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Got grit? Maybe….

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Title: Got grit? Maybe….
Authors: Duckor, Brent
Source: Phi Delta Kappan. Apr2017, Vol. 98 Issue 7, p61-66. 6p. 1 Color Photograph, 1 Illustration, 1 Diagram.
Subject Terms: *Behavioral objectives (Education), *Cognitive objectives (Education), *Process education, *Student attitudes, *Psychology of students, *Educational psychology
Abstract: The constructs that currently animate today’s dispositions movement are grit and growth mindset. However, the evidence for the reliability and instructional uses of such noncognitive factors in K-12 schools — and of the surveys and tools that attempt to measure them — is thin. After a look at the “logic of assessment” with its focus on cognition, observation, and interpretation, the author concludes that the noncognitive data and metrics used by reformers to support decisions to group schools by levels of grit or place students in particular interventions to improve mindset must be validated with common sense and a body of technical evidence. [ABSTRACT FROM AUTHOR]
Copyright of Phi Delta Kappan is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Phi+Delta+Kappan%22">Phi Delta Kappan</searchLink>. Apr2017, Vol. 98 Issue 7, p61-66. 6p. 1 Color Photograph, 1 Illustration, 1 Diagram.
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  Data: The constructs that currently animate today’s dispositions movement are grit and growth mindset. However, the evidence for the reliability and instructional uses of such noncognitive factors in K-12 schools — and of the surveys and tools that attempt to measure them — is thin. After a look at the “logic of assessment” with its focus on cognition, observation, and interpretation, the author concludes that the noncognitive data and metrics used by reformers to support decisions to group schools by levels of grit or place students in particular interventions to improve mindset must be validated with common sense and a body of technical evidence. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Phi Delta Kappan is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/0031721717702634
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      – SubjectFull: Process education
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      – SubjectFull: Student attitudes
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