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Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional Competencies [Pehme köide]

Edited by (Harvard Graduate School of Education, United States), Edited by (Harvard Graduate School of Education , United States), Edited by
  • Formaat: Paperback / softback, 342 pages, kõrgus x laius: 229x152 mm, kaal: 480 g
  • Ilmumisaeg: 05-Apr-2022
  • Kirjastus: Guilford Press
  • ISBN-10: 1462548660
  • ISBN-13: 9781462548668
Teised raamatud teemal:
Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional CompetenciesSuurem pilt
  • Formaat: Paperback / softback, 342 pages, kõrgus x laius: 229x152 mm, kaal: 480 g
  • Ilmumisaeg: 05-Apr-2022
  • Kirjastus: Guilford Press
  • ISBN-10: 1462548660
  • ISBN-13: 9781462548668
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781462548668.html
Märksõnad:
This book contains 14 chapters by education, psychology, and other specialists from the US, who describe how to design tools to assess noncognitive skills like social and emotional skills, attitudes, beliefs, and mindsets, and character and values, and use them to improve teaching and learning in school settings. They address individual measurement using a group-based scalable approach, high-quality assessment on social and emotional learning programs, defining and measuring young children’s social-emotional development in global contexts, the measurement of autonomic nervous system and hypothalamic-pituitary-adrenal axis functioning, measuring noncognitive skills using ambulatory psychophysiology, and measuring character virtues and related attributes; measurement in the classroom, including behavioral indicators, using behavior incident data to address issues of equity and exclusionary discipline responses, measuring the quality of early childhood education in low and middle-income countries, and using setting-level measures to drive improvements in teaching and learning; population-level tools to guide practice and policy, including assessing districts and middle childhood development at the population level; and cross-cutting methodological and policy issues, such as the need for careful, clear, and responsible use of assessments. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)

Children's social–emotional and self-regulation skills are critical for success in school and, ultimately, in the workplace. How can educators determine the most effective approaches for measuring students' interpersonal competencies? And how can they use the data to improve their own practice? Relevant for school leaders, educators, researchers, and other stakeholders, this book brings together leading experts from multiple disciplines to discuss the current state of measurement and assessment of a broad range of noncognitive skills and present an array of innovative tools. Chapters describe measures targeting the individual student, classroom, whole school, and community; highlight implications for instructional decision making; examine key issues in methodology, practice, and policy; and share examples of systematic school- and districtwide implementation.

Arvustused

"Jones and colleagues have curated a thought-provoking volume grounded in theory and rigorous scientific methodologies, from long-standing practices in psychoeducational measurement to contemporary approaches that leverage technology, neuroscience, child development, and physiology. Contributors are highly regarded experts in social, emotional, and behavioral assessment. The volume addresses student-level questions along with classroom-, school-, and system-level considerations, including ways to contend with structural inequities. Chapters hold your attention with interesting analogies and authentic case scenarios. This seminal resource for practitioners and researchers alike takes a topic that has too often been an afterthought and ushers it to the fore. I will be using this book with my school psychology graduate students!"--Laura Feuerborn, PhD, NCSP, Professor and Director of School Psychology and Faculty Fellow in Social Emotional Learning, University of Washington Tacoma

"The editors and authors of this splendid volume are helping the SEL field chart its course via scientifically rigorous, culturally valid measurement and assessment. How can measuring and assessing childrens noncognitive skills improve teaching and learning? This volume points the way!"--J. Lawrence Aber, PhD, Willner Family Professor of Psychology and Public Policy, Steinhardt School of Culture, Education, and Human Development, and University Professor, New York University

"As the saying goes, 'we manage what we measure.' Practitioners have long understood the importance of high-quality, evidence-based, developmentally appropriate, embedded socialemotional learning (SEL), but how we assess our efforts has been challenging. This book lays out in great detail the current state of SEL assessment and identifies vital elements for practitioners to consider. It should be required reading for anyone serious about measuring--and improving--SEL efforts."--Joe Aleardi, Executive Director, Horizons Bridgeport, Bridgeport, Connecticut-

