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Soft skills in educationputting the ...

De Boer, Hester.

Soft skills in educationputting the evidence in perspective /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Soft skills in educationby Jaap Scheerens, Greetje van der Werf, Hester de Boer.
其他題名:	putting the evidence in perspective /
作者:	Scheerens, Jaap.
其他作者:	Van Der Werf, Greetje.
出版者:	Cham :Springer International Publishing :2020.
面頁冊數:	xiv, 239 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Soft skills.
電子資源:	https://doi.org/10.1007/978-3-030-54787-5
ISBN:	9783030547875$q(electronic bk.)

Soft skills in educationputting the evidence in perspective /
Scheerens, Jaap.

Soft skills in educationputting the evidence in perspective /[electronic resource] :by Jaap Scheerens, Greetje van der Werf, Hester de Boer. - Cham :Springer International Publishing :2020. - xiv, 239 p. :ill., digital ;24 cm.

1. 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.

This 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.

ISBN: 9783030547875$q(electronic bk.)

Standard No.: 10.1007/978-3-030-54787-5doiSubjects--Topical Terms:

682795
Soft skills.

LC Class. No.: LB1051 / .S344 2020

Dewey Class. No.: 370.15

Soft skills in educationputting the evidence in perspective /
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520 $a This 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.
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