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Visible learning guide to student achievement
\"Visible Learning Guide to Student Achievement critically examines the major influences shaping student achievement today. A revision of the International Guide to Student Achievement, this updated edition provides readers with a more accessible compendium of research summaries - with a particular focus on the school sector. As educators throughout the world seek to enhance learning, the information contained in this book provides practitioners and policymakers with relevant material and research-based instructional strategies that can be readily applied in classrooms and schools to maximise achievement. Rich in information and empirically supported research, it contains seven sections, each of which begins with an insightful synthesis of major findings and relevant updates from the literature since the publication of the first Guide. These are followed by key entries, all of which have been recently revised by the authors to reflect research developments. The sections conclude with user-friendly tables that succinctly identify the main influences on achievement and practical implications for educators. Written by world-renowned bestselling authors, John Hattie and Eric M. Anderman, this book is an indispensable reference for any teacher, school leader and parent wanting to maximise learning our schools\"-- Provided by publisher.
Book
Keepin' it real
How can we help African American and Latino students perform better in the classroom and on exams? Why are so many African American and Latino students performing less well than their Asian and White peers? Researchers have argued that African American and Latino students who rebel against “acting white” doom themselves to lower levels of scholastic, economic, and social achievement. However, this book argues that what is needed is a broader recognition of the unique cultural styles and practices that non-white students bring to the classroom. Based on extensive interviews and surveys of students in New York, the book demonstrates that the most successful negotiators of the American school systems are the multicultural navigators, culturally savvy teens who draw from multiple traditions, whether it be knowledge of hip hop or of classical music, to achieve their high ambitions. The book refutes the common wisdom about teenage behavior and racial difference, and shows how intercultural communication, rather than assimilation, can help close the black-white gap.
eBook
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review
This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.
Journal Article
Hidden potential : the science of achieving greater things
\"The #1 New York Times bestselling author of Think Again illuminates how we can elevate ourselves and others to unexpected heights. We live in a world that's obsessed with talent. We celebrate gifted students in school, natural athletes in sports, and child prodigies in music. But admiring people who start out with innate advantages leads us to overlook the distance we ourselves can travel. We underestimate the range of skills that we can learn and the amount of ground that we can gain. When opportunity doesn't knock, there are ways to to build a door. Hidden Potential offers a new framework for reaching aspirations and exceeding expectations. Realizing potential isn't about being a workaholic or a perfectionist. What matters most is not how hard we work, but how well we learn. It's not about being a genius-growth depends more on developing character skills than cognitive skills. The character skills that propel progress include the proactivity to absorb and adapt to new information, the courage to embrace discomfort, and the determination to find the beauty in imperfections. Mastering those skills doesn't require us to find the one perfect mentor or expert coach to guide us. Often we just need to borrow a compass to begin charting our own path. And we can clear the path for more people by building better systems of opportunity in our schools, teams, and workplaces. Many writers have chronicled the habits of superstars who accomplish great things. This book breaks new ground by revealing how anyone can rise to achieve greater things. The true measure of your potential isn't the height of the peak you reach, but how far you climb to get there\"-- Provided by publisher.
Book
The social life of achievement (Wyse series in social anthropology, volume 2)
What happens when people \"achieve\"? Why do reactions to \"achievement\" vary so profoundly? And how might an anthropological study of achievement and its consequences allow us to develop a more nuanced model of the motivated agency that operates in the social world? These questions lie at the heart of this volume. Drawing on research from Southeast Asia, Europe, the United States, and Latin America, this collection develops an innovative framework for explaining achievement's multiple effects-one which brings together cutting-edge theoretical insights into politics, psychology, ethics, materiality, aurality, embodiment, affect and narrative. In doing so, the volume advances a new agenda for the study of achievement within anthropology, emphasizing the significance of achievement as a moment of cultural invention, and the complexity of \"the achiever\" as a subject position.
eBook
How College Students Succeed
Receiving a college education has perhaps never been more important than it is today. While its personal, societal, and overall economic benefits are well documented, too many college students fail to complete their postsecondary education. As colleges and universities are investing substantial resources into efforts to counter these attrition rates and increase retention, they are mostly unaware of the robust literature on student success that is often bounded in disciplinary silos. The purpose of this book is to bring together in a single volume the extensive knowledge on college student success. It includes seven chapters from authors who each synthesize the literature from their own field of study, or perspective. Each describes the theories, models, and concepts they use; summarizes the key findings from their research; and provides implications for practice, policy, and/or research. The disciplinary chapters offer perspectives from higher education, public policy, behavioral economics, social psychology, STEM, sociology, and critical and post-structural theory.
eBook
Parent involvement for motivated learners : encouraging self-directed and resilient students
Parent Involvement for Motivated Learners provides pre-service teachers and researchers with guidance on how to foster mindful, healthy school-family partnerships that empower students to become resilient, self-directed learners. Given the intense academic pressures on students to succeed - and on parents and teachers to help them do so - it is important to develop learners who can weather increased standards and demands. Committed to helping teachers reflect on how parent involvement relates to motivational concepts such as the growth mindset, self-regulated learning, and intrinsic motivation to learn, this book is an accessible synthesis of relevant research and theory surrounding student motivation and parent involvement.
Book
Black American Students in An Affluent Suburb
John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem.
The book is organized in four parts:
*Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study.
*Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline.
* Community factors --the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities.
*In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community.
Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.
eBook