Self Concept and School Achievement
Title | Self Concept and School Achievement PDF eBook |
Author | William Watson Purkey |
Publisher | Prentice Hall |
Pages | 96 |
Release | 1970 |
Genre | Education |
ISBN |
International Guide to Student Achievement
Title | International Guide to Student Achievement PDF eBook |
Author | John Hattie |
Publisher | Routledge |
Pages | 513 |
Release | 2013-01-17 |
Genre | Education |
ISBN | 1136962042 |
The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
Self-concept Theory, Measurement and Research Into Practice
Title | Self-concept Theory, Measurement and Research Into Practice PDF eBook |
Author | Herbert Warren Marsh |
Publisher | |
Pages | 88 |
Release | 2006-01-01 |
Genre | School psychology |
ISBN | 9781854334480 |
Handbook of Classroom Assessment
Title | Handbook of Classroom Assessment PDF eBook |
Author | Gary D. Phye |
Publisher | Academic Press |
Pages | 573 |
Release | 1996-11-19 |
Genre | Psychology |
ISBN | 0080533027 |
The Handbook of Classroom Assessment takes a multi-dimensional approach to classroom assessment. A successful combination of theory and practice, the book emphasizes the assessment of classroom learning within content areas and the development of standards for evaluation. Most chapters are devoted to the assessment of learning and achievement and discuss current theories. The book also features assessment of academic self-concept and subjective well-being in children and adolescents. The Handbook provides successfully field-tested examples of assessment techniques and strategies within the content areas of mathematics, social studies, foreign languages, and the visual arts. Contributing chapter authors share the unique distinction of having backgrounds that include both the development of assessment theory and first hand experience translating theory into practice at the classroom, school site, state, or national level. The book is divided into four sections. Section I discusses the top five theories with respect to what learning is, how it's related to achievement, and how we assess both in the classroom setting. Section II on standardized assessment briefly covers all major standardized achievement tests used in preschool, K-6, and 7-12. Assessment of classroom learning, Section III, presents test instruments and techniques specific to the measurement of math skills, social science skills, and artistic talent across ages and grades. Section IV on classroom practices includes an assessment of general reasoning skills and performance and how to develop a grading philosophy.Key Features* Explains the why, what, and how of classroom assessment* Combines theory and practice for a multidimensional approach to assessment* Presents test instruments and techniques specific to measuring various skills* Uses field-tested examples of assessment techniques* Provides a resource for staff development at the school site
The Cambridge Handbook of Motivation and Learning
Title | The Cambridge Handbook of Motivation and Learning PDF eBook |
Author | K. Ann Renninger |
Publisher | Cambridge University Press |
Pages | 1172 |
Release | 2019-02-14 |
Genre | Psychology |
ISBN | 1316832473 |
Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.
Developing Positive Student Self-concept
Title | Developing Positive Student Self-concept PDF eBook |
Author | David L. Silvernail |
Publisher | |
Pages | 68 |
Release | 1981 |
Genre | Education |
ISBN |
The Factors Effecting Student Achievement
Title | The Factors Effecting Student Achievement PDF eBook |
Author | Engin Karadağ |
Publisher | Springer |
Pages | 333 |
Release | 2017-05-14 |
Genre | Education |
ISBN | 3319560832 |
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.