"Becoming Effective Learners" Survey Development Project

Autor/inn/en	Farrington, Camille; Levenstein, Rachel; Nagaoka, Jenny
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	"Becoming Effective Learners" Survey Development Project
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Surveys; Urban Schools; Public Schools; Charter Schools; Influences; Elementary School Students; Secondary School Students; Student Behavior; Academic Persistence; Student Attitudes; Learning Strategies; Interpersonal Competence; Test Construction; California; Colorado; Connecticut; District of Columbia; Illinois; Massachusetts; New York; Pennsylvania + Suchen Sie Ihr Suchwort? Schülerbefragung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Charter school; Charter-Schule; Influence; Einfluss; Einflussfaktor; Sekundarschüler; Student behaviour; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interpersonale Kompetenz; Testaufbau; Kalifornien; Master-Studiengang
Abstract	The educational outcomes of low-income and racial/ethnic minority students suggest that there is a fundamental disconnect between contemporary schooling and the needs of students in urban schools. Most attempts to address these problems in K-12 schools have focused on increasing students' mastery of content knowledge and skills. While the evidence from interventions and other experimental research strongly supports the importance of academic mindsets and learning strategies to students' overall school performance, there is very little research on whether noncognitive factors are situated within students or are products of particular environments, the extent to which they transfer across contexts, or how teachers might intentionally build noncognitive factors as a regular part of their classroom practice. To that end, in collaboration with national and international substantive experts and expert practitioners, the authors are conducting the "Becoming Effective Learners" survey development project. The centerpiece of work in this project is the creation of a reliable and validated survey instrument for students in grades 6-12 to be made available for free noncommercial use by researchers and practitioners for purposes of basic research and formative/ diagnostic assessment. Eleven neighborhood schools and 11 charter schools in Chicago Public Schools (CPS) participated in Round 1 of the pilot study. Current analysis is ongoing and will conclude by coming mid-summer to allow researchers and practitioners to better focus their efforts on the practices and interventions that promote noncognitive factors and move this interest in noncognitive factors into something truly useful for improving educational achievement and attainment. One table and one figure are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01