Not exact matches
As her report put it: «The research suggests that, while there may be little return to trying to make students more gritty as a way of being (i.e., in ways that would carry over to all aspects of their lives at all times and across
contexts), students can be
influenced to demonstrate perseverant behaviors — such as persisting at academic tasks, seeing big projects through to completion, and buckling down when schoolwork gets hard — in response to certain
classroom contexts and under particular psychological conditions.»
The framework for our overall project also points to the mostly indirect
influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of
classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external
context; the status of school and
classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.
Drawing this conclusion, however, assumes that student learning is measured well by a given test, is
influenced by the teacher alone, and is independent from the growth of classmates and other aspects of the
classroom context.
In the
context of education, the trend of using game elements in non-game
contexts, termed otherwise gamification, aims at increasing the engagement and motivation of students, capturing their interest to continue learning and
influencing their
classroom behavior.
Preschool
classroom behavioral
context and school readiness outcomes for low - income children: A multilevel examination of child - and
classroom - level
influences