Search results for: cognitive-abilities-and-educational-outcomes

Cognitive Abilities and Educational Outcomes

Author : Monica Rosén
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This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results. The book provides examples of state-of-the-art analytical techniques for pursuing fundamental research problems, and the latest advances in measurement methods, with a focus on validity improvement. Eminent researchers discuss and provide insights into questions such as: Is it possible to train individuals to think at a higher level than normal for their age? What determines prospective preschool teachers’ skill to perceive mathematics-related preschool situations? Can international indicator design and instruments be improved to use trends and national context variables more efficiently? Can indicator data at national, school and class levels be compared easier? Are value-added measures of teacher effectiveness valid when it comes to hiring and promoting teachers? Is money better spent on teacher training than on smaller class-size? How do theory and empirical statistical data intertwine in building structures of understanding? This book is inspired by the career and personal influence of the Swedish scholar Professor Jan-Eric Gustafsson, renowned for his research on individual differences, especially the structure of cognitive abilities, and on the effects of education on knowledge and skills.

From Cognitive Abilities to Educational Outcomes

Author : Nicholas Graham Shakeshaft
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Non cognitive Skills and Factors in Educational Attainment

Author : Myint Swe Khine
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This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality, – or whether they even facilitate the transformation of heterogeneity into social inequality. Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach.

Cognitive Development for Academic Achievement

Author : James P. Byrnes
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This integrative text spotlights what educators need to know about children's cognitive development across grade levels (PreK-12) and content areas. The book provides a concise introduction to developmental neuroscience and theories of learning. Chapters on general cognitive abilities probe such crucial questions as what children are capable of remembering at different ages, what explains differences in effort and persistence, and how intelligence and aptitudes relate to learning. Domain-specific chapters focus on the development of key academic skills in reading, writing, math, science, and history. Multiple influences on academic achievement and motivation are explored, including school, family, cultural, and socioeconomic factors. Each chapter concludes with clear implications for curriculum and instruction.

The Relationship Between Conceptual Learning and Development Concept Achievement Educational Achievement and Selected Cognitive Abilities

Author : Winston Emile Rampaul
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Education Social Background and Cognitive Ability

Author : Gary N. Marks
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Are socioeconomic inequalities in education declining? Is socioeconomic background becoming less important for people’s occupational class or status? How important is cognitive ability for education and later occupational outcomes? How do countries differ in the importance of socioeconomic background for education and work? Gary N. Marks argues that in western industrialized countries, pervasive views that socioeconomic background (or class background) has strong and unchanging relationships with education and later socioeconomic outcomes, resistant to policy and social change, are unfounded. Marks provides a large amount of evidence from many countries showing that the influence of socioeconomic background for education is moderate and most often declining, and socioeconomic background has only very weak impacts on adults’ occupation and earnings after taking into account education and cognitive ability. Furthermore, Marks shows that cognitive ability is a more powerful influence than socioeconomic background for educational outcomes, and that in addition to its indirect effects through education has a direct effect on occupation and earnings. Its effects cannot be dismissed as simply another aspect of socioeconomic background, nor do the usual criticisms of ‘cognitive ability’ apply. The declining effects for socioeconomic background and the importance of cognitive ability support several of the contentions of modernization theory. The book contributes to a variety of debates within sociology: quantitative and qualitative approaches, explanatory and non-explanatory theory, the relationship between theory and empirical research, the role of political ideology in research, sociology as a social science, and sociology’s contribution to knowledge about contemporary societies. It will appeal to professionals in the fields of education and sociology as well as postgraduate students and academics involved in the debate.

Education for Life and Work

Author : National Research Council
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Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

Measuring Educational Outcomes

Author : Bruce W. Tuckman
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Non cognitive Skills Training and Educational Outcomes

Author : Laura Green
File Size : 45.93 MB
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Assessing and Measuring Statistics Cognition in Higher Education Online Environments Emerging Research and Opportunities

Author : Chase, Justin P.
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The ability to effective learn, process, and retain new information is critical to the success of any student. Since mathematics are becoming increasingly more important in our educational systems, it is imperative that we devise an efficient system to measure these types of information recall. Assessing and Measuring Statistics Cognition in Higher Education Online Environments: Emerging Research and Opportunities is a critical reference source that overviews the current state of higher education learning assessment systems. Featuring extensive coverage on relevant topics such as statistical cognitions, online learning implications, cognitive development, and curricular mismatches, this publication is ideally designed for academics, students, educators, professionals, and researchers seeking innovative perspectives on current assessment and measurement systems within our educational facilities.

Perceptual Cognitive Development

Author :
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Cognitive Styles and Intellectual Abilities Their Relation to Educational Outcomes

Author : Douglas N. Jackson
File Size : 32.43 MB
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Society and Education

Author : Daniel U. Levine
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The Ninth Edition of "Society and Education "continues its tradition of incorporating forward-looking material. Reflecting both recent developments and long-range trends involving the relationships between education and other social institutions, it continues to provide a balanced treatment of controversial issues -- in sufficient depth to help readers understand complicated and important topics to current and future teachers and administrators.

