Evanston Township High School Research Articles

A design course for every student

Integrating STEAM with human-centered design is one way to transform the teaching of high school mathematics. Susanna Kemp described how this was done at Evanston Township High School in Illinois through a project-based learning class called STEAM Design Thinking & Innovation. The course equips students with real-world skills like critical thinking, creativity, communication, curiosity, collaboration, and empathy. Kemp describes the creation of the course as well as the design thinking process, shares how the course addresses critiques of design thinking, and encourages educators to develop curricula that focus on process over outcome and that de-emphasize competition.

Detracked — And going strong

In 2010, Evanston Township High School in suburban Chicago, Ill., dramatically changed its freshman year for incoming students. The school detracked freshman English, history, and biology courses for the vast majority of students, thus removing barriers for historically under-represented student groups and providing greater access and opportunity to all. Central to the school’s approach was increasing the critical mass of diverse students in AP and honors courses. Five years later, the results are in: On ACT and AP scores, as well as in AP attendance, the school is posting the highest numbers ever.

System of Supports for Students Leads to Other School Change

Evanston Township High School embarked on an initiative to address struggling students and discovered a process for more widespread collaboration and school improvement.

Improving Student Comprehension by Thinking About a Topic in Multiple Ways

Mark Vondracek has taught physics at all levels in the Chicago Public Schools and Northwestern University's Center for Talent Development. He is currently teaching at Evanston Township High School.

Working With Gifted Science Students in a Public High School Environment: One School's Approach

The Chemistry/Physics Program at Evanston Township High School was designed to provide an environment for the rigorous teaching of advanced science and mathematics to accelerated students. This type of student makes up the bulk of students in the Advanced Placement Chemistry and Physics classes. However, there is a small number of students who master class materials quickly and easily and display unusual scientific insight. We consider these students to be gifted, and it is this group on whom we have reported in this article. We discuss various options we have utilized to keep students in the Chemistry/Physics Program highly motivated and challenged.

Giving Students a Chance: The Story of Evanston Township High School

Giving Students a Chance: The Story of Evanston Township High School

Use of television to study articulatory problems.

No AccessJournal of Speech and Hearing DisordersForum1 Feb 1967Use of Television to Study Articulatory Problems Marjorie Burkland Marjorie Burkland Evanston Township High School, Evanston, Illinois Google Scholar More articles by this author https://doi.org/10.1044/jshd.3201.80 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In "Use of Television to Study Articulatory Problems." Journal of Speech and Hearing Disorders, 32(1), pp. 80–81 Additional Resources FiguresReferencesRelatedDetailsCited by Research in Developmental Disabilities11:3 (273-288)1 Jan 1990Effects of video based training on spoken and signed language acquisition by students with mental retardationL.Theresa Watkins, Joyce N. Sprafkin and David M. Krolikowski AV communication review25:3 (281-289)1 Sep 1977Television programs as socializing agents for mentally retarded childrenStanley J. Baran Journal of Communication Disorders4:2 (119-125)1 Apr 1971Accuracy of stutterer perceptions following self-observation through video recordingsEugene B. Cooper and Marian P. Thompson Volume 32Issue 1February 1967Pages: 80-81 Get Permissions Add to your Mendeley library History Published in issue: Feb 1, 1967PubMed ID: 6017930 Metrics Topicsasha-topicsasha-article-typesleader-topicsCopyright & PermissionsCopyright © 1967 American Speech-Language-Hearing AssociationPDF downloadLoading ...

Fiftieth Anniversary Issue: Needed: A Sequential Program in Composition

Mr. Hach here proposes a specific program in writing which he feels is needed for average and above-average students in grades seven to twelve, and indicates the type of evaluation of student writing he thinks essential. Mr. Hach is chairman of the English Department in the Evanston Township High School, Evanston, Illinois.

