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BL
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| Record Number
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606590
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| Doc. No
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b435809
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| Title & Author
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Non-cognitive skills and factors in educational attainment /\ edited by Myint Swe Khine and Shaljan Areepattamannil
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| Series Statement
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Contemporary approaches to research in learning innovations ;; volume 9
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| Page. NO
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1 online resource.
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| ISBN
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9789463005913
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: 9463005919
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| Contents
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TABLE OF CONTENTS; PART I: INTRODUCTION; 1. NON-COGNITIVE SKILLS AND FACTORS IN EDUCATIONAL SUCCESS AND ACADEMIC ACHIEVEMENT; INTRODUCTION; CONCEPTUAL AND THEORETICAL UNDERPINNINGS; EVIDENCE FROM EMPIRICAL RESEARCH STUDIES; REFERENCES; PART II: CONCEPTUAL AND THEORETICAL UNDERPINNINGS; 2. CONNECTING NONCOGNITIVE DEVELOPMENT TO THE EDUCATIONAL PIPELINE; INTRODUCTION; WHAT ARE NONCOGNITIVE CONSTRUCTS?; WHICH NONCOGNITIVE CONSTRUCTS ARE MOST IMPORTANT?; WHY ARE NONCOGNITIVE CONSTRUCTS IMPORTANT?; HOW DO WE MEASURE NONCOGNITIVE CONSTRUCTS?; Self-Report Likert; Self-Report Biographical
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Self-Report Situational JudgmentsSelf-Report Forced-Choice; Other-Report; Performance Tasks; HOW, WHEN, AND WHERE ARE NONCOGNITIVE CONSTRUCTS DEVELOPED?; HOW DO NONCOGNITIVE CONSTRUCTS RELATE TO THE ACHIEVEMENT GAP?; CONCLUSION; NOTE; REFERENCES; 3. THE NEED TO ADDRESS NON-COGNITIVE SKILLS IN THE EDUCATION POLICY AGENDA; INTRODUCTION; WHY DO NON-COGNITIVE SKILLS MERIT CORE CONSIDERATION IN THE EDUCATION POLICY AGENDA?; WHAT DOES RESEARCH DEMONSTRATE REGARDING NON-COGNITIVE SKILLS?; In Search of a Definition and a List of Skills; Why Do Non-Cognitive Skills Matter?
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What Do We Know about the Origins of Non-Cognitive Skills and How They Can Be Nurtured?POLICY IMPLICATIONS; Which Changes to Education Policy Can Help It Best Fulfill This Mission?; How Can Research Help Education Policy Achieve These Goals?; CONCLUSION; NOTES; REFERENCES; 4. NON-COGNITIVE VARIABLES AND ACADEMIC ACHIEVEMENT: The Role of General and Academic Self-Efficacy and Trait Emotional Intelligence; INTRODUCTION; PERSONALITY TRAITS AND AP; ACADEMIC MOTIVATION; SELF-EFFICACY; Academic Self-Efficacy; Emotional Self-Efficacy (Trait Emotional Intelligence); INDIRECT EFFECTS
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Indirect Effects of Personality and Academic Motivation on APGeneral and Academic Self-Efficacy; Trait EI and Emotion-Related Constructs; LIMITATIONS OF THE EXISTING LITERATURE; Overemphasis on Cognitive and Traditional Personality Traits; Lack of Cross-Cultural Research; Excessive Focus on GPA; Overlooking Key Components of Learning; Educational Implications; REFERENCES; 5. CONSIDERING NON-COGNITIVE FACTORS IN THE PREPARATION AND SELECTION OF EDUCATORS; INTRODUCTION; Rationale for Non-Cognitive Traits; COGNITIVE AND NON-COGNITIVE FACTORS; NON-COGNITIVE SKILLS; NON-COGNITIVE FACTORS
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Grit -- Overview and DefinitionGrit and West Point Cadets; RESILIENCE; Grit and Resilience; PERSISTENCE; Sources of Persistence; TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT; USOE Program Reviews; Penn Resiliency Program (PRP); Public Profit Foundation Strategies; Non-Cognitive Factors and Teacher Education; TEACHER SELECTION AND RETENTION; Novice Teachers and Non-cognitive Factors; CONCLUSION; NOTE; REFERENCES; 6. UNDERSTANDING ATTITUDES IN EDUCATION: New Directions for Assessment; UNDERSTANDING ATTITUDES IN EDUCATION: NEW DIRECTIONS FOR ASSESSMENT; DEFINITION OF ATTITUDES
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| Abstract
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This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality, - or whether they even facilitate the transformation of heterogeneity into social inequality. Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach
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| Subject
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Affective education.
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| Dewey Classification
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370.15/3
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| LC Classification
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LB1072
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| Added Entry
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Khine, Myint Swe
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| Added Entry
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Ohio Library and Information Network.
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