks, the death of political and cultural figures, investigation of resonant crimes from different eras and in recent years, return to the detailed development and implementation in the training of lawyers clear criteria of admissibility of tactics; creation of self-regulating communities in state and law enforcement agencies that can be contacted in cases of corruption pressure. Scientific results demonstrate an extremely low knowledge of the recent history of criminology and the Nuremberg trials by law school graduates. The results are new and have not been published before.
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Guzik-Makaruk, Ewa M., and Emil W. Pływaczewski. "Polish Criminology from Historical and Current Perspective." Internal Security 11, no. 2 (February 17, 2020): 85–96. http://dx.doi.org/10.5604/01.3001.0013.8208.

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The article on Polish Criminology from Historical and Current Perspective is divided into four parts. There are: Introduction — historical Perspective, Białystok School of Criminology, National Forum of Young Criminologists, International Centre for Criminological Research and Expertise. In the final part of article the authors stressed, that activities of Białystok School of Criminology have much more broad-spectrum, than described. The International Centre of Criminological Research and Expertise conducts interdisciplinary basic research and development works serving both internal security and justice. The Centre aims at entering into cooperation with the State authorities, private sector entities and NGOs, within the country and abroad, along with preparation of expert opinions at their request. It will also conduct publishing and popularizing activities. The representatives of Białystok School of Criminology are also members of such scientific initiatives like: the Academic Forum — Legal and Medical Aspects of Human Health and the Academic Forum — Podlasie — Warmia and Mazury. As a result of these initiatives, in May 2015 there was the international conference Legal, Criminological and medical aspects of social exclusion attended by over 200 people. The scholars from Białystok School of Criminology are open to cooperation, especially of international character. The broad spectrum of research on issues of science criminology in many institutions, centres and academic institutions is an eloquent proof of the dynamic development of criminology in Poland.
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Dissertations / Theses on the topic "Chicago school of criminology"

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De, LA Cruz Jesse S. "Mexican American / Chicano gang members' voice on social control in the context of school and community| A critical ethnographic study in Stockton, California." Thesis, California State University, Stanislaus, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633628.

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The purpose of the study was to examine what role social control, in the context of family, school, and community, played in the participants' decision to join gangs in their adolescent years. The study examined the lives of four male ex-gang members over the age of 18, with extensive criminal records and poor academic histories. Participants were chosen from a Stockton reentry facility where ex-offenders were in the process of improving their lives by breaking the chains of street gang involvement, criminality, and incarceration.

The findings revealed that social control administered by family, school, law enforcement, and community all played a significant role in shaping each participant's decision to join his prospective gang in adolescence. The researcher found that while the family life of the participants was the prime mover in terms of a nudge toward gang life, school was also a place where they were constantly devalued, in large part because educators did not understand them, and the teachers arrived to their classrooms ill equipped for the realities of teaching in schools located in violence-ridden neighborhoods where the youth suffered morbid and multiple exposure to trauma. In fact, the teachers and law enforcement's inept ways of addressing the participant's maladaptive behaviors—with a propensity for handling all issues with punitive measures—ended up creating incentives for the participants to join a gang.

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Kaul, Maya. "Deconstructing “Deviance” and “Disorder” as Systems of Domination: Chicago Public Schools as a Case Study of the Effects of Zero Tolerance Discipline Policies on Educational Outcomes in US Schools." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pomona_theses/184.

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The rise of “zero tolerance” discipline practices in US primary and secondary schools has become increasingly well documented by the media and empirical studies. Despite the extensive scholarship that has emerged from these conversations, many of these analyses are limited in their scope and do not connect the phenomena of zero tolerance in schools to the diverse, shifting forces at play within American politics and policy today. As such, the goal of this work is to synthesize ideas about zero tolerance across disciplines by integrating historical thought, philosophical frameworks of punishment, shifting policy goals within the US education system, the sociological constructions of “deviance” and “disorder” in the context of the US criminal justice system, and empirical data directly from a school district to develop particular policy recommendations accordingly. The primary research question of this analysis is: What are the effects of zero tolerance discipline policies on educational outcomes? To answer this question, Chicago Public Schools will be employed as a case study from which lessons for the nation at large will be drawn. Ultimately, this analysis ends up revealing the ways in which zero tolerance policies stem from much deeper forces at play between dominant and marginal groups, and what comes to be defined as “deviance” in relation to a socially constructed system of “order.”
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Harvey, Lee Colin. "The Chicago School : a metascientific study." Thesis, Open University, 1985. http://oro.open.ac.uk/57002/.