Report on the New School: Evanston Township High School

Report on the New School: Evanston Township High School

Core Studies in the New School of Evanston Township High School

Previous articleNext article No AccessCore Studies in the New School of Evanston Township High SchoolCharles M. MacConnellCharles M. MacConnell Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 50, Number 4Apr., 1942 Article DOIhttps://doi.org/10.1086/440776 Citations: 1Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1942 The University of ChicagoPDF download Crossref reports the following articles citing this article: Leonard V. Koos Selected References on Secondary-School Instruction: I. Curriculum, Methods of Teaching and Study and Supervision, and Measurement, The School Review 51, no.11 (Oct 2015): 50–55.https://doi.org/10.1086/440871

Exploring Foreign Languages and Cultures

C AN THE study of foreign languages and cultures make a significant contribution to the heterogeneous population which is today enrolled in the American high school? What approaches might be made in an endeavor to accomplish this purpose? Should the concern in a study of this kind be exclusively with language and culture per se, or might it also deal with problems of planning, guidance, evaluation, and other desirable outcomes? The experimental work which is described in the following pages represents an effort to explore these questions with two classes of freshmen in the New School' of Evanston Township High School. This experiment has been carried on for a period of three years, with classes representing a cross section of the students in Evanston Township High School, each of the classes having an enrollment of approximately thirty students. The work of General Language has centered about the study of language and living. An exploratory course, it seeks to introduce the freshman student to the reading of simple Latin, French, Spanish, and German. At the same time the student is encouraged to read extensively, through the medium of English, in the culture of the countries involved. Through a direct reading approach to the foreign language, coupled with wide readings through the medium of English, effort is made to enable the student to develop some measure of insight and understanding of the foreign culture, to perceive its contributions to our own, and where contribution has not occurred or similarity does not exist, to sense the differences existing between institutions of foreign cultures and those of our own. Hereby the student is enabled better to examine and understand the diverse institutions of his native country, which are beginning to have personal significance for him in daily life.

A Specially Adjusted Course in Personal and Social Problems

THE last ten or fifteen years have seen a great change in the character of the population of Evanston, Illinois. There has been an influx of people who are in the lower income groups. The status of the community, economically, socially, and educationally, has been approaching the average of that of the country as a whole. This change has necessarily been reflected in the school population, including that of the Evanston Township High School. Evanston Township High School was at one time predominantly a collegepreparatory school, 80 or 90 per cent of its graduates being fortunate enough to go on to colleges or universities. In recent years the proportion of the pupils coming from homes in which cultural and economic opportunities have been limited is much larger than it formerly was. In an effort to meet the needs of these pupils, the school began about six years ago to adapt its curriculum by the addition of special opportunity courses. A rather complete discussion of these courses may be found in a bulletin of the Department of SecondarySchool Principals.' Suffice it to say here that these courses, which the pupils enter with the understanding that they will not be regarded as college preparation by most institutions of higher learning, are adjusted to the abilities of boys and girls who are not academically minded. In other words, these courses are designed for pupils who cannot pass the regular work and whose response to school is negative.

Safety at Evanston Township High School

Safety at Evanston Township High School

The English Curriculum for Low- Ability Groups At Evanston Township High School

The English Curriculum for Low- Ability Groups At Evanston Township High School

An Attempt at Solving the Problem of Individual Differences

Four years of Mathematics are offered in Evanston Township High School, as follows: In the first year three courses, called Algebra 1, Mathematics 1, and Business Training; in the second year three courses—Plane Geometry, Mathematics 2, and Bookkeeping; in the third year two coursess—a second year of Algebra and Mathematics 3, which consists of a semester of Algebra and a semester of Solid Geometry; and in the four th year one course, consisting of a semester of Trigonometry and a semester of College Algebra.

Actual Government in Illinois

Journal Article Actual Government in Illinois. By Mary Louise Childs, teacher of history and civics, Evanston Township High School. (New York: The Century Company, 1914. 224 p. $.50) Get access O .M. Dickerson O .M. Dickerson Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 1, Issue 1, June 1914, Page 154, https://doi.org/10.2307/1896981 Published: 01 June 1914