An Application of the CCCSR Noncognitive Framework: Bringing Together Typical and Exceptional Student Research

Autor/in	Taylor, Sara E.
Titel	An Application of the CCCSR Noncognitive Framework: Bringing Together Typical and Exceptional Student Research
Quelle	In: Educational Considerations, 49 (2023) 1, Artikel 4 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9282
Schlagwörter	Student Research; Students with Disabilities; Student Attitudes; Academic Persistence; Student Behavior; Learning Strategies; Interpersonal Competence; Academic Achievement; Soft Skills; English (Second Language); Literature Reviews + Suchen Sie Ihr Suchwort? Studentenforschung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerverhalten; Student behaviour; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interpersonale Kompetenz; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Students, teachers, and educational researchers divide into typical or exceptional populations. This includes different classes, credentials, and research journals that depend on the student's ability level. This distinction creates two concurrent yet separate bodies of educational research. Students with disabilities are increasingly included in general education classes yet research continues to separate the populations. In areas of research that influence typical and exceptional students such as noncognitive skills, each field has developed varied terms and definitions. As researchers focus on the importance of noncognitive skills, it is important to develop an educational community with a shared lexicon between researchers looking at typical and exceptional populations. The University of Chicago Consortium on Chicago School Research (CCCSR) published a report in 2012 entitled "Teaching Adolescents to Become Learners. The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review" in which they drew together research from fields such as psychology, economics, and education to present noncognitive factors as a malleable means to improve student performance in school. The CCCSR report established a conceptual framework and terminology to further the study of noncognitive skills. According to the framework derived by CCCSR, noncognitive factors include academic mindsets, academic perseverance, academic behaviors, learning strategies, and social skills, which interact to influence academic performance (Allensworth et al., 2012, p. 12). The purpose of this article is to examine the terms used to define noncognitive factors in research with typical and exceptional students in an attempt to bring the diverse vocabulary together through the lens of the CCCSR framework. (ERIC).
Anmerkungen	Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01