“Emphasizing effort gives a child a variable that they can control,”
https://d396qusza40orc.cloudfront.net/teachingcharacter%2FEXPLORE%20Readings%2FCAPclass... - 0 views
Strengths and Behaviors - KIPP Public Charter Schools | Knowledge Is Power Program - 0 views
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"Character Strengths and Corresponding Behaviors KIPP NYC focuses their efforts on the development of seven highly predictive strengths. Working with Dr. Angela Duckworth, Dr. Chris Peterson, and Dr. Martin Seligman, and in partnership with Riverdale Country School, KIPP NYC created the behaviors below to provide a roadmap for the development of each strength."
The Power (and Peril) of Praising Your Kids -- New York Magazine - 0 views
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“They come to see themselves as in control of their success. Emphasizing natural intelligence takes it out of the child’s control, and it provides no good recipe for responding to a failure.”
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I am smart, the kids’ reasoning goes; I don’t need to put out effort. Expending effort becomes stigmatized—it’s public proof that you can’t cut it on your natural gifts.
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"Why did this happen? "When we praise children for their intelligence," Dweck wrote in her study summary, "we tell them that this is the name of the game: Look smart, don't risk making mistakes." And that's what the fifth-graders had done: They'd chosen to look smart and avoid the risk of being embarrassed."
The Power (and Peril) of Praising Your Kids -- New York Magazine - 0 views
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But a growing body of research—and a new study from the trenches of the New York public-school system—strongly suggests it might be the other way around. Giving kids the label of “smart” does not prevent them from underperforming. It might actually be causing it.
http://ccsr.uchicago.edu/sites/default/files/publications/Noncognitive%20Report.pdf - 0 views
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teaching adolescents to become learners
http://www.sas.upenn.edu/~duckwort/images/Grit%20JPSP.pdf - 0 views
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grit perseverance and passion for learning
Education in the Age of Globalization - 0 views
Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size - Harvard Ed... - 0 views
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"Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size"
http://hanushek.stanford.edu/sites/default/files/publications/hanushek%201999%20EEPA%20... - 0 views
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While random-assignment experiments have considerable conceptual appeal, the validity and reliability of results depends crucially on a number of design and implementation issues. This paper reviews the major experiment in class size reduction-Tennessee's Project STAR-and puts the results in the context of existing nonexperimental evidence about class size. The nonexperimental evidence uniformly indicates no consistent improvement in achievement with class size reductions. This evidence comesfrom very different sources and methodologies, making the consistency of results quite striking. The experimental evidence from the STAR experiment is typically cited as providing strong support of current policy proposals to reduce class size. Detailed review of the evidence, however, uncovers a number of important design and implementation issues that suggest considerable uncertainty about the magnitude of any treatment effects. Moreover, there is reason to believe that the commonly cited results are biased upwards. Ignoring consid- eration of the uncertainties and possible biases in the experiment, the results show effects that are limited to very large (and expensive) reductions in kindergarten or possibly first grade class sizes. No support for smaller reductions in class size (i.e., reductions resulting in class sizes greater than 13-17 students) orfor reductions in later grades is found in the STAR resul
Untitled document - Google Drive - 1 views
Alliance College-Ready Public Schools - 0 views
Blended Learning Model Definitions | Christensen Institute - 0 views
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