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What Is Non-Cognitive Skill Development?

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Policymaking is the next step in non-cognitive skill development in elementary schools. The research is recent, current, and available to formulate educational policies across the country to address the development gap between non-cognitive and cognitive skill development. As stated previously, a big obstacle in affective policymaking is defining which non-cognitive skills to focus on and finding a way to measure the success of the development of such skills. However, researchers and some policymakers have drawn their attention to a particular set of six non-cognitive skills that have been imbedded within the Mawi Learning/Florida Virtual School Leadership Skills Development courses (“How Non-Cognitive Skills Drive Student Achievement”).…show more content…
Mawi Learning is an online-based program that pursues to increase the “academic and life opportunities of youth through character, social and emotional, and leadership training” (“About Mawi Learning”). Mawi learning offers a variety of courses from an award-winning leadership skills class to a college readiness class; additionally, Mawi learning offers training classes for educators that helps teach and train teachers to better create a classroom that promotes and develops non-cognitive skills (“About Mawi Learning”). Likewise, the Florida Virtual School is a highly accredited and established online school that puts a great emphasis on non-cognitive skills development and achievement (“How Non-Cognitive Skills Drive Student Achievement”). Their set of six non-cognitive skills has been a successful platform for student drive and achievement. While Mawi Learning and the Florida Virtual School are unconventional educational institutions, their student-learning platform can be applied and altered to fit any school in…show more content…
Rotter developed the concept of locus of control, which is described as how a person perceives the power he/she has over certain events affecting him/her (“How Non-Cognitive Skills Drive Student Achievement”). Rotter found that a person’s locus of control is not an innate personality trait but instead is shaped upon experiences and environmental factors (“How Non-Cognitive Skills Drive Student Achievement”). Students who use problem-solving skills, make responsible decisions about school, and work to academically better themselves understand the fact that they have the power to improve their own lives and the lives of
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