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Author: James J. Heckman Publisher: University of Chicago Press ISBN: 022610012X Category : Business & Economics Languages : en Pages : 469
Book Description
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
Author: James J. Heckman Publisher: University of Chicago Press ISBN: 022610012X Category : Business & Economics Languages : en Pages : 469
Book Description
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
Author: Henry Sanoff Publisher: Van Nostrand Reinhold Company ISBN: Category : School buildings Languages : en Pages : 234
Book Description
Shaping the learning environment to support educational objectives is a central theme of this collection of unusual school building projects. The projects exemplify the participatory design process, where it is recognized that the student, the teacher, the parent, the administrator, and the architect are all vital to the process of educational change. A wide range of school types are included, from children's centers to university settings, public and private, wherever formal learning occurs. Many of the case studies were built or in construction, while others not built are included for their innovative techniques of user involvement. Thoroughly illustrated (bandw). Annotation copyright by Book News, Inc., Portland, OR
Author: Paul J. Hartung Publisher: APA Handbooks in Psychology ISBN: 9781433817533 Category : Business & Economics Languages : en Pages : 0
Book Description
In practice, psychologists, counselors, student affairs personnel, and various other professionals apply career interventions such as individual and group counseling, assessment interpretations, curricula, workbooks, computer-assisted guidance, and workshops to foster individual career growth and development. The APA Handbook of Career Intervention presents information about the historical, contemporary, theoretical, demographic, assessment-based, and professional foundations of career intervention (Volume 1), as well as specific career intervention models, methods, and materials within each of these career services and applied to easing career transitions (Volume 2). In whole or in part, the handbook aims to be useful to researchers, practitioners, educators, consultants, policymakers, and students alike across a full array of professions, including psychology, counseling, education, and business and industry.
Author: Marcelo Maina Publisher: Springer ISBN: 9463001034 Category : Education Languages : en Pages : 245
Book Description
We live in an era defined by a wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. The provision of knowledge, once a primary role of educators, is now devolved to an immense web of free and readily accessible sources. Consequently, educators need to redefine their role not just “from sage on the stage to guide on the side” but, as more and more voices insist, as “designers for learning”. The call for such a repositioning of educators is heard from leaders in the field of technology-enhanced learning (TEL) and resonates well with the growing culture of design-based research in Education. However, it is still struggling to find a foothold in educational practice. We contend that the root causes of this discrepancy are the lack of articulation of design practices and methods, along with a shortage of tools and representations to support such practices, a lack of a culture of teacher-as-designer among practitioners, and insufficient theoretical development. The Art and Science of Learning Design (ASLD) explores the frameworks, methods, and tools available for teachers, technologists and researchers interested in designing for learning Learning Design theories arising from findings of research are explored, drawing upon research and practitioner experiences. It then surveys current trends in the practices, methods, and methodologies of Learning Design. Highlighting the translation of theory into practice, this book showcases some of the latest tools that support the learning design process itself.
Author: William Bernet Publisher: Charles C Thomas Publisher ISBN: 0398079455 Category : Family & Relationships Languages : en Pages : 264
Book Description
Parental alienation is an important phenomenon that mental health professionals should know about and thoroughly understand, especially those who work with children, adolescents, divorced adults, and adults whose parents divorced when they were children. In this book, the authors define parental alienation as a mental condition in which a child - usually one whose parents are engaged in a high- conflict divorce - allies himself or herself strongly with one parent (the preferred parent) and rejects a relationship with the other parent (the alienated parent) without legitimate justification. This process leads to a tragic outcome when the child and the alienated parent, who previously had a loving and mutually satisfying relationship, lose the nurture and joy of that relationship for many years and perhaps for their lifetimes. We estimate that 1 percent of children and adolescents in the U.S. experience parental alienation. When the phenomenon is properly recognized, this condition is preventable and treatable in many instances. The authors of this book believe that parental alienation is not simply a minor aberration in the life of a family, but a serious mental condition. Because of the false belief that the alienated parent is a dangerous or unworthy person, the child loses one of the most important relationships in his or her life. This book contains much information about the validity, reliability, and prevalence of parental alienation. It also includes a comprehensive international bibliography regarding parental alienation with more than 600 citations. In order to bring life to the definitions and the technical writing, several short clinical vignettes have been included. These vignettes are based on actual families and real events, but have been modified to protect the privacy of both the parents and children.
Author: Valeria Ugazio Publisher: Routledge ISBN: 9780203552384 Category : Psychology Languages : en Pages : 0
Book Description
The gap between psychotherapeutic practice and clinical theory is ever widening. Therapists still don't know what role interpersonal relations play in the development of the most common psychopathologies. Valeria Ugazio bridges this gap by examining phobias, obsessive-compulsions, eating disorders, and depression in the context of the family, using an intersubjective approach to personality. Her concept of "semantic polarities" gives a groundbreaking perspective to the construction of meaning in the family and other interpersonal contexts. At no point is theory left in the wasteland of abstraction. The concreteness of the many case studies recounted, and examples taken from well-known novels, will allow readers to immediately connect the topics discussed with their own experience.
Author: Len Unsworth Publisher: Open University Press ISBN: Category : Education Languages : en Pages : 328
Book Description
This textbook outlines the basic theoretical knowledge teachers need to have about visual and verbal grammar and the nature of computer-based texts in school learning. It includes both theoretical frameworks and detailed practice guidelines.
Author: David Scott Publisher: Springer Nature ISBN: 9811597898 Category : Education Languages : en Pages : 156
Book Description
This book offers insights into how design-based processes, principles, and mindsets can be productively employed in diverse P-16 educational spaces by a myriad of educational actors including teachers, instructional leaders, and students. It addresses concerns about the theoretical and practical implications of the still emergent emphasis of design in education. The book begins by examining a number of prominent design processes being used by educators including human-centred design, designing for authentic inquiries, and Universal Design for Learning. It then delves into how teachers, system leaders, and students can engage in educational design within the complex spaces of K-12 contexts. Finally, the book takes up design in education within a maker and making context. Each chapter includes a vignette, a series of guiding questions, along with specific design principles that can help address common challenges and issues educators encounter in their practice. This book provides both theoretical and practical elements involved in educational design and is beneficial to scholars, graduate students, educators, and pre-service teachers.
Author: James J. Heckman
Author: James J. Heckman
Author: Henry Sanoff
Author: Paul J. Hartung
Author: Marcelo Maina
Author: William Bernet
Author: Enzo Catarsi
Author: Valeria Ugazio
Author: 
Author: Len Unsworth
Author: David Scott