Reasoning, Resilience, & Responsibility.

Cogan, Jeanine C.; Subotnik, Rena F.

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Title: Reasoning, Resilience, & Responsibility

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Title:	Reasoning, Resilience, & Responsibility
Authors:	Cogan, Jeanine C.; Subotnik, Rena F.
Descriptors:	Self Efficacy; Academic Achievement; Problem Solving; Anxiety; Student Responsibility; Thinking Skills; Teaching Models; Teacher Attitudes; Personality Traits; Public Schools; Teaching Methods; Gifted; Elementary Education
Source:	Understanding Our Gifted, v19 n1 p17-20 Fall 2006
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Publisher:	Open Space Communications LLC. P.O. Box 18268, Boulder, CO 80308. Tel: 303-444-7020; Tel: 800-494-6178; Fax: 303-545-6505; Web site: http://www.our-gifted.com
Publication Date:	2006-00-00
Pages:	4
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	The Other 3Rs Project began with an investigation into the most important psychological components of academic success. The research pointed to reasoning, resilience, and responsibility. The objective of the project was to integrate these components into a useful problem solving model that could, with practice and guidance, be applied both inside and outside the classroom. Three fundamental assumptions are central to the Other 3Rs Project: (1) Reasoning, resilience, and responsibility can be learned; (2) Once learned and internalized, reasoning, resilience, and responsibility lead to improved problem solving skills in academic and social domains; (3) The Other 3Rs derive their greatest power when they interact in the course of problem solving. In comparison to teachers in the mnemonic sessions, teachers attending the Other 3Rs sessions perceived greater self-efficacy in their ability to influence children's learning, even in the context of decreasing student achievement and increasing student anxiety about testing. They also expressed greater confidence in their ability to help children use reasoning skills to solve problems, to become more resilient learners, and to be more socially responsible. Teachers in the Other 3Rs training held significantly stronger beliefs that resilience can be taught than teachers in the comparison group. (Contains 1 figure.)
Abstractor:	ERIC
Reference Count:	9

Note:	N/A
Identifiers:	Maryland
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1040-1350
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 3
Direct Link:	http://www.our-gifted.com/Back%20Issues.htm

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