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David Boxer

Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping Sc... - 1 views

ccsr.uchicago.edu/...gnitive-factors-shaping-school

stereotype threat research growth mindset performance factors academic mindset

shared by David Boxer on 28 Oct 13 - No Cached
  • David Boxer on 28 Oct 13
     
    Read Chapter 1 and Chapter 5. "Teaching Adolescents To Become Learners summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies and social skills, and proposes a framework for thinking about how these factors interact to affect academic performance, and what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context. <br /> <br /> It examines whether there is substantial evidence that noncognitive factors matter for students' long‐term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, determining if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and illuminating how educators might best support the development of important noncognitive factors within their schools and classrooms. <br /> <br /> The review suggests some promising levers for change at the classroom level, and challenges the notion that hard work and effort are character traits of individual students, instead suggesting that the amount of effort a student puts in to academic work can depend, in large part, on instructional and contextual factors in the classroom. <br /> <br /> In addition, the review also presents challenges for future research on noncognitive factors. "
eaurand

How to Expel Hurtful Stereotypes from Classrooms across the Country: Scientific American - 3 views

www.scientificamerican.com/article.cfm

shared by eaurand on 10 Sep 13 - No Cached
    • David Boxer
      David Boxer on 17 Sep 13
       
      Stereotype threat seems to be a particularly pernicious; however, I wonder if we, as educators, could identify stereotype threat, what opportunities would we have with students to mitigate the effects, especially in high stakes environments.
    • eaurand
      eaurand on 17 Sep 13
       
      I have rarely heard a student speak of stereotype threat while teaching, but on a personal level in more casual conversations my own children and others have mentioned the phenomenon w/o identifying "stereotype threat" 
  • The more malleable view of performance offered by stereotype threat research moves us to a more interactive view focused on the relationship bet
    • David Boxer
      David Boxer on 17 Sep 13
       
      What are some of the contextual cues that can cause stereotype to occur?  And how do we, as educators, take advantage of the fact that is a "malleable" phenomenon? (Potentially, could we support learners by developing helpful interventions?)
    • eaurand
      eaurand on 17 Sep 13
       
      Organization of groups and assumptions we make as educators can cause these stereotypes to be exploited. How might we use this common occurrence in classrooms as a tool to mitigate stereotype threat? 
  • ...7 more annotations...
    • David Boxer
      David Boxer on 17 Sep 13
       
      In order to create successful interventions, it is key that they are localized, or as the author points out, "highly crafted to fit with local conditions." I wonder then, how do we determine what are the "local conditions?"
  • Interventions using growth mind-set, values affirmation and strategies to buttress students’ sense of belonging in school have
    • eaurand
      eaurand on 17 Sep 13
       
      The significance of stereotype threat and performance is noteworthy
  • lassroom situation and how it is subjectively experienced by the student.
  • personal and historical experience
  • fit with local conditions
  • knowledge of theory and human touch
  • David Boxer on 10 Sep 13
     
    "The fear of confirming derogatory stereotypes can hinder academic performance. Researchers are scaling up relevant interventions to statewide programs"
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