Introduction 1(10)
Stephanie M. Jones
Nonie K. Lesaux
Sophie P. Barnes
PART I From Physiology to Character Virtues: Creative, Contextually Relevant Approaches to Capturing Individual Functioning
1 Direct Assessment of Students' Executive Functions and Motivation in Elementary Classroom Settings
11(29)
Jelena Obradovic
Lily Steyer
2 The Fidget Spinner Effect: Social and Emotional Assessment and the Healthy Evolution of the Social and Emotional Learning Field
40(22)
Clark McKown
3 Defining and Measuring Young Children's Social-Emotional Development in Global Contexts
62(19)
Dana Charles McCoy
4 Stress Physiology in Context: On the Measurement and Meaning of Autonomic Nervous System and Hypothalamic--Pituitary--Adrenal Axis Functioning
81(26)
Keira B. Leneman
Daniel Berry
5 Measuring Noncognitive Skills Using Ambulatory Psychophysiology
107(19)
Oliver Saunders Wilder
Richard Palumbo
6 Conceptualizing and Measuring Character Virtues and Related Attributes Using the Bornstein Specificity Principle: A Relational Developmental Systems-Based Perspective
126(23)
Paul A. Chase
Dian Yu
Jonathan M. Tirrell
Mary H. Buckingham
Patricia Gansert
Yerin Park
Carolina Goncalves
Richard M. Lerner
PART II In the Classroom: Setting- and Behavior-Focused Approaches
7 Behavior and Discipline: Direct Behavioral Indicators for Use in the Classroom
149(20)
Sandra M. Chafouleas
Amy M. Briesch
8 Using Behavior Incident Data for Program and Classroom Decision Making: Addressing Issues of Equity and Exclusionary Discipline Responses
169(20)
Lise Fox
Myrna Veguilla
Mary Louise Hemmeter
9 Defining and Measuring Quality of Early Childhood Education in Low- and Middle-Income Countries
189(13)
Abbie Raikes
10 Capturing the Social and Emotional Classroom: Using Setting-Level Measures to Drive Improvements in Teaching and Learning
202(23)
Sophie P. Barnes
Rachel M. Abenavoli
Stephanie M. Jones
PART III Population-Level Tools to Guide Practice and Policy
11 Cross-Cutting Issues for Measuring Social-Emotional Competency in Context: General Opportunities and Challenges with an Illustration of the Washoe County School District Social and Emotional Competency Assessment
225(27)
Rachel A. Gordon
Laura A. Davidson
12 Measuring and Monitoring Children's Social and Emotional Competence and Weil-Being in Schools, Families, and Communities at the Population Level: The Middle Years Development Instrument
252(33)
Kimberly A. Schonert-Reichl
PART IV Cross-Cutting Methodological and Policy Issues
13 Cross-Cutting Methodological Considerations for Measuring and Assessing Noncognitive Skills
285(19)
Laura S. Hamilton
14 Thriving Matters: Policies and Assessment That Foster Equity and Thriving
304(27)
Jessica Newman
David Osher
Deborah Moroney
Samantha Neiman
Index 331
Stephanie M. Jones, PhD, is the Gerald S. Lesser Professor in Child Development and Education at the Harvard Graduate School of Education, where she also serves as Director of the Ecological Approaches to Social and Emotional Learning Lab. Dr. Joness research focuses on the effects of poverty and exposure to violence on children's social, emotional, and behavioral development. Her recent work addresses the impact of preschool- and elementary-level social and emotional learning interventions on behavioral and academic outcomes and classroom practices, as well as new curriculum development, implementation, and testing. With Nonie K. Lesaux, Dr. Jones is codirector of the Saul Zaentz Early Education Initiative and coprincipal investigator of the Early Learning Study at Harvard. She recently served as a member of the Council of Distinguished Scientists for the Aspen National Commission on Social, Emotional, and Academic Development.

Nonie K. Lesaux, PhD, is the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. Her developmental and experimental research with school-age children and youth investigates language, reading, and socialemotional development; classroom quality and academic growth; and strategies for accelerating language and reading comprehension. With Stephanie M. Jones, Dr. Lesaux is also codirector of the Saul Zaentz Early Education Initiative and co-principal investigator of the Early Learning Study at Harvard. She is a recipient of the William T. Grant Scholars Award and the Presidential Early Career Award for Scientists and Engineers. Dr. Lesaux has served on the Institute of Medicine and National Research Councils Committee on the Science of Children Birth to Age 8.

Sophie P. Barnes, EdM, is a doctoral candidate in the Human Development, Learning and Teaching concentration at the Harvard Graduate School of Education. Her research centers on understanding the setting- and individual-level mechanisms that support childrens social, emotional, and behavioral skill development in school contexts, with a focus on executive function and self-regulation. She is also interested in adding nuance and precision to the measurement of social and emotional learning (SEL) and partnering with schools and districts to develop effective assessment plans. Prior to beginning her doctoral studies, Ms. Barnes worked in the EASEL Lab led by Stephanie M. Jones on a number of evaluations of school-based interventions that target childrens SEL growth and development, as well as research and translational writing projects.