Children's social–emotional and self-regulation skills are critical for success in school and, ultimately, in the workplace. How can educators determine the most effective approaches for measuring students' interpersonal competencies? And how can they use the data to improve their own practice? Relevant for school leaders, educators, researchers, and other stakeholders, this book brings together leading experts from multiple disciplines to discuss the current state of measurement and assessment of a broad range of noncognitive skills and present an array of innovative tools. Chapters describe measures targeting the individual student, classroom, whole school, and community; highlight implications for instructional decision making; examine key issues in methodology, practice, and policy; and share examples of systematic school- and district-wide implementation.
Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73(1), 93–105. Schunk, D. H., & Meece, J. L. (2005). Self-efficacy beliefs in adolescences.
explained by higher education and by sorting into higher-paid occupations, but that the pay premium for extraversion and ... Measuring noncognitive skills via self-assessments such as personality inventories cannot begin before middle ...
This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs.
Theory, Measurement, and Educational Practice Katie Larsen McClarty, Krista D. Mattern, Matthew N. Gaertner. Many noncognitive skills are malleable; students can do something about them. In fact, psychosocial skills evolve not only ...
A New Framework for Education in the Middle East and North Africa Safaa El Tayeb El-Kogali, Caroline Krafft ... assessed. alongside. cognitive. skills. One important means of supporting the development of noncognitive skills within ...
This volume addresses questions that lie at the core of research into education.
The difference between our results and those of Blau and Kahn (2005) may be driven by the different methodology that we use. When we apply Blau and Kahn's (2005) methodology to the PIAAC data, we still find that the contribution of ...
Highlighting a range of topics such as learning outcomes, assessment design, and peer assessment, this multi-volume book is ideally designed for educators, administrative officials, principals, deans, instructional designers, school boards, ...
President Obama's first address to Congress signaled a shift in educational priorities.
The principles of brain-based learning propose that effective learning could occur only through practicing real life ... Students should be informed of basic brain facts and ways to keep the brain in top condition for high test success.