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The value of the concept of 'school' in metascience is examined with reference to the 'Chicago School of Sociology' during the period from 1900 to 1952. The notion of school is widely used by sociologists in accounting for developments within their discipline. However, the use of schools as a framework for documenting and interpreting the history of sociology tends to obscure the complexity and variety of intellectual development. Five myths about the 'Chicago School' are identified: that its members were social ameliorists; that they were primarily ethnographers; that they exhibited little concern with theory; that they were heavily reliant on a framework provided by the social psychological perspective of George Herbert Mead; and that they were an insular group with little direct involvement in, or long term impact on, the development of sociology in the United States. It is argued that sociological work at the University of Chicago was an integral part of American sociology throughout the period under study and that the 'Chicago School' did not display a distinct set of theoretical and methodological ideas. What was common to the the members of the sociology department of the University of Chicago was in large part also typical of American sociology as a whole. In the light of this empirical study, the potential of the metascientific models proposed by Mullins (1973) and Tiryakian (1979a, 1979b) is examined in detail both in terms of their theoretical underpinnings and their approach to the case study material. 'Doubt is cast on the value of these models and the implications of this for a 'schools' or 'unit approach' to metascience are considered. It is suggested that a schools approach which concentrates on the knowledge transformative processes within a school rather than on identifying schools with a distinct set of ideas might be a more profitable way of developing a theory of the production of sociological knowledge and would be less likely to perpetrate myths.
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Dominguez-Martinez, Rodrigo. "Immigration, Organization-Based Resources, and Urban Violence| An Analysis of Latino Neighborhoods in Chicago." Thesis, Northern Illinois University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267498.

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The Latino paradox of crime suggests that relative to other groups with similar rates of economic disadvantage, Latinos fare a lot better in a wide array of social indices, including the propensity to violence and crime. While previous studies tend to overestimate the role of community members in creating the conditions under which violent crime occurs, very few have examined the direct role of the ‘disorganizing’ or ‘organizing’ factors that result from political turf wars. This study will examine the ways in which the mobilization of resources and organizational infrastructures affect the immigration-crime nexus. In an effort to better understand the Latino paradox associated with crime, this study shall critically examine how organization-based resources affect variations in violent crime rate among Latino neighborhoods in the City of Chicago.

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Bushaw, Kyle J. "The Effects of Police Body-Worn Cameras on Arrests| Examining the Chicago Police Department's Pilot Program." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10274824.

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With overwhelming public support, pressure has been mounting on police departments to improve accountability and public trust by equipping their officers with body worn cameras (BWCs) to reduce police violence and hold officers responsible for excessive use of force, unjustified shootings, and other forms of misconduct. As police departments have begun to employ BWCs, however, concerns have risen regarding the application of this new technology and its potential to benefit police officers more so than the communities they serve. This study focuses on the city of Chicago’s recently implemented Body Worn Camera Pilot Program. The goals of this study were to determine if racial demographics could predict which of Chicago’s 22 police districts received BWCs during its pilot program, and whether and to what extent BWCs and the racial makeup of those districts influenced the arrest to crime ratios within them. A preliminary analysis revealed crime rates were not a statistically significant predictor for whether a district received BWCs. There was, however, an association between race and BWCs, where majority white police districts were much less likely to receive the technology. Standard multiple regressions indicate that as the white population percentage increases, arrests decrease. This finding was statistically significant at the .05 alpha level while controlling for the crime rate and BWC implementation. Three-way mixed ANOVA models were run to compare arrest to crime ratios pre- and post-BWC implementation for overall crime, serious crime, violent crime, non-index crime, and property crime. Although no significant two- or three-way interactions were found in any of the ANOVA models, when plotting the pre- and posttest arrest ratios there were noticeable differences between control and experimental groups across race.

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Szufnar, Elizabeth A. "The dissemination of the Chicago school of architecture in the Midwest." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1133731.

