Promise and Paradox: Measuring Students’ Non-Cognitive Skills and the Impact of Schooling
نویسندگان
چکیده
Recent evidence from economics and psychology highlights the importance of traits other than general intelligence for success in school and in life (Almlund, Duckworth, Heckman, & Kautz, 2011; Borghans, Duckworth, Heckman, & ter Weel, 2008; Moffitt et al., 2011). Disparities in so-called non-cognitive skills appear to contribute to the academic achievement gap separating wealthy from disadvantaged students (Evans & Rosenbaum, 2008). Furthermore, non-cognitive skills may be more amenable to direct intervention than cognitive ability, particularly beyond infancy and early childhood (Cunha & Heckman, 2008; Dee & West, 2011; Heckman & Kautz, 2013). Understandably, popular interest in measuring and developing students’ non-cognitive skills has escalated (see, for example, Tough, 2012) 597298 EPAXXX10.3102/0162373715597298West et al.Measuring Students’ Non-Cognitive Skills research-article2015
منابع مشابه
Promise and Paradox: Measuring Students’ Non-cognitive Skills and the Impact of Schooling0F
Martin R. West, Harvard Graduate School of Education Matthew A. Kraft, Brown University Amy S. Finn, Massachusetts Institute of Technology Rebecca E. Martin, Massachusetts Institute of Technology Angela L. Duckworth, University of Pennsylvania Christopher F.O. Gabrieli, Harvard Graduate School of Education and Transforming Education John D. E. Gabrieli, Massachusetts Institute of Technology Jun...
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