Consortium on chicago school research (371 risultati)

Paperback. Condizione: Very Good. 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.…

Paperback. Condizione: Very Good. 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.…

Condizione: Good. Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc.

Condizione: Very Good. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Paperback. Condizione: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.

Paperback. Condizione: Good. Amid growing recognition that strong academic skills alone are not enough for young people to become successful adults, this comprehensive report offers wide-ranging evidence to show what young people need to develop from preschool to young adulthood to succeed in college and career, have healthy relationships, be engaged citizens, and make wise choices. It concludes that rich experiences combining action and reflection help children develop a set of critical skills, attitudes, and behaviors. And it suggests that policies should aim to ensure that all children have consistent, supportive relationships and an abundance of these developmental experiences through activities inside and outside of school.…

Condizione: New.

Paperback or Softback. Condizione: New. The Educational Attainment of Chicago Public Schools Students: A Focus on Four-Year College Degrees. Book.

Condizione: New.

Paperback or Softback. Condizione: New. Standards-Driven Instructional Improvement: Lessons Learned in Chicago. Book.

Condizione: New.

Condizione: New.

Paperback or Softback. Condizione: New. English Learners in Chicago Public Schools: A Spotlight on High School Students. Book.

Paperback or Softback. Condizione: New. Student Experiences through the COVID-19 Pandemic: Attendance, Online Learning Platform Use, and Annual Survey Reports. Book.

Condizione: As New. Unread book in perfect condition.

Condizione: As New. Unread book in perfect condition.

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Paperback or Softback. Condizione: New. High School Graduation and College Readiness Indicator Systems: What We Know, What We Need to Know. Book.

Condizione: New.

Paperback or Softback. Condizione: New. Connection, Trust, and Learning: Student Attendance in the Middle and High School Grades Following the COVID-19 Pandemic. Book.

Condizione: New.

Condizione: New.

Condizione: New.

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Paperback. Condizione: New.

Condizione: New.

Condizione: New.

Paperback or Softback. Condizione: New. Hidden Risk: Changes in GPA across the Transition to High School. Book.