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The tall office building is a uniquely American invention, designed to meet the demands of industry and commerce. The technical and architectural achievements of the Chicago school of architecture marked the beginning of a new style of architecture for commercial buildings.The creative vitality that was so prevalent in Chicago was felt throughout the Midwest. Chicago style structures in a selected number of Midwestern cities are examined in the context of this thesis and these structures are promoted as historically significant to their locales and as a body of work in general. The purpose of this thesis is to document these structures and to discern the possible reasons for the dissemination of the Chicago school of architecture in the Midwest.
Department of Architecture
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Hootman, Heather. "Lessons in sustainable design : case study of a school in Chicago." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/67141.

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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, September 1994.
"June 1, 1994."
Includes bibliographical references (p. 175-179).
This thesis develops an approach to environmentally sustainable design through the hypothetical redesign of the South Loop School in Chicago. Sustainable architecture seeks to reinforce ecological relationships to the greatest extent possible, be they among humans or between humans and other species. Increasingly, pressure mounts in our society to design with such ecological sensitivity. This is especially true in regard to buildings for children- a population vulnerable to environmental problems and significantly influenced by surroundings. The design of an elementary school facility in particular also has the potential to both act sustainably and, on some level, teach sustainability. If, in addition to implementing materials that are nontoxic in ways that conserve energy, the built environment can simultaneously heighten an appreciation of the forces of nature, then it might truly be called sustainable. Thus, this thesis pushes sustainable design beyond its marginalized role of technical implementation by linking it to architectural theory about the relationship between architecture and nature. Sustainable design in this thesis attempts to translate environmentally conscious strategies into active and expressed design elements while fostering an appreciation of natural elements through architectural form.
by Heather Hootman.
M.Arch.
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Pigott, Christina. "School Resource Officers and the School-to-Prison Pipeline| Discovering Trends of Expulsions in Public Schools." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163309.

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The school-to-prison pipeline is a phenomenon that is occurring in public schools across the country. This study investigates if the presence of a School Resource Officers (SRO) has an effect on the rate of expulsions experienced in schools. My data is from a secondary data set from the 2009-2010 School Survey on Crime and Safety. I use the presence of an SRO or security personnel, percentage of white student enrollment, school urbanicity, and percentage of students that score below the 15th percentile on standardized tests as independent variables. My dependent variable is expulsion rates for disobedient behavior. I create one model using OLS regression to run the dependent variable against all of the independent variables. The results yielded that the presence of security personnel or an SRO has increased the rate of expulsions due to disciplinary infractions. I also found that race decreased the expulsion rate; this means that as the percentage of white students goes up, the expulsion rate goes down. These findings suggests that the disproportionate amount of African Americans in this country’s prison system could be starting in our school systems.

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Cobb, Nell B. Wheeler Pamela H. Lian Ming-Gon John. "The Chicago algebra project a historical organizational case study /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521330.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 5, 2006. Dissertation Committee: Pamela H. Wheeler, Ming-Gon John Lian (co-chairs), Carol A. Thornton, Kenneth H. Strand, Maribeth N. Lartz. Includes bibliographical references (leaves 116-127) and abstract. Also available in print.
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Coffey, Brandon S. "Environmental Factors and School Disorder: The Role of Urbanicty." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3208.

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The purpose of this study is to explore the differential impact of various environmental and organizational factors on levels of school misconduct. Although we have a general understanding of this relationship, little effort has been made to determine whether the effects are influenced by urbanicity. The current study utilizes data from the 2007-2008 School Survey on Crime and Safety to address this gap in the literature by utilizing a series of negative binomial regression models that seek to determine differences between predictive factors in urban and rural settings. Results indicate that disorganization has a similar effect within urban and rural schools, increasing counts of misconduct. On the contrary, results also suggest that urban and rural schools, which are already characterized by elevated rates of misconduct, tend to implement different types of security. This study is concluded by discussing methodological limitations, various theoretical and policy implications, and directions for future research.
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Books on the topic "Chicago school of criminology"

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Piers, Beirne, ed. The Chicago school of criminology 1914-1945. New York: Routledge, 2005.

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Davi de Paiva Costa Tangerino. Crime e cidade: Violência urbana e a Escola de Chicago. Rio de Janeiro: Editora Lumen Juris, 2007.

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Smith, Dennis. The Chicago School. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19031-7.

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Hess, G. Alfred. School restructuring, Chicago style. Newbury Park, Calif: Corwin Press, 1991.

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Braun, Brian. Chicago school law survey. Springfield, Ill: Illinois Association of School Boards, 1992.

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Fogaty, Andrew. The Chicago school & daycare guide. Chicago: C.V.S. Press, 1997.

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Kenneth, Plummer, ed. The Chicago school: Critical assessments. London: Routledge, 1997.

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R, Shook John, Dewey John 1859-1952, and Angell James Rowland 1869-1949, eds. The Chicago school of functionalism. Bristol: Thoemmes Press, 2001.

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Schwendinger, Herman. Who Killed the Berkeley School?: Struggles Over Radical Criminology. Brooklyn, NY: punctum books, 2014.

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Samuels, Warren J. The Chicago School of Political Economy. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429338892.

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Book chapters on the topic "Chicago school of criminology"

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Windle, James, Orla Lynch, Kevin Sweeney, Maggie O’Neill, Fiona Donson, and James Cuffe. "The Chicago School." In Criminology, Crime and Justice in Ireland, 105–15. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003044284-10.

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Hardyns, Wim, and Lieven J. R. Pauwels. "The Chicago School and Criminology." In The Handbook of the History and Philosophy of Criminology, 123–39. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119011385.ch7.

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Browning, Christopher R., Kathleen A. Cagney, and Katherine Morris. "Early Chicago School Theory." In Encyclopedia of Criminology and Criminal Justice, 1233–42. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5690-2_425.

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Papachristos, Andrew V. "Jim Short and the Chicago school of sociology." In Social Bridges and Contexts in Criminology and Sociology, 37–51. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429342752-5.

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Reder, M. W. "Chicago School." In The World of Economics, 40–50. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21315-3_7.

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Emmett, Ross B. "Chicago School." In The Palgrave Encyclopedia of Strategic Management, 231–34. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-00772-8_624.

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Hutter, Mark. "Chicago School." In Experiencing Cities, 85–110. Fourth edition. | New York, NY : Routledge Books, [2021] |: Routledge, 2020. http://dx.doi.org/10.4324/9780429266218-6.

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Reder, M. W. "Chicago School." In The New Palgrave Dictionary of Economics, 1548–56. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_83.

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Hennig, Eike. "Chicago School." In Handbuch Stadtsoziologie, 95–124. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-94112-7_5.

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Emmett, Ross B. "Chicago School." In The Palgrave Encyclopedia of Strategic Management, 1–4. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-349-94848-2_624-1.

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Conference papers on the topic "Chicago school of criminology"

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Landrawan, I. Wayan, Dewa Ayu Eka Agustini, and Ni Ketut Sari Adnyani. "The Study Of Criminology Against Wild Racing Around Youth (Case Study Of High School Students In Police Jurisdictions Buleleng)." In Proceedings of the 3rd International Conference on Law, Social Sciences, and Education, ICLSSE 2021, 09 September 2021, Singaraja, Bali, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.9-9-2021.2313654.

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Blanchard, Uma. "Talking Emotional Safety: School Leaders and Language in a Chicago Public Schools School Safety Reform." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2012931.

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Kac, Eduardo. "Computer holography at the School of the Art Institute of Chicago." In Optics Quebec, edited by Tung H. Jeong. SPIE, 1994. http://dx.doi.org/10.1117/12.165558.

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Zhuang, YuFeng, and Zuyu Gan. "A machine learning approach to enrollment prediction in Chicago Public School." In 2017 8th IEEE International Conference on Software Engineering and Service Science (ICSESS). IEEE, 2017. http://dx.doi.org/10.1109/icsess.2017.8342895.

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Wesly, Edward J. "Teaching holography in an art school environment: the program at the School of the Art Institute of Chicago." In Midwest - DL tentative, edited by Rudolph P. Guzik, Hans E. Eppinger, Richard E. Gillespie, Mary K. Dubiel, and James E. Pearson. SPIE, 1991. http://dx.doi.org/10.1117/12.47740.

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Koenig, Alex. "Violence, Equity, and Community Voice in Chicago Public Schools' Reimagining of School Safety." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2009013.

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Duntemann, John F., Brian R. Greve, Adam Allan, and Scott Arnold. "Load Testing and Fiber-Reinforced Polymer Reinforcement of 1920s Vintage Chicago Public School Building." In Structures Congress 2012. Reston, VA: American Society of Civil Engineers, 2012. http://dx.doi.org/10.1061/9780784412367.175.

