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Teaching Adolescents to Become Learners : The Role of Noncognitive Facotrs in...
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US $5.00 (approx S$ 6.48) USPS Media MailTM.
Located in: Chicago, Illinois, United States
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Estimated between Wed, 3 Dec and Mon, 8 Dec to 94104
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About this item
Seller assumes all responsibility for this listing.
eBay item number:116200171986
Item specifics
- Condition
- Subject
- Teaching
- ISBN
- 9780985681906
About this product
Product Identifiers
Publisher
Consortium On Chicago School Research
ISBN-10
098568190X
ISBN-13
9780985681906
eBay Product ID (ePID)
11038676137
Product Key Features
Publication Year
2012
Subject
General
Publication Name
Teaching Adolescents to Become Learners : The Role of Noncognitive Facotrs in Shaping School Performance: a Critical Literature Review
Language
English
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Additional Product Features
Intended Audience
Scholarly & Professional
Synopsis
"Teaching Adolescents To Become Learners" summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills, and proposes a framework for thinking about how these factors interact to affect academic performance, and what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context. It examines whether there is substantial evidence that noncognitive factors matter for students' long-term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, determining if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and illuminating how educators might best support the development of important noncognitive factors within their schools and classrooms. The review suggests some promising levers for change at the classroom level, and challenges the notion that hard work and effort are character traits of individual students, instead suggesting that the amount of effort a student puts into academic work can depend, in large part, on instructional and contextual factors in the classroom. In addition, the review also presents challenges for future research on noncognitive factors. This work was supported by Raikes Foundation and Lumina Foundation.
Item description from the seller
Seller feedback (741)
- m***2 (37)- Feedback left by buyer.Past monthVerified purchaseQuickly shipping. Packaging acceptable. The book was as described , just few marked and highlighted and the value was great ! I would recommend this seller and I would buy from him if possible.
- _***_ (210)- Feedback left by buyer.Past 6 monthsVerified purchaseThe item was shipped fast and was in very good condition as described, amazing value, and great seller!
- p***o (147)- Feedback left by buyer.Past 6 monthsVerified purchaseBook arrived quickly and in the condition advertised. A+ transaction. Thank you!Co-Teaching That Works: Structures and Strategies for Maximizing Student Learnin (#116051863612)
Seller feedback (741)
- m***2 (37)- Feedback left by buyer.Past monthVerified purchaseQuickly shipping. Packaging acceptable. The book was as described , just few marked and highlighted and the value was great ! I would recommend this seller and I would buy from him if possible.
- _***_ (210)- Feedback left by buyer.Past 6 monthsVerified purchaseThe item was shipped fast and was in very good condition as described, amazing value, and great seller!
- p***o (147)- Feedback left by buyer.Past 6 monthsVerified purchaseBook arrived quickly and in the condition advertised. A+ transaction. Thank you!Co-Teaching That Works: Structures and Strategies for Maximizing Student Learnin (#116051863612)