Promoting Grit, Tenacity, and Perseverance - U.S. Department of ...

More documents

Recommendations

Info

Draft Jones, E., & Nisbett, R. (1971). The actor and the observer: Divergent perceptions of the causes of behavior. New York, NY: General Learning Press. Kyllonen, P. C. (2005). The case for noncognitive assessments. Princeton, NJ: ETS. Ladd, G. W., Herald-Brown, S. L., & Kochel, K. P. (2009). Peers and motivation. In K. Wentzel & A. Wigfield (Eds.), Handbook on motivation at school (pp. 323–348). New York, NY: Routledge/Taylor & Francis Group. LeBuffe, P.A., Shapiro, V.B., & Naglieri, J.A. (2009). The Devereux Student Strengths Assessment (DESSA) Assessment, Technical Manual, and User’s Guide. Lewisville, NC: Kaplan. Lemke, J., Lecusay, R., Cole, M., & Michalchik, V. (2012). Documenting and assessing learning in informal and media-rich environments. A report to the MacArthur Foundation. Linn, M. C., Lee, H., Tinker, R., Husic, F., & Chiu, J. L. (2006). Teaching and Assessing Knowledge Integration in Science. Science, 313, 1049–1050. Lipsey, M., & Wilson, B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage Publications. Maki, R. (1998). Test predictions over text material. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 117–144). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Maston, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M. J. (2009). Resilience in development. In S. J. Lopez, & C. R. Snyder (Eds.), Oxford Handbook of Positive Psychology (pp. 117-131). New York, NY: Oxford University Press, Inc. Mcquiggan, S. W., Lee, S., & Lester, J. C. (2007). Early prediction of student frustration. In A. Paiva, R. Prada, & R.W. Picard (Eds.), Proceedings of the Second International Conference on Affective Computing and Intelligent Interactions. Berlin, Germany: Springer. Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(2), 13–23. Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244, 933–938. Mislevy, R. J., & Haertel, G. D. (2006). Implications of evidence-centered design for educational testing. Educational Measurement: Issues and Practice, 25(4), 6–20. 102
Draft Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1, 3–66. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. L.,...Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. Morisano, D., Hirsh, J. B., Peterson, J. B., Shore, B., & Pihl, R. O. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Psychology, 95, 255–264. Murray, K., & Kochanska, G. (2002). Effortful control: Factor structure and relation to externalizing and internalizing behaviors. Journal of Abnormal Child Psychology, 30, 414–503. * National Research Council. (2012). Education for life and work : Developing transferable knowledge and skills in the 21st century. (J. W. Pellegrino & M. L. Hilton, Eds.). Washington, DC: Committee on Defining Deeper Learning and 21st Century Skills. Board on Testing and Assessment and Board on Science Education, Divison of Behavioral and Social Sciences and Education. The National Academies Press. * National Research Council and Institute of Medicine. (2003). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: The National Academies Press. Osterman, K. F. (2000) Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367. Osterman, D., Johnson, E., & Bybee, D. (2006). Possible selves of low-income youths in early adolescence: Content and antecedents (Unpublished manuscript). University of Michigan, Ann Arbor. Paunesku, D., Goldman, D., & Dweck, C. (n.d.) East Renfrewshire growth mindset study. The Project for Educational Research That Scales. Unpublished. Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331–337. doi:10.3102/0013189X11421826 Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A Handbook and Classification. Oxford, NY: American Psychological Association and Oxford University Press. 103
Page 1 and 2:
Draft
Page 3 and 4:
Draft Promoting Grit, Tenacity, and
Page 5 and 6:
Draft Contents Executive Summary ..
Page 7 and 8:
Draft Executive Summary How can we
Page 9 and 10:
Draft What Are Grit, Tenacity, and
Page 11 and 12:
Draft One important distinction tha
Page 13 and 14:
Draft include those that help stude
Page 15 and 16:
Draft Recommendation 2b: Technology
Page 17 and 18:
Draft Conclusions and Recommendatio
Page 19 and 20:
Draft 1. Introduction The test scor
Page 21 and 22:
Draft schooling—mastering concept
Page 23 and 24:
Draft implications for practices ar
Page 25 and 26:
Draft Exhibit 1. Clusters of 21st-c
Page 27 and 28:
Draft We must also consider that th
Page 29 and 30:
Draft 2. What Are Grit, Tenacity, a
Page 31 and 32:
Draft Resilience is another closely
Page 33 and 34:
Draft For the purpose of this repor
Page 35 and 36:
Draft Exhibit 4. Hypothesized model
Page 37 and 38:
Draft • Timescale. Goals can be r
Page 39 and 40:
Draft A Rigorous and Supportive Lea
Page 41 and 42:
Draft Psychological Resources That
Page 43 and 44:
Draft Effortful Control In Angela D
Page 45 and 46:
Draft they should be taught. Howeve
Page 47 and 48:
Draft can similarly impact whether
Page 49 and 50:
Draft 3. Measuring Grit, Tenacity,
Page 51 and 52:
Draft Why Measure Grit, Tenacity, a
Page 53 and 54:
Draft measured. Further, these reso
Page 55 and 56:
Draft Exhibit 8. Items from a self-
Page 57 and 58:
Draft Exhibit 9. Example of Charact
Page 59 and 60:
Draft Behavioral Task Performance
Page 61 and 62:
Draft Exhibit 10. A model developed
Page 63 and 64:
Draft as fMRI, it is possible to ex
Page 65 and 66:
Draft Exhibit 12. Components of an
Page 67 and 68:
Draft 4. Programs and Models for Le
Page 69 and 70: Draft Exhibit 13. Summary of progra
Page 71 and 72: Draft whether transferability may b
Page 73 and 74: Draft problems, manage time, monito
Page 75 and 76: Draft − Mental contrasting/implem
Page 77 and 78: Draft to get into college and gradu
Page 79 and 80: Draft KIPP (Knowledge is Power Prog
Page 81 and 82: Draft Hammond (2002) discusses ten
Page 83 and 84: Draft receive year-round support an
Page 85 and 86: Draft 5. Digital Learning Environme
Page 87 and 88: Draft Personalized Learning at Scal
Page 89 and 90: Draft • Digital learning environm
Page 91 and 92: Draft • Digital learning environm
Page 93 and 94: Draft 5. Conclusions and Recommenda
Page 95 and 96: Draft Research-Based Best Practices
Page 97 and 98: Draft supported to employ strategie
Page 99 and 100: Draft Recommendation 2b: Technology
Page 101 and 102: Draft in which students feel comfor
Page 103 and 104: Draft Limitations include short sch
Page 105 and 106: Draft Parents can also support chil
Page 107 and 108: Draft developing learning trajector
Page 109 and 110: Draft There is still much important
Page 111 and 112: Draft methodology, implementation r
Page 113 and 114: Draft Appendix: Expert Informants f
Page 115 and 116: Draft References Note: References m
Page 117 and 118: Draft Conati, C., & Maclaren, H. (2
Page 119: Draft Fredricks, J. A., Blumenfeld,
Page 123 and 124: Draft Slagter, H. A., Davidson, R.
Page 125 and 126: Draft 107
show all

Promoting Grit, Tenacity, and Perseverance - U.S. Department of ...

Create successful ePaper yourself

Delete template?

Save as template?