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Defining the Key Competences and Skills for Young Low Achievers' in Lifelong Learning by the Voices of Students, Trainers and Teachers
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Pinto, Marta; Caramelo, João; Coimbra, Susana; Terrasêca, Manuela; Agrusti, Gabriella – Journal of Social Science Education, 2016
Europe has stressed the importance of lifelong learning as a way for its citizens to enrol and to engage fully in day-today demands of work and citizenship life events. Support is more urgent for those who are at risk of social and educational exclusion. This paper presents an overview on the goals of the European project LIBE "Supporting…
Descriptors: Foreign Countries, Lifelong Learning, Low Achievement, Competence
Convergent and Divergent Validity of the Student Engagement in School Success Skills Survey
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Villares, Elizabeth; Colvin, Kimberly; Carey, John; Webb, Linda; Brigman, Greg; Harrington, Karen – Professional Counselor, 2014
This study examines the convergent validity and divergent validity of the Student Engagement in School Success Skills (SESSS) survey. The SESSS is easy to administer (it takes fewer than 15 minutes to complete) and is used in schools to provide educators with useful information about students' use of skills and strategies related to school…
Descriptors: Success, Learner Engagement, Student Participation, Student Surveys
Training the 21st-Century Worker: Policy Advice from the Dark Network of Implicit Memory. IBE Working Papers on Curriculum Issues No. 16
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Abadzi, Helen – UNESCO International Bureau of Education, 2015
Research on memory functions and their applications is a vast field that has unfolded for decades; some important studies are sixty years old. However, the research has remained a well-kept secret of cognitive psychologists. Education faculties rarely teach memory specifics, so people working in education typically do not know about the above…
Descriptors: Skill Development, Memory, Educational Policy, Cognitive Processes
Social-Emotional and Character Development and Academics as a Dual Focus of Educational Policy
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Elias, Maurice J. – Educational Policy, 2009
There is a missing piece to America's education agenda, and children will continue to be left behind until that piece is addressed. Furthermore, children are not being systematically prepared for their complex roles as citizens in our democracy. A growing body of evidence from research and practice suggests reconceptualizing education as an…
Descriptors: Academic Achievement, Educational Policy, Personality Development, Emotional Development
Risk and Resiliency in the Preschool Classroom: Examining the Effects of Problem Behaviors and Adaptive Learning Behaviors in Children's Early Achievement
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Dominguez, Maria Ximena – ProQuest LLC, 2010
Problem behaviors early in the preschool year have been negatively linked to a variety of school readiness outcomes, including language, literacy and mathematics, both at the end of preschool and later on as children transition to elementary school. In order to inform preschool intervention efforts, the current study extends this research by…
Descriptors: Learning Problems, Behavior Problems, Disadvantaged, Mathematics Skills
Cognitive, Metacognitive, and Motivational Aspects of Problem Solving.
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Mayer, Richard E. – Instructional Science, 1998
Examines the role of cognitive, metacognitive, and motivational skills in problem solving. Cognitive skills include instructional objectives, components in a learning hierarchy, and information-processing components. Metacognitive skills include strategies for reading comprehension, writing, and mathematics. Motivational skills include motivation…
Descriptors: Cognitive Processes, Learning Motivation, Learning Strategies, Metacognition