129 research outputs found
Bridging the gap between high and low performing pupils through performance learning online analysis and curricula
Metacognition is a neglected area of investment in formal education and in teachersâ professional development. This paper presents an approach and tools, created by a London-based company called Performance Learning Education (PL), for supporting front-line teachers and learners in developing metacognitive competencies. An iterative process adopted by PL in developing and validating its approach is presented, demonstrating its value to real educational practices, itâs research potential in the area of metacognition, and its AI readiness, especially in relation to modelling learnersâ non-cognitive competencies
Rationality as a Goal of Education
Abstract Those who believe education should involve more than learning facts often stress either (a) development or (b) thinking skills. A focus on development as a goal of education typically entails a conception of knowledge as organismic, holistic, and internally generated. In contrast, thinking skills programs commonly assume a mechanistic, reductionist perspective in which good thinking consists of some finite number of directly teachable skills. A conception of rationality as a goal of education is proposed that incorporates the complementary strengths and avoids the limitations of the developmental and thinking skills approaches. Rationality is defined as the self-reflective, intentional, and appropriate coordination and use of genuine reasons in generating and justifying beliefs and behavior. Philosophically, rationality is a justifiable goal of education, not only because it is a means to worthwhile ends but because it is an important end in itself and because it can be promoted via non-indoctrinative means. A psychological account of progressive rationality is provided that postulates continuing multiple interactions of (a) domain-specific developmental stages, (b) the learning of specific thinking skills, and (c) content-specific knowledge. Suggestions are made for fostering rationality at various educational levels. Finally, it is argued that the proposed conception of rationality as a goal of education complements and clarifies a variety of other educational goals
Epistemic beliefs and academic performance across soft and hard disciplines in the first year of college
Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children's intuitive reasoning
This is an author-created version of this article. The original source of publication is Psychon Bull Rev. 2006 Dec;13(6):935-53
The final publication is available at www.springerlink.com
Published version: http://dx.doi.org/10.3758/BF0321390
Dispositional optimism as a correlate of decision-making styles in adolescence
Despite the numerous psychological areas in which optimism has been
studied, including career planning, only a small amount of research has been done to
investigate the relationship between optimism and decision-making styles. Consequently,
we have investigated the role of dispositional optimism as a correlate of different
decision-making styles, in particular, positive for effective styles and negative for
ineffective ones (doubtfulness, procrastination, and delegation). Data were gathered
through questionnaires administered to 803 Italian adolescents in their last 2 years of
high schools with different fields of study, each at the beginning stages of planning
for their professional future. A paper questionnaire was completed containing measures
of dispositional optimism and career-related decision styles, during a vocational
guidance intervention conducted at school. Data were analyzed using stepwise multiple
regression. Results supported the proposed model by showing optimism to be a strong
correlate of decision-making styles, thereby offering important intervention guidelines
aimed at modifying unrealistically negative expectations regarding their future and
helping students learn adaptive decision-making skills
Beyond motivation: Job and work design for development, health, ambidexterity, and more
Much research shows it is possible to design motivating work, which has positive consequences for individuals and their organizations. This article reviews research that adopts this motivational perspective on work design, and it emphasizes that it is important to continue to refine motivational theories. In light of continued large numbers of poor-quality jobs, attention must also be given to influencing practice and policy to promote the effective implementation of enriched work designs. Nevertheless, current and future work-based challenges mean that designing work for motivation is necessary but insufficient. This review argues that work design can be a powerful vehicle for learning and development, for maintaining and enhancing employees' physical and mental health, and for achieving control and flexibility simultaneously (for example, in the form of ambidexterity); all these outcomes are important given the challenges in today's workplaces. The review concludes by suggesting methodological directions
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Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents
Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers
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