Noncognitive Skills in the Classroom: New Perspectives on Educational Research - Couverture souple

Rosen, Jeffrey A.; Glennie, Elizabeth J.; Dalton, Ben W.; Lennon, Jean M.; Bozick, Robert N.

Couverture souple

ISBN 10 : 1934831026 ISBN 13 : 9781934831021

Editeur : RTI International / RTI Press, 2010

Synopsis

This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). It focuses primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. This book examines seven attributes in depth and critiques the measurement approaches used by researchers and discusses how they can be improved.

A propos du livre

À propos de l'auteur

Robert N. Bozick, PhD, is a social scientist in the Labor and Population Division at the RAND Corporation in Santa Monica, California, where he studies youth labor markets, inequality in higher education, and the transition to adulthood for low-income youth. Prior to working at RAND, Dr. Bozick was a researcher in the Education Studies Division at RTI International. Ben W. Dalton, PhD, is an education research analyst at RTI International with expertise in the study of high school students, the high school curriculum, career and technical education, and international assessments of achievement. His research interests include course-taking and curriculum differentiation, racial and ethnic differences in educational outcomes, and the organizational characteristics of schools. Terri L. Dempsey, MA(Ed), is a research education analyst at RTI International with more than 12 years of research and evaluation experience in a broad array of social science disciplines, including education, public health, and psychology. Ms. Dempsey recently completed a master’s degree in Educational Psychology, Measurement, and Evaluation from the University of North Carolina at Chapel Hill, where she specialized in student motivation. Elizabeth J. Glennie, PhD, is a senior education research analyst at RTI International with more than 11 years of experience in research and evaluation. Much of Dr. Glennie’s work has focused on the US educational system, particularly the impact of policies on schools, teachers, and students. For these studies, she has analyzed large national databases and designed and conducted surveys of students and teachers. Jean M. Lennon, PhD, is a research education analyst at RTI International with 15 years of experience in a broad range of education-related issues and research methodologies. Dr. Lennon is primarily interested in how early childhood experiences, both at home and in various care settings, impact later school outcomes. Jeffrey A. Rosen, PhD, is an education research analyst at RTI International. Dr. Rosen has research interests in survey methodology and educational policy. His interests in survey methodology include approaches for reducing nonresponse bias in sample surveys. Dr. Rosen’s interests in educational policy include student mobility, dropout, and policies for at-risk student populations.

Détails de l'édition

• Éditeur: RTI International / RTI Press
• Date d'édition: 2010
• Langue: anglais
• ISBN 10: 1934831026
• ISBN 13: 9781934831021
• Reliure: Broché
• Numéro d'édition: 1
• Nombre de pages: 212
• Coordonnées du fabricant: Manufactured by Amazon on behalf of the author; https://www.amazon.fr/hz/contact-us; ; c/o Amazon Media EU S.à.r.l., 38 Avenue John F. Kennedy; Luxembourg; L-1855; Luxembourg