000 04130nam a22005655i 4500
001 978-3-030-54787-5
003 DE-He213
005 20210227002333.0
007 cr nn 008mamaa
008 200825s2020 gw | s |||| 0|eng d
020 _a9783030547875
024 7 _a10.1007/978-3-030-54787-5
_2doi
040 _cМУБИС
050 4 _aLB1049
072 7 _aJNZ
_2bicssc
072 7 _aSTU036000
_2bisacsh
072 7 _aJNZ
_2thema
082 0 4 _a371.30281
_223
100 1 _aScheerens, Jaap.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aSoft Skills in Education
_h[electronic resource] :
_bPutting the evidence in perspective /
_cby Jaap Scheerens, Greetje van der Werf, Hester de Boer.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aXIV, 239 p. 6 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _a1. Roots of the movement, development and criticism -- 2. Conceptual challenges -- 3. Evidence from psychological studies -- 4. Evidence from educational studies -- 5. Opening black boxes of the meta-analysis: what do the underlying studies look like? -- 6. Measurement of soft skills in education -- 7. Meta-analysis of educational interventions addressing conscientiousness facets -- 8. Recapitalization and discussion of the main findings and implications for educational practice, theory and research. .
520 _aThis book examines the global movement of putting more emphasis on students’ social and emotional development in education. It provides some order in the unstructured multitude of desirable socio-emotional educational objectives and ambitions that have resulted from this movement and builds on a careful conceptual analysis. It starts out by examining the roots of the movement and discusses different emphases. Next it makes use of instructional and psychological constructs and theories to arrive at meaningful categorizations of major domains and types of social-emotional “skills”. One of the key assumptions is that social and emotional attributes are malleable by means of educational interventions. The book reviews available research evidence for this assumption, taking into account psychological studies and meta-analyses. It then creates new evidence based on a new meta-analysis, which concentrated on the effects of educational interventions on skills associated with the conscientiousness factor of the Big5 taxonomy. In the final chapter, the book discusses the implications for educational policy and practice; a discussion in which attention is given to political and ethical questions about the desirability of treating social and emotional attributes as educational goals.
650 0 _aStudy Skills.
650 0 _aEducational policy.
650 0 _aEducation and state.
650 0 _aEducation.
650 0 _aEducational psychology.
650 1 4 _aStudy and Learning Skills.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O53010
650 2 4 _aEducational Policy and Politics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O19000
650 2 4 _aEducation, general.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O00000
650 2 4 _aPedagogic Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y18003
700 1 _avan der Werf, Greetje.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _ade Boer, Hester.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030547868
776 0 8 _iPrinted edition:
_z9783030547882
776 0 8 _iPrinted edition:
_z9783030547899
856 4 0 _uhttps://doi.org/10.1007/978-3-030-54787-5
942 _2ddc
_cEBOOK
999 _c102331
_d102331