Optimizing Student Success in School with the Other Three Rs
Reasoning, Resilience, and Responsibility
1st Edition
Published on 1. June 2006
273 pages
978-1-60752-516-5 (ISBN)
Description
The Other Three R's model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For both this initiative and this edited volume, Sternberg assembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence-based arguments for promoting TOTRs in schools as a way to optimize student success.
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Robert J. Sternberg | Rena F. Subotnik
Optimizing Student Success in School with the Other Three RS
Reasoning, Resilience, and Responsibility
Book
01/2006
Information Age Publishing
€70.50
Article not available at the moment
Robert J. Sternberg | Rena F. Subotnik
Optimizing Student Success in School with the Other Three RS
Reasoning, Resilience, and Responsibility
Book
01/2006
Information Age Publishing
€122.50
Article not available at the moment
Content
1 - Cover [Seite 1]
2 - Contents [Seite 6]
3 - 1. Introduction [Seite 8]
4 - 2. Reasoning, Resilience, and Responsibility From the Standpoint ofthe WICS Theory of Higher Mental Processes [Seite 24]
5 - 3. Motivational Orientations That Lead Students to Show Deeper Levels of Reasoning, Greater Responsibility for Their Academic Work, and Greater Resilience in the Face of Academic Difficulty [Seite 46]
6 - Part I. Special Focus on Reasoning [Seite 64]
6.1 - 4. The Role of Knowledge in the Development of Mathematical Reasoning [Seite 66]
6.2 - 5. Promoting Deaf Children's Mathematical Reasoning by UsingTheir Visual-Spatial Strengths [Seite 82]
6.3 - 6. Performance Data and Proven Practices: Empowering Tools to Spur High Levels of Student Reasoning and Achievement [Seite 102]
7 - Part II. Resilience [Seite 118]
7.1 - 7. Resilience and Risk in Learning: Complex Interactions and Comprehensive Interventions [Seite 120]
7.2 - 8. Resilience as a Factor in Overcoming Obstacles to High Academic Achievement [Seite 150]
8 - Part III. Responsibility [Seite 184]
8.1 - 9. Enhancing Students' Academic Responsibility and Achievement: A Social-Cognitive Self-Regulatory Account [Seite 186]
8.2 - 10. A Motivational Perspective on School Achievement:Taking Responsibility for Learning, Teaching, and Supporting [Seite 206]
9 - Part IV. Model [Seite 232]
9.1 - 11. Integrating the Other Three Rs into the School Curriculum: A Model for Improving Achievement [Seite 234]
10 - Part V. Summary [Seite 246]
10.1 - 12. The Other 3 Rs: Implications for the Design of Learning Environments, Research, and Policy [Seite 248]
11 - About the Authors [Seite 268]
2 - Contents [Seite 6]
3 - 1. Introduction [Seite 8]
4 - 2. Reasoning, Resilience, and Responsibility From the Standpoint ofthe WICS Theory of Higher Mental Processes [Seite 24]
5 - 3. Motivational Orientations That Lead Students to Show Deeper Levels of Reasoning, Greater Responsibility for Their Academic Work, and Greater Resilience in the Face of Academic Difficulty [Seite 46]
6 - Part I. Special Focus on Reasoning [Seite 64]
6.1 - 4. The Role of Knowledge in the Development of Mathematical Reasoning [Seite 66]
6.2 - 5. Promoting Deaf Children's Mathematical Reasoning by UsingTheir Visual-Spatial Strengths [Seite 82]
6.3 - 6. Performance Data and Proven Practices: Empowering Tools to Spur High Levels of Student Reasoning and Achievement [Seite 102]
7 - Part II. Resilience [Seite 118]
7.1 - 7. Resilience and Risk in Learning: Complex Interactions and Comprehensive Interventions [Seite 120]
7.2 - 8. Resilience as a Factor in Overcoming Obstacles to High Academic Achievement [Seite 150]
8 - Part III. Responsibility [Seite 184]
8.1 - 9. Enhancing Students' Academic Responsibility and Achievement: A Social-Cognitive Self-Regulatory Account [Seite 186]
8.2 - 10. A Motivational Perspective on School Achievement:Taking Responsibility for Learning, Teaching, and Supporting [Seite 206]
9 - Part IV. Model [Seite 232]
9.1 - 11. Integrating the Other Three Rs into the School Curriculum: A Model for Improving Achievement [Seite 234]
10 - Part V. Summary [Seite 246]
10.1 - 12. The Other 3 Rs: Implications for the Design of Learning Environments, Research, and Policy [Seite 248]
11 - About the Authors [Seite 268]
