February 22, 2013
REL Midwest hosted a webinar designed to provide educators and stakeholders with information from research and practices emerging in the field on noncognitive factors in shaping school performance of adolescents. Participants had the opportunity to become familiar with research-based strategies on noncognitive indicators of high school performance and how they develop in students.
This event featured a presentation by Jenny Nagaoka, Deputy Director, and Dr. Camille Farrington, both from the Consortium on Chicago School Research, who discussed the research-based strategies from the report titled Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance. The event also featured two local practitioners who discussed their efforts in implementing similar strategies in their school and district. This event was designed to address the U.S. Department of Education's priority area of college and career success.
Deputy Director, University of Chicago Consortium on Chicago School Research
Dr. Camille Farrington
University of Chicago Consortium on Chicago School Research
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012).Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research. Retrieved from http://ccsr.uchicago.edu/sites/default/files/publications/Noncognitive%20Report.pdf