語系:
繁體中文
English
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
Measuring What Matters: How Noncogni...
~
Rutledge, Julia.
FindBook
Google Book
Amazon
博客來
Measuring What Matters: How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Measuring What Matters: How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments./
作者:
Rutledge, Julia.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:
224 p.
附註:
Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:
Dissertation Abstracts International79-01A(E).
標題:
Educational tests & measurements. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10622852
ISBN:
9780355215977
Measuring What Matters: How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments.
Rutledge, Julia.
Measuring What Matters: How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments.
- Ann Arbor : ProQuest Dissertations & Theses, 2017 - 224 p.
Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.
Students who are considered 'college- and career-ready' possess both the academic content knowledge and the 21st century skills, or 'noncognitive skills,' esteemed by today's higher education institutions and global workforce. And while some K-12 schools have recently embraced pedagogies such as personalized learning that nurture noncognitive skills (Stecher & Hamilton, 2014), conventional assessment measures still do not include separate metrics for these skills: There is a mismatch between what is taught, what is measured, and what is valued. As a result, education researchers are calling for investigations into noncognitive skills measurement practices (Duckworth & Yeager, 2014; Pellegrino & Hilton, 2012). However, these calls do not underscore the effect of the learning environment. Because personalized learning environments claim to prioritize noncognitive skills development (Rickabaugh, 2016), they may be prime places to analyze contextualized measurement practices. This study focuses on three measurement practices (information capture, storage, and utilization) of three noncognitive skills (mindset, self-regulation, and grit) to pursue the research question: How do personalized learning environments measure students' noncognitive skills development? Data was collected from three Midwestern high school personalized learning environments via classroom observations and interviews with principals, teachers, and students. Results reveal a connection between the learning environment's design and its measurement practices. This connection shapes how personalized learning program structures, like interest-based design, lead to specific practices, including student-teacher conferences and long-term projects, that build outcomes of strong student-teacher relationships. Teachers use these relationships as a tool to measure noncognitive skills.
ISBN: 9780355215977Subjects--Topical Terms:
3168483
Educational tests & measurements.
Measuring What Matters: How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments.
LDR
:02923nmm a2200313 4500
001
2156757
005
20180517121920.5
008
190424s2017 ||||||||||||||||| ||eng d
020
$a
9780355215977
035
$a
(MiAaPQ)AAI10622852
035
$a
(MiAaPQ)wisc:14793
035
$a
AAI10622852
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Rutledge, Julia.
$3
3344525
245
1 0
$a
Measuring What Matters: How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2017
300
$a
224 p.
500
$a
Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500
$a
Advisers: Richard R. Halverson; Mitchell J. Nathan.
502
$a
Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.
520
$a
Students who are considered 'college- and career-ready' possess both the academic content knowledge and the 21st century skills, or 'noncognitive skills,' esteemed by today's higher education institutions and global workforce. And while some K-12 schools have recently embraced pedagogies such as personalized learning that nurture noncognitive skills (Stecher & Hamilton, 2014), conventional assessment measures still do not include separate metrics for these skills: There is a mismatch between what is taught, what is measured, and what is valued. As a result, education researchers are calling for investigations into noncognitive skills measurement practices (Duckworth & Yeager, 2014; Pellegrino & Hilton, 2012). However, these calls do not underscore the effect of the learning environment. Because personalized learning environments claim to prioritize noncognitive skills development (Rickabaugh, 2016), they may be prime places to analyze contextualized measurement practices. This study focuses on three measurement practices (information capture, storage, and utilization) of three noncognitive skills (mindset, self-regulation, and grit) to pursue the research question: How do personalized learning environments measure students' noncognitive skills development? Data was collected from three Midwestern high school personalized learning environments via classroom observations and interviews with principals, teachers, and students. Results reveal a connection between the learning environment's design and its measurement practices. This connection shapes how personalized learning program structures, like interest-based design, lead to specific practices, including student-teacher conferences and long-term projects, that build outcomes of strong student-teacher relationships. Teachers use these relationships as a tool to measure noncognitive skills.
590
$a
School code: 0262.
650
4
$a
Educational tests & measurements.
$3
3168483
650
4
$a
Educational psychology.
$3
517650
650
4
$a
Education.
$3
516579
690
$a
0288
690
$a
0525
690
$a
0515
710
2
$a
The University of Wisconsin - Madison.
$b
Educational Psychology.
$3
3170079
773
0
$t
Dissertation Abstracts International
$g
79-01A(E).
790
$a
0262
791
$a
Ph.D.
792
$a
2017
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10622852
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9356304
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入