東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Character Performance as a Mediator ...

Coates, Kristen Marie.

FindBook

Google Book

Amazon

博客來

Character Performance as a Mediator to Academic Outcomes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Character Performance as a Mediator to Academic Outcomes./
作者:	Coates, Kristen Marie.
面頁冊數:	134 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3626515
ISBN:	9781321014877

Character Performance as a Mediator to Academic Outcomes.
Coates, Kristen Marie.

Character Performance as a Mediator to Academic Outcomes. - 134 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--University of California, Davis, 2014.

The purpose of this study was to build on the research concerning noncognitive skills and the impact on academic outcomes. Current research indicates that success in society is a result of students having both cognitive and noncognitive skills. Noncognitive skills are those that include motivation, sociability, self-regulation, and self esteem. The United States is facing a widening achievement gap between affluent and low-income students, and studies have shown that intervention, which focuses on developing noncognitive skills, is effective in closing that gap. As such, this study addresses four objectives: 1) explain sources of variation in character performance as measured by a school-created system designed to reinforce appropriate behavior and noncognitive skills termed "paycheck tracker"; 2) explain variation in academic achievement with regard to character performance; 3) identify relationships between character performance and academic achievement; and 4) identify effects of time in the program on character performance. Using a character performance tracker, teachers quantified individual student behavior aligned to noncognitive skills. Applying Linear Mixed Effects models and a backward variable reduction approach, the data was analyzed and models were compared using Akaike's Information Criteria. Despite study limitations, including a lack of random selection of students, character performance explained more variance than any demographic factor as it related to multiple academic outcomes including California Standards Tests, interim benchmarks, and GPA. This supported the growing body of literature that noncognitve skills matter and could provide a path to academic achievement despite race, gender and poverty level. Implications for future research are discussed.

ISBN: 9781321014877Subjects--Topical Terms:

2191387
Education policy.

Character Performance as a Mediator to Academic Outcomes.
LDR:02640nmm a2200265 4500 001 2068414
005 20160422121550.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321014877
035 $a (MiAaPQ)AAI3626515
035 $a AAI3626515
040 $a MiAaPQ $c MiAaPQ
100 1 $a Coates, Kristen Marie. $3 3183351
245 1 0 $a Character Performance as a Mediator to Academic Outcomes.
300 $a 134 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Paul Porter.
502 $a Thesis (Ed.D.)--University of California, Davis, 2014.
520 $a The purpose of this study was to build on the research concerning noncognitive skills and the impact on academic outcomes. Current research indicates that success in society is a result of students having both cognitive and noncognitive skills. Noncognitive skills are those that include motivation, sociability, self-regulation, and self esteem. The United States is facing a widening achievement gap between affluent and low-income students, and studies have shown that intervention, which focuses on developing noncognitive skills, is effective in closing that gap. As such, this study addresses four objectives: 1) explain sources of variation in character performance as measured by a school-created system designed to reinforce appropriate behavior and noncognitive skills termed "paycheck tracker"; 2) explain variation in academic achievement with regard to character performance; 3) identify relationships between character performance and academic achievement; and 4) identify effects of time in the program on character performance. Using a character performance tracker, teachers quantified individual student behavior aligned to noncognitive skills. Applying Linear Mixed Effects models and a backward variable reduction approach, the data was analyzed and models were compared using Akaike's Information Criteria. Despite study limitations, including a lack of random selection of students, character performance explained more variance than any demographic factor as it related to multiple academic outcomes including California Standards Tests, interim benchmarks, and GPA. This supported the growing body of literature that noncognitve skills matter and could provide a path to academic achievement despite race, gender and poverty level. Implications for future research are discussed.
590 $a School code: 0029.
650 4 $a Education policy. $3 2191387
690 $a 0458
710 2 $a University of California, Davis. $b Educational Leadership. $3 1669442
773 0 $t Dissertation Abstracts International $g 75-10A(E).
790 $a 0029
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3626515