Children's Literature and Its Effects on Cognitive and Noncognitive Behaviors in Elementary Social Studies PDF Download
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Author: Kathleen Howe
Publisher:
ISBN:
Category :
Languages : en
Pages : 604
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Book Description
Author: Kathleen Howe
Publisher:
ISBN:
Category :
Languages : en
Pages : 604
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Book Description
Author: Sam Leaton Sebesta
Publisher: Transaction Publishers
ISBN: 9781412826310
Category : Language Arts & Disciplines
Languages : en
Pages : 206
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Book Description
Author: Jeffrey A. Rosen
Publisher: RTI Press
ISBN: 1934831026
Category : Education
Languages : en
Pages : 216
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Book Description
This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Author:
Publisher: On The Mark Press
ISBN: 1770726500
Category :
Languages : en
Pages : 134
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Book Description
Author: Donita Covey
Publisher: S&S Learning Materials
ISBN: 1550354019
Category : Creative activities and seat work
Languages : en
Pages : 134
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Book Description
Divided into two main sections; vocabulary/research and literature/writing and subdivided into four sections: vocabulary, research using non-fiction, specific novel activities and writing activities. Other contents include: teacher suggestions, an annotated bibliography of novels, list of books, songs and movies of the war years, a list of useful addresses and a marking sheet. 62 activities. 129 pages.
Author: James H. McMillan
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
"Understanding and Evaluating Research," third edition, is a supplemental textbook appropriate for all courses in educational research. A reader, this text contains quantitative "and" qualitative educational research articles from a variety of professional journals. With each article is a sample article analysis and exercises that help students become better consumers of research. The third edition is greatly enhanced by the inclusion of a new chapter on " Mixed Method Designs" and two mixed-method studies, revised and expanded discussion of qualitative methods, more emphasis given to randomized designs, revision of research typology, and features eight new articles.
Author:
Publisher:
ISBN:
Category : Social sciences
Languages : en
Pages : 200
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Book Description
Author: Kathy Gnagey Short
Publisher: Newark, Del. : International Reading Association
ISBN:
Category : Education
Languages : en
Pages : 300
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Book Description
Noting that few syntheses of research on children's literature exist, this annotated bibliography guides teachers, researchers, and librarians who are searching for research on a particular topic, strategies for using literature in schools, or children's books on a particular topic. Section I of the book focuses on children's literature research (research reviews, books, selected articles, other published studies, and dissertations) published from January 1985 through December 1993 and includes a discussion of the procedures for identifying, listing, and annotating that research. Section II highlights professional journals that educators can use to locate reviews of children's literature, lists of books on particular topics, articles on using literature in the classroom, and research on children's literature. Section III contains annotations of many professional books on children's literature which focus on theoretical foundations, literature discussion and response, broad surveys of children's literature, sociopolitical and cultural issues, genre studies, literature across the curriculum, collections of teaching activities, and bibliographies of children's and adolescent literature. Each section of the book contains research or professional resources aimed at elementary and middle school contexts, specifically preschool through grade 8. (RS)
Author: Jinyan Zhou
Publisher: Routledge
ISBN: 100051787X
Category : Business & Economics
Languages : en
Pages : 92
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Book Description
"Non-cognitive skills" are often used to refers to those skills that do not fall within the cognitive category but to describe a stable pattern of thought, feeling, and behavior in different situations and backgrounds with profitable and investable characteristics, such as conscientiousness, perseverance, and teamwork, which are critically important in education. However, for many years, "non-cognitive skills" have always been ignored in human capital theory. The book, using a multidisciplinary approach, tries to uncover the noncognitive components of human capital, so as to answer the question "what is the skill that should be invested in?" The author expands the connotations of human capital by exploring the value of noncognitive skills and their production patterns, constructing a measurement framework and a set of tools to measure noncognitive skills. She especially carries out an empirical survey which covers primary and secondary school students from seven provinces of China’s east, middle, and west areas. With the data collected, she analyzes Chinese students’ noncognitive development and further identifies the critical factors that may impact their noncognitive skills by applying the Bayesian Model Average approach. The book will be a theoretical contribution to education economics. Researchers interested in education in China, children’s development, and policymakers in the field of education will find this book helpful and resourceful.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
