Mitigating the Dunning-Kruger Effect: California Urban School Principals' Perceived Skill Sets in 10 High-Performing Schools Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).

Autor/inn/en	Marcos, Teri Anne; Wise, Donald; Loose, William; Padover, Wayne; Belenardo, Susan
Titel	Mitigating the Dunning-Kruger Effect: California Urban School Principals' Perceived Skill Sets in 10 High-Performing Schools Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).
Quelle	(2020), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Effectiveness; Socioeconomic Status; Cognitive Processes; Bias; Self Evaluation (Individuals); Self Concept; Accuracy; Misconceptions; Social Cognition; Academic Achievement; Equal Education; Principals; Psychological Patterns; Elementary Education; Low Income Students; Skills; California + Suchen Sie Ihr Suchwort? Schuleffizienz; Socio-economic status; Sozioökonomischer Status; Cognitive process; Kognitiver Prozess; Selbstkonzept; Missverständnis; Soziale Kognition; Schulleistung; Principal; Schulleiter; Elementarunterricht; Skill; Fertigkeit; Kalifornien
Abstract	This study reports findings of ten urban California educational leaders' views about their perceived emotional, psychological, and cognitive skillsets to mitigate the Dunning-Kruger Effect and maximize equity in student learning in ten of the state's highest performing, low socioeconomic status schools. Psychologists David Dunning and Justin Kruger (1999) investigated cognitive biases of university students as they were first tested then subsequently asked to report their estimates of how well they scored. Those most competent reported a reasonable confidence level whereas those least competent expressed the highest confidence. This study seeks to report California school leaders' perceptions regarding their skillsets to mitigate the Dunning-Kruger Effect and maximize equity in student learning within ten of the state's highest performing, low SES schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01