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Dettori, Lucia, Ronald I. Greenberg, Steven McGee, and Dale Reed. "The impact of meaningful high school computer science experiences in the Chicago Public Schools." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296505.

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Figueiredo, Sergio M. "Thinking through Building The Eindhoven School." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.4.

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In December 1988, the exhibition “The Eindhoven School: The Modern Past” opened at deSingel in Antwerp. Presenting the work of twenty-three architecture graduates from TU Eindhoven (TU/e), this exhibition signaled the emergence of a new type of architecture in the Netherlands. However, unlike the Chicago or the Amsterdam School, the Eindhoven School was not presented on the basis of formal similarities. Instead, it was described as “a constellation of diverse attitudes which range[d] from Han Westerlaken’s high tech to the refinement of Jo Coenen and the intellectualism of [Wiel] Arets and [Wim] Van den Bergh,” but also included the work of John Körmeling, Sjoerd Soeters, René van Zuuk, Martien Jansen, Gert-Jan Willemse, Johan Kappetein, Jos van Eldonk, and Bert Dirrix.1
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Mafuvadze, Benford, Angellar Manguvo, Jiaxin He, Stephen D. Whitney, and Salman M. Hyder. "Abstract 4460: Breast cancer knowledge and awareness among high school and college students in mid-Western USA." In Proceedings: AACR 103rd Annual Meeting 2012‐‐ Mar 31‐Apr 4, 2012; Chicago, IL. American Association for Cancer Research, 2012. http://dx.doi.org/10.1158/1538-7445.am2012-4460.

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Reports on the topic "Chicago school of criminology"

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Shub, Toni, and Ken Maaz. Exploring ECS Teacher Persistence and Attrition in Chicago Public School. The Learning Partnership, August 2021. http://dx.doi.org/10.51420/report.2021.3.

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Pathak, Parag, and Tayfun Sönmez. School Admissions Reform in Chicago and England: Comparing Mechanisms by Their Vulnerability to Manipulation. Cambridge, MA: National Bureau of Economic Research, February 2011. http://dx.doi.org/10.3386/w16783.

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Cullen, Julie Berry, Brian Jacob, and Steven Levitt. The Impact of School Choice on Student Outcomes: An Analysis of the Chicago Public Schools. Cambridge, MA: National Bureau of Economic Research, September 2000. http://dx.doi.org/10.3386/w7888.

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Jacob, Brian, and Lars Lefgren. The Impact of Teacher Training on Student Achievement: Quasi-Experimental Evidence from School Reform Efforts in Chicago. Cambridge, MA: National Bureau of Economic Research, April 2002. http://dx.doi.org/10.3386/w8916.

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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, January 2021. http://dx.doi.org/10.51420/report.2021.1.

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In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we compare results across years. We then discuss the products that were produced by the coaching team to support the implementation of the model. Finally, we provide an overview of next steps for the coaching team in the 2020-2021 school year and beyond.
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Southwell, Brian G., Andrea Anderson, Anne Berry, Kamilah Weems, and Lisa Howley, eds. Equipping Health Professions Educators to Better Address Medical Misinformation. RTI Press, March 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0086.2303.

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As part of a cooperative agreement with the US Centers for Disease Control and Prevention (Federal Award Identification Number [FAIN]: NU50CK000586), the Association of American Medical Colleges (AAMC) began a strategic initiative in 2022 both to increase confidence in COVID-19 vaccines and to address medical misinformation and mistrust through education in health professions contexts. Specifically, the AAMC solicited proposals for integrating competency-based, interprofessional strategies to mitigate health misinformation into new or existing curricula. Five Health Professions Education Curricular Innovations subgrantees received support from the AAMC in 2022 and reflected on the implementation of their ideas in a series of meetings over several months. Subgrantees included the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Florida International University Herbert Wertheim College of Medicine, the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo, the Maine Medical Center/Tufts University School of Medicine, and the University of Chicago Pritzker School of Medicine. This paper comprises insights from each of the teams and overarching observations regarding the challenges and opportunities involved with leveraging health professions education to address medical misinformation and improve patient health.
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McGee, Steven, Everett Smith, Andrew Rasmussen, and Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.4.

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A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.
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