Educational Outcomes

Author :
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Physical Activity and Educational Achievement

Author : Romain Meeusen
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A growing body of research evidence suggests that physical activity can have a positive effect on educational achievement. This book examines a range of processes associated with physical activity that are of relevance to those working in education – including cognition, learning, memory, attention, mood, stress and mental health symptoms – and draws on the latest insights from exercise neuroscience to help explain the evidence. With contributions from leading scientists and educationalists from around the world, this book cuts through the myths to interrogate the relationship between physical activity and educational achievement in children, adolescents and young adults in a variety of cultural and geographical contexts. Examining both the benefits and risks associated with physical activity from the perspectives of exercise science and educational psychology, it also looks ahead to ask what the limits of this research might be and what effects it might have on the future practice of education. Physical Activity and Educational Achievement: Insights from Exercise Neuroscience is fascinating reading for any student, academic or practitioner with an interest in exercise science and education.

Influences of Instructional Settings on Learning and Cognitive Development

Author : Noel Entwistle
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Most of the papers in this special issue were presented at an invitational symposium held during an AERA annual meeting. The symposium papers represent a range of different types of study within a coherent theme. An additional paper represents another strand in European research on learning and instruction. All five papers summarize research programs rather than individual studies, and can be seen as progress reports on programmatic research which is developing theory and empirical evidence on a continuing basis. The first four papers consider the influence of schooling on intellectual development and educational achievement. They follow a progression from studies which concentrate more on formal testing of intellectual abilities to those which pay more attention to a description of the contexts of schooling in which students learn. The final paper extends those analyses of learning in context by looking at the experiences of students in higher education, and also at students' ways of coping with particular types of studying they have to undertake. Taken together, the papers represent a European research attempt to give equal weight to the important contributions of relatively stable, but still changing, individual differences, and of the various components of learning context that interact in complex ways with those personal characteristics in determining learning outcomes.

Papers and Proceedings of the Annual Meeting

Author : American Economic Association
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Educational Psychology 14e

Author : Woolfolk
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Present edition is to offer the Indian reader with the latest developments and pertinent issues such as policy formation and its implementation, and its follow up in terms of educational outcomes and performance at the school levels; innovative teaching pedagogy; relevant research concerns and description of Indian research work; and tracing the historical development of educational psychology in the Indian setting to name a few. The process of reading about the research work, opinions, and perspectives of renowned contributors clearly indicates the distinct concern of the critical power education has on the growth and well-being of the individual and its impact on the progress of the society at large. Features: • New information on the brain and brain imaging techniques, synaptic plasticity, brain development in childhood and adolescence, and implications for teaching. • Every Student Succeeds Act (ESSA), extensive diversity in the Indian context, Indian government’s educational policies and acts (The • Right to Education Act and Sarva Shiksha Abhiyan), private contributions under Corporate Social Responsibility in India, and contributions of the Indian NGOs. • New coverage of intersectionality, ethnicity and race, diversity in Indian classrooms, prejudice, expanded coverage of stereotype threat including Indian context, gender, gender identity, sexual orientation, cre-ating culturally compatible classrooms and levels of school achievement in India. • Emphasis on diversity in today’s classrooms (Chapters 1 to 6). Portraits of students in educational settings make diversity real and human for readers. Table of Contents: 1. Learning, Teaching, and Educational Psychology 2. Cognitive Development 3. The Self, Social, and Moral Development 4. Learner Differences and Learning Needs 5. Language Development, Language Diversity, and Immigrant Education 6. Culture and Diversity 7. Behavioral Views of Learning 8. Cognitive Views of Learning 9. Complex Cognitive Processes 10. Constructivism and Designing Learning Environments 11. Social Cognitive Views of Learning and Motivation 12. Motivation in Learning and Teaching 13. Managing Learning Environments 14. Teaching Every Student 15. Classroom Assessment, Grading, and Standardized Testing Glossary References Index

Instructional Media

Author : Roberta Lynne Ruben
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Which Cognitive Abilities Affect Academic Achievement for Individuals who are Gifted Or Gifted with a Learning Disability

Author : Danika Leslie Sasha Maddocks
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The relations between cognitive abilities and academic achievement inform a number of educational decisions, particularly for students who are exceptional, such as those who are gifted or have a learning disability. Although there is extensive research on the relations between abilities and achievement, little research has examined whether these effects are the same for gifted individuals, and no research has examined these effects among individuals who are gifted and have a learning disability (GLD). In this study, the effects of various cognitive abilities on reading, math, and writing were examined for individuals who were gifted and GLD, and these ability-achievement effects were compared to those for individuals who are not gifted. Data came from the nationally representative standardization sample for the fourth edition of the Woodcock-Johnson (WJ IV) co-normed Tests of Cognitive Abilities, Tests of Achievement, and Tests of Oral Language. Individuals were identified as gifted or GLD based on their cognitive and academic scores on the WJ IV measures. A hierarchical cognitive abilities model with a latent general intelligence (g) factor was developed for use with the gifted, GLD, and non-gifted groups. The cognitive model demonstrated metric invariance across all three groups but only partial scalar invariance or no scalar invariance for multigroup models involving the GLD group. The cognitive abilities model was used to test the effects of specific broad cognitive abilities on academic achievement. Separate models were run for reading, math, and writing, with measured outcome variables for subdomains of these subjects. Results demonstrated some similarities in effects across groups as well as a number of differences. The ability-achievement effects and the differences across groups have implications for gifted and GLD identification and programming. The results also inform theoretical debates about the nature of intelligence and achievement in gifted populations and can inform future research on these topics.