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

More documents

Recommendations

Info

Draft broad overview of categories of programs and approaches being implemented and developed. We begin with an overview, mapping out this set of conceptual clusters. This is followed by brief descriptions of each cluster, using illustrative cases to highlight key points. Overview of Clusters of Programs and Approaches In our review of approximately 50 programs addressing grit, tenacity, and perseverance in different ways, we developed five conceptual clusters based on targeted age level, learning environment, and which facets of the hypothesized model in Chapter 2 are addressed or leveraged. Brief descriptions of the clusters are followed by a summary table in Exhibit 13. 1. School readiness programs that address executive functions. These are programs at the preschool and early elementary school levels that help young children develop the effortful control necessary for the transition into formal schooling. 2. Interventions that address mindsets, learning strategies, and resilience. These interventions, targeting students in late elementary school and higher, comprise the growing body of research demonstrating that relatively brief interventions can significantly impact students’ mindsets, learning strategies, and academic outcomes. We also discuss programs designed to help students develop protective psychological resources for resilience in the face of difficult life circumstances. 3. Alternative school models and school-level reform approaches. These comprise models for the design or reform of formal school environments that are intended to teach and/or promote grit, tenacity, and perseverance. 4. Informal learning programs. These comprise models for informal learning environments intended to teach and/or promote some aspect of grit, tenacity, and perseverance. We focus on programs that promote (1) perseverance to graduate high school, get into college, graduate college, and enter the professional workforce; and (2) interest and persistence in STEM education and professions. 5. Digital learning environments, online resources, and tools for teachers. These are technology-based resources that provide contextual factors and/or opportunities to develop psychological resources that promote grit, tenacity, and perseverance. 50
Draft Exhibit 13. Summary of program clusters For each cluster, the table illustrates subcategories and a summary of the target age level(s), setting(s), aspect(s) of our hypothesized model addressed (see Chapter 2), and the type of evidence that is available about impacts on the basis of programs reviewed below. This chapter is not intended to be an exhaustive review of all types of programs available, but rather a broad overview. Age Level Setting Focus of Model Evidence Available* Preschool / K Elementary School Middle School Program Clusters and Subcategories 1. School Readiness Programs that Address Executive Functions Training with games ● ● ● ● ● ● Aerobic exercise and sports ● ● ● ● ● ● Martial arts and mindfulness ● ● ● ● ● ● ● Classroom curricula/teacher PD ● ● ● ● ● ● ● ● ● 2. Mindsets, Learning Strategies, and Resilience Mindset Interventions ● ● ● ● ● ● ● ● ● Learning strategies Interventions ● ● ● ● ● ● ● ● Resiliency programs ● ● ● ● ● ● ● ● High School Postsecondary 3. Alternative School / Reform Models Character education ● ● ● ● ● ● ● ● ● ● ● ● Project-based learning and design thinking ● ● ● ● ● ● ● School reform programs ● ● ● ● ● ● ● 4. Informal Learning Programs College-readiness and support ● ● ● ● ● ● ● ● STEM interest and persistence ● ● ● ● ● ● ● ● ● ● 5. Digital Environments and Tools Provide adaptivity ● ● ● ● ● ● ● ● ● ● ● Provide rigorous and supportive climate ● ● ● ● ● ● ● ● ● Provide resources ● ● ● ● ● ● ● ● ● Provide motivating environment ● ● ● ● ● Promote academic mindsets ● ● ● ● ● ● Promote learning strategies ● ● ● ● ● ● ● Promote effortful control ● ● ● ● ● ● ● ● ● ● Lab-Based Formal School Informal Learning Teacher PD Effortful Control Academic Mindsets Learning Strategies Contextual Factors Noncog. Outcomes Academic Outomes New Programs * Key: Evidence Available 1. Noncognitive factor as outcome: Field-Based evaluation data and/or lab-based data. 2. Primarily academic factor(s) as outcome (limited, if any, data on isolated impacts of noncognitive factors). 3. New program and/or needs further research; strong anecdotal evidence available. 51
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: Draft 4. Programs and Models for Le
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?