International Guide to Student Achievement

1. Auflage 2012
ISBN: 978-0-415-87901-9
Verlag: Routledge

Buch, Englisch, 528 Seiten, Format (B × H): 216 mm x 280 mm, Gewicht: 1313 g

Reihe: Educational Psychology Handbook

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.

Zielgruppe

Academic and Professional Practice & Development

Autoren/Hrsg.

Hattie, John

Anderman, Eric M.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Introduction J. Hattie and E. Anderman Section 1. Understanding Achievement E. Anderman and J. Hattie 1.1 Defining student achievement Thomas R. Guskey 1.2 Academic Achievement: An Elementary School Perspective Alan Bates, Rena Shifflet and Miranda Lin 1.3 Academic Achievement: An Adolescent Perspective R. Trent Haines and Christian E. Mueller 1.4 Adult Education and Achievement M Cecil Smith 1.5 Academic Achievement: A Higher Education Perspective Terrell L. Strayhorn 1.6 Developmental Education for Adults and Academic Achievement Joshua D. Hawley and Shu Chen Chiang Section 2. Influences from the Student Mimi Bong 2.1 Entry to School Collette Tayler 2.2 Piagetian Approaches Philip Adey and Michael Shayer 2.3 Entry to Tertiary Education Emer Smyth 2.4 Physical activity Janet Clinton 2.5 Gender influences Judith Gill 2.6 Engagement and Opportunity to Learn Phillip L. Ackerman 2.7 Behavioral Engagement in Learning Jennifer Fredricks 2.8 Goal Setting and Academic Achievement Dominique Morisano and Edwin A. Locke 2.9 Self Reported Grades and GPA Marcus Credé and Nathan R. Kuncel 2.10. Conceptual Change Stella Vosniadou and Panagiotis Tsoumakis 2.11 Social motivation and academic motivation Tim Urdan 2.12 Attitudes and dispositions Robert D. Renaud 2.13 Personality influences Meera Komarraju 2.14 Academic self-concept Herbert W. Marsh and Marjorie Seaton 2.15 Self efficacy Mimi Bong 2.16 Motivation Dale H. Schunk and Carol A. Mullen 2.17 Friendship in school Annemaree Carroll, Stephen Houghton and Sasha Lynn 2.18 Indigenous and Other Mino

Über Autor(innen)

John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia and Honorary Professor at the University of Auckland. The author of the international bestsellers Visible Learning and Visible Learning for Teachers, he has served as President of the International Text Commission, and associate editor of the British Journal of Educational Psychology. He has published and presented over 550 papers and has supervised 160 theses students.

Eric Anderman is Professor of Educational Psychology and Chair of the Department of Educational Studies at The Ohio State University. In 1999 he was awarded the Richard E. Snow Early Career Achievement Award from the American Psychological Association (APA) and he served as President of Division 15 of APA in 2008. In addition to authoring and editing several books, he has served on the editorial boards of several major journals and as the Associate Editor of the Journal of Educational Psychology from 2002-2009.