LEADER 03785nam 22006255 450 001 9910416087703321 005 20220112111711.0 010 $a9783030547875 010 $a3030547876 024 7 $a10.1007/978-3-030-54787-5 035 $a(CKB)4100000011401246 035 $a(MiAaPQ)EBC6318833 035 $a(DE-He213)978-3-030-54787-5 035 $a(EXLCZ)994100000011401246 100 $a20200825d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSoft Skills in Education $ePutting the evidence in perspective /$fby Jaap Scheerens, Greetje van der Werf, Hester de Boer 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (243 pages) 311 08$a9783030547868 311 08$a3030547868 327 $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. . 330 $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. 606 $aStudy skills 606 $aEducation and state 606 $aEducation 606 $aEducational psychology 606 $aStudy and Learning Skills 606 $aEducational Policy and Politics 606 $aEducation 606 $aEducational Psychology 615 0$aStudy skills. 615 0$aEducation and state. 615 0$aEducation. 615 0$aEducational psychology. 615 14$aStudy and Learning Skills. 615 24$aEducational Policy and Politics. 615 24$aEducation. 615 24$aEducational Psychology. 676 $a658.3124 700 $aScheerens$b Jaap$4aut$4http://id.loc.gov/vocabulary/relators/aut$0144793 702 $avan der Werf$b Greetje$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $ade Boer$b Hester$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910416087703321 996 $aSoft Skills in Education$91922170 997 $aUNINA