Readiness for College: The Role of Noncognitive Factors and Context

Autor/inn/en	Nagaoka, Jenny; Farrington, Camille A.; Roderick, Melissa; Allensworth, Elaine; Keyes, Tasha Seneca; Johnson, David W.; Beechum, Nicole O.
Titel	Readiness for College: The Role of Noncognitive Factors and Context
Quelle	In: Voices in Urban Education, (2013) 38, S.45-52 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1553-541X
Schlagwörter	College Readiness; Student Behavior; Academic Persistence; Interpersonal Competence; Learning Strategies; Student Attitudes; Educational Attitudes; Expectation; High School Students; College Bound Students; Literature Reviews + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Interpersonale Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Expectancy; Erwartung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Research has shown that in addition to academic knowledge, a variety of noncognitive skills are essential to students' post-secondary success. This article summarizes a review by the University of Chicago Consortium on Chicago School Research (CCSR) that brought together hundreds of studies of factors that have been tied to academic success into a coherent framework of noncognitive factors (Farrington et al. 2012). The review paid close attention to identifying which noncognitive factors matter for students' long-term success, clarifying why and how these factors matter, and determining if these factors are malleable and responsive to context and how they are related to each other. The goal of the literature review was to develop a coherent and evidence-based framework for considering the role of noncognitive factors in increasing student attainment and to identify critical gaps in the knowledge base and in the link between research and practice. Parts of that review are excerpted here. (ERIC).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10