Not exact matches
But beyond this important policy implication is a second implication in Jackson's
study that is more relevant for our purposes: There is a more creative and potentially more useful way to measure
noncognitive skills than what most researchers are currently focused on.
Researchers concerned with academic - achievement gaps have begun to
study, with increasing interest and enthusiasm, a set of personal qualities — often referred to as
noncognitive skills, or character strengths — that include resilience, conscientiousness, optimism, self - control, and grit.
A growing number of research
studies — including ACT's own research — have confirmed that SEL
skills, sometimes known as behavioral or
noncognitive skills, are essential for success in education and career.
AIPCS is one of six highly prescriptive schools Whitman
studied, where «
noncognitive skills» — responsible behaviors such as self - discipline and cooperativeness — are part of the cultural capital the curriculum delivers.
Consider how
studying which
noncognitive skills are positively and negatively correlated with achievement — and drilling down to locate the correlations among your underperforming subgroups — might uncover new avenues to improving proficiency.
Measuring your students»
noncognitive skills and
studying the results can illuminate what should top your agenda in the next phase of your institution's evolution.