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

More documents

Recommendations

Info

Draft Ethical Considerations for New Types of Personal Data As new forms of measurement emerge and new types of personal data become available, the field must also deal with critical ethical considerations. Of course, privacy is always a concern, especially when leveraging data available in the “cloud” that users may or may not be aware is being mined. However, another emergent concern is the consequences of using new types of personal data in new ways. Learners and educators have the potential to get forms of feedback about their behaviors, emotions, physiological responses, and cognitive processes that have never been available before. Measurement developers must carefully consider the impacts of releasing such data, sometimes of a sensitive nature, and incorporate feedback mechanisms that are valuable, respectful, and serve to support productive mindsets. Moving Forward The development of valid and reliable measures will be an important factor as we expand the capacity to design and evaluate learning environments that promote and/or teach, grit, tenacity, and perseverance. In this chapter, we explored the many purposes of such measurement and how they may contribute to these goals, and the range measurement approaches—both current and on the horizon. While there a strong foundation of work already done in this area, there are important next steps for the field. Some of the most promising new directions are educational data mining and affective computing. The method of evidence-centered design can help measurement designers build strong validity arguments as we advance measurement of these complex variables. 48
Draft 4. Programs and Models for Learning Environments to Promote Grit, Tenacity, and Perseverance If classrooms can support positive academic mindsets and help student build effective learning strategies, then classrooms could contribute significantly to increasing students’ perseverance in completing school assignments and hence to improving their academic performance. Two potential classroom strategies for influencing academic perseverance are either to “teach” perseverance directly (changing the student) or to influence perseverance indirectly through other mechanisms (changing the context). – Camille Farrington, Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, Tasha Keyes, David Johnson, and Nicole Beechum (Farrington et al., 2012, p. 25) How can learning environments be designed to promote grit, tenacity, and perseverance? As we explored in the hypothesized model in Chapter 2, there are important contextual factors in the learning environment and fundamental psychological resources within the student that can promote these qualities. While the consensus across the literature review and interviews was that there is still a need for empirical evidence that grit, tenacity, and perseverance can be taught as transferable competencies, there is a wide range of programs and approaches that are already showing promise and positive results in this area—not necessarily by teaching “grit” directly, but through providing a supportive environment and/or opportunities to develop fundamental psychological resources. In this chapter, we examine a wide array of approximately 50 programs across the age span and types of learning environments—formal, informal, and technology-based. Using the hypothesized model in Chapter 2 as an organizing framework, we developed five broad clusters of programs and approaches that promote grit, tenacity, and perseverance in particular ways. Note that this is not intended as an exhaustive review of all programs available, but rather a 49
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: Draft Exhibit 12. Components of an
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 and 120:
Draft Fredricks, J. A., Blumenfeld,
Page 121 and 122:
Draft Mislevy, R. J., Steinberg, L.
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 ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?