Literaturnachweis - Detailanzeige
Autor/inn/en | Allensworth, Elaine M.; Farrington, Camille A.; Gordon, Molly F.; Johnson, David W.; Klein, Kylie; McDaniel, Bronwyn; Nagaoka, Jenny |
---|---|
Institution | University of Chicago Consortium on School Research |
Titel | Supporting Social, Emotional, & Academic Development: Research Implications for Educators. Research Synthesis |
Quelle | (2018), (44 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Emotional Development; Social Development; Academic Achievement; Outcomes of Education; Elementary Secondary Education; Learner Engagement; Equal Education; Consortia; Family School Relationship; Educational Environment; Classroom Techniques; Teacher Role; Administrator Role; Family Characteristics; Grades (Scholastic); Classroom Environment; Learning Motivation; Elementary School Teachers; Secondary School Teachers; Illinois (Chicago) Gefühlsbildung; Soziale Entwicklung; Schulleistung; Lernleistung; Schulerfolg; Vereinigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenführung; Lehrerrolle; Notenspiegel; Klassenklima; Unterrichtsklima; Motivation for studies; Lernmotivation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende |
Abstract | This research synthesis is designed to help teachers and principals support equitable outcomes for all students. It suggests ways teachers, administrators, and school support personnel can use insights from research to create pre-K-12 schools and classrooms that advance educational equity. The synthesis brings together the UChicago Consortium's ground-breaking research on the influence of school climate on student achievement, the importance of mindsets and developmental experiences, as well as other leading education research. It draws attention to the critical role of engagement and mindsets in student success; how teachers and administrators can create strong school climates that support students and engage families as partners; and how responsive classrooms can enable all students to have strong academic engagement. (As Provided). |
Anmerkungen | University of Chicago Consortium on School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://consortium.uchicago.edu/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |