Trusting Your Teacher: Implications for Policy

Corriveau, Kathleen H.; Winters, Marcus A.

doi:10.1177/2372732219862574

Cited by 8 publications

(5 citation statements)

References 67 publications

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“…Taken together, the results from laboratory studies suggest that children in ECE will learn best from teachers who are highly knowledgeable about the material they teach and those whose social identities align with children's homes and local communities (Corriveau and Winters 2019). Accordingly, research on children's educational outcomes reveals that students benefit from having teachers who are members of their own sociocultural group.…”

Section: Motivation: a Key Driver For Learningmentioning

confidence: 99%

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Quality Early Learning: Nurturing Children's Potential

2022

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Some rights reserved 1 2 3 4 25 24 23 22 This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work and does not assume responsibility for any errors, omissions, or discrepancies in the information, or liability with respect to the use of or failure to use the information, methods, processes, or conclusions set forth. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.Nothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

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Section: Motivation: a Key Driver For Learningmentioning

confidence: 99%

“…To be motivated to learn the material and skills presented to them in school, children must trust those who seek to teach them (Corriveau and Winters 2019). In this context, it is particularly important to recognize that much of what children are taught early in their education can seem arbitrary to them.…”

Section: Motivation: a Key Driver For Learningmentioning

confidence: 99%

Quality Early Learning: Nurturing Children's Potential

2022

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“…success in the labor market, or maintain physical and mental health over time (Farkas, 2003;Heckman et al, 2006). Consistently, "noncognitive skills"-such as motivation, perseverance, social skills, and self-control-shape long-term student success in school and in life (Heckman & Rubinstein, 2001; see also Corriveau & Winters, 2019;Cross et al, 2019;Dinsmore & Fryer, 2019;Dixson, 2019).…”

Section: Introductionmentioning

confidence: 95%

School-Based Practices for the 21st Century: Noncognitive Factors in Student Learning and Psychosocial Outcomes

Frank

2020

Policy Insights from the Behavioral and Brain Sciences

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Noncognitive skills—such as motivation, perseverance, social abilities, and self-control—drive long-term student success in school and in life. Although recognized as an important causal factor in student success, these skills show considerable variability in how much time and financial resources schools invest developing them. The Every Student Succeeds Act (ESSA) now requires states to include at least one nonacademic measure in their student accountability system and funding the implementation of new models to support student learning. We review the evidence for several malleable noncognitive skills that benefit student learning and long-term psychosocial outcomes. We recommend educational stakeholders take advantage of the increased flexibility ESSA provides to cultivate noncognitive skills that yield meaningful long-term educational, economic, and social benefits for students.

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“…This is an added value to the quality of a teacher. Teacher quality means a teacher's specific contribution to learner outcomes that is independent of other components of the educational process (Corriveau & Winters, 2019). In this case, SMK Negeri 3 Yogyakarta teachers have proven their quality as teachers who contribute to students' learning outcomes.…”

Section: Enhancing Students' Critical Thinking Skills Through Pancasi...mentioning

confidence: 99%

Enhancing Students Critical Thinking Skills through Pancasila Student Profile Strengthening Project at SMK Negeri 3 Yogyakarta

Pribadi,

Marzuki

2024

Edunity

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This research aims to: 1) Analyze the implementation of the Pancasila Student Profile Project in strengthening the critical thinking character of students; and 2) analyze the inhibiting factors in the implementation of the Pancasila Learner Profile Strengthening Project in strengthening the critical thinking character of students at SMK Negeri 3 Yogyakarta. This research deploys a qualitative research approach with a case study method. The purposeful sampling technique is used in recruiting research participants, and the data collection strategy encompasses observations, interviews, and documentation. The data gathered is validated through triangulation techniques and multiple-source triangulation. The data gathered is analyzed using Miles and Huberman’s models of data reduction, data presentation, and conclusion drawing. The results of this study show: 1) the implementation of the Pancasila Student Profile Strengthening Project (P5) in strengthening the character of critical thinking is integrated with the use of project-based and problem-based learning methods in P5 comprehensive themes. The combination of learning from all themes can develop students’ skills in critical citizenship characteristics; and 2) P5 implementation, internal and external obstacles are miscommunications affecting coordination and implementation. These miscommunications are caused by various factors. Thus, increasing awareness and strong collaboration among each school element are crucial.

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Trusting Your Teacher: Implications for Policy

Cited by 8 publications

References 67 publications

Quality Early Learning: Nurturing Children's Potential

Quality Early Learning: Nurturing Children's Potential

School-Based Practices for the 21st Century: Noncognitive Factors in Student Learning and Psychosocial Outcomes

Enhancing Students Critical Thinking Skills through Pancasila Student Profile Strengthening Project at SMK Negeri 3 Yogyakarta

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