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000761546 019__ $$a954214862
000761546 020__ $$a9789463005913$$q(electronic book)
000761546 020__ $$a9463005919$$q(electronic book)
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000761546 050_4 $$aLB1072$$b.N66 2016eb
000761546 08204 $$a370.15/3$$223
000761546 24500 $$aNon-cognitive skills and factors in educational attainment /$$cedited by Myint Swe Khine and Shaljan Areepattamannil.
000761546 264_1 $$aRotterdam, The Netherlands :$$bSense Publishers,$$c[2016]
000761546 300__ $$a1 online resource.
000761546 336__ $$atext$$btxt$$2rdacontent
000761546 337__ $$acomputer$$2rdamedia
000761546 338__ $$aonline resource$$2rdacarrier
000761546 4901_ $$aContemporary approaches to research in learning innovations ;$$vvolume 9
000761546 5050_ $$aTABLE OF CONTENTS; PART I: INTRODUCTION; 1. NON-COGNITIVE SKILLS AND FACTORS IN EDUCATIONAL SUCCESS AND ACADEMIC ACHIEVEMENT; INTRODUCTION; CONCEPTUAL AND THEORETICAL UNDERPINNINGS; EVIDENCE FROM EMPIRICAL RESEARCH STUDIES; REFERENCES; PART II: CONCEPTUAL AND THEORETICAL UNDERPINNINGS; 2. CONNECTING NONCOGNITIVE DEVELOPMENT TO THE EDUCATIONAL PIPELINE; INTRODUCTION; WHAT ARE NONCOGNITIVE CONSTRUCTS?; WHICH NONCOGNITIVE CONSTRUCTS ARE MOST IMPORTANT?; WHY ARE NONCOGNITIVE CONSTRUCTS IMPORTANT?; HOW DO WE MEASURE NONCOGNITIVE CONSTRUCTS?; Self-Report Likert; Self-Report Biographical
000761546 5058_ $$aSelf-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?
000761546 5058_ $$aWhat Do We Know about the Origins of Non-Cognitive Skills and How They Can Be Nurtured?POLICY IMPLICATIONS; Which Changes to Education Policy Can Help It Best Fulfill This Mission?; How Can Research Help Education Policy Achieve These Goals?; CONCLUSION; NOTES; REFERENCES; 4. NON-COGNITIVE VARIABLES AND ACADEMIC ACHIEVEMENT: The Role of General and Academic Self-Efficacy and Trait Emotional Intelligence; INTRODUCTION; PERSONALITY TRAITS AND AP; ACADEMIC MOTIVATION; SELF-EFFICACY; Academic Self-Efficacy; Emotional Self-Efficacy (Trait Emotional Intelligence); INDIRECT EFFECTS
000761546 5058_ $$aIndirect 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
000761546 5058_ $$aGrit -- Overview and DefinitionGrit and West Point Cadets; RESILIENCE; Grit and Resilience; PERSISTENCE; Sources of Persistence; TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT; USOE Program Reviews; Penn Resiliency Program (PRP); Public Profit Foundation Strategies; Non-Cognitive Factors and Teacher Education; TEACHER SELECTION AND RETENTION; Novice Teachers and Non-cognitive Factors; CONCLUSION; NOTE; REFERENCES; 6. UNDERSTANDING ATTITUDES IN EDUCATION: New Directions for Assessment; UNDERSTANDING ATTITUDES IN EDUCATION: NEW DIRECTIONS FOR ASSESSMENT; DEFINITION OF ATTITUDES
000761546 506__ $$aAccess limited to authorized users.
000761546 520__ $$aThis volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality, - or whether they even facilitate the transformation of heterogeneity into social inequality. Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach.
000761546 588__ $$aDescription based on online resource; title from digital title page (viewed on August 24, 2016).
000761546 650_0 $$aAffective education.
000761546 7001_ $$aKhine, Myint Swe,$$eeditor.
000761546 830_0 $$aContemporary approaches to research in learning innovations ;$$v9.
000761546 852__ $$bebk
000761546 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-94-6300-591-3$$zOnline Access$$91397441.1
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000761546 980__ $$aBIB
000761546 982__ $$aEbook
000761546 983__ $$aOnline
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