[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602177-105":59,"doc-detail-602177-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","educational-considerations-article-4","Educational Considerations - Article 4","","Explores how terms used to define noncognitive factors differ between research on typical and exceptional students and why this separation can hinder shared understanding. Grounded in the CCCSR noncognitive framework, the study maps research vocabulary into shared categories, including mindsets, perseverance, behaviors, learning strategies, and social skills. Uses Academic Search Complete (2012–2019) search and hand-screened inclusion criteria, coding student populations and definitional clarity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-considerations-article-4/602177/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-considerations-article-4/602177.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the paper?","Question",{"text":112,"@type":113},"To examine how terms defining noncognitive factors are used in research with typical and exceptional students and to bring the vocabulary together through the CCCSR framework lens.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which noncognitive factor categories does the CCCSR framework include?",{"text":117,"@type":113},"Noncognitive factors are described as academic mindsets, academic perseverance, academic behaviors, learning strategies, and social skills, which interact to influence academic performance.",{"name":119,"@type":110,"acceptedAnswer":120},"How were studies selected and coded in the methods?",{"text":121,"@type":113},"A search in Academic Search Complete (2012–2019) used specified term sets, then results were hand-evaluated against published peer-reviewed inclusion criteria. Included articles were coded by student population (T or Ex) and transition area (Edu, Emp, Ind), with definitional clarity classified using guidelines from Murphy & Alexander (2000).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602177,1792191571,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \n\n| Volume 49  Number 1 | Article 4 |\n| --- | --- |\n| 2023\u003Cbr>An Application of the CCSR Noncognitive Framework: Bringing Together Typical and Exceptional Student Research\u003Cbr>Sara E. Taylor\u003Cbr>Northwest Missouri State University, [staylor@nwmissouri.edu](staylor@nwmissouri.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, and the Special Education and Teaching Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nTaylor, Sara E. (2023) \"An Application of the CCSR Noncognitive Framework: Bringing Together Typical and Exceptional Student Research,\" Educational Considerations: Vol. 49: No. 1. [https://doi.org/10.4148/](https://doi.org/10.4148/)[ ](https://doi.org/10.4148/)0146-9282.2342  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nAn Application of the CCCSR Noncognitive Framework:  \nBringing Together Typical and Exceptional Student  \nResearch  \nSara E. Taylor  \nStudents, teachers, and educational researchers divide into typical or exceptional populations.  \nThis includes different classes, credentials, and research journals that depend on the student’s  \nability level. This distinction creates two concurrent yet separate bodies of educational research.  \nStudents with disabilities are increasingly included in general education classes yet research continues to separate the populations. According to the 42nd Annual Report to Congress, in 2018,  \n95% of students aged 6 to 21 served under the Individuals with Disabilities Education Act, were  \neducated in the regular education classroom for at least a portion of their day. Educational  \ncommunities distinguish themselves with a common purpose and specialized lexicon (Murphy &  \nAlexander, 2000) . In areas of research that influence typical and exceptional students such as  \nnoncognitive skills, each field has developed varied terms and definitions. As researchers focus  \non the importance of noncognitive skills, it is important to develop an educational community  \nwith a shared lexicon between researchers looking at typical and exceptional populations.  \nThere is an increasing interest in noncognitive skills among researchers and teachers as they look  \nfor ways to close the achievement gap. The University of Chicago Consortium on Chicago  \nSchool Research (CCCSR) published a report in 2012 entitled Teaching Adolescents to Become Learners. The Role of Noncognitive Factors in Shaping School Performance: A Critical  \nLiterature Review in which they drew together research from fields such as psychology,  \neconomics, and education to present noncognitive factors as a malleable means to improve  \nstudent performance in school. In the first chapter of the report, Allensworth et al. wrote: Recent research on noncognitive factors has not only suggested their importance for student academic performance but has also been used to argue that social investments in the development of these noncognitive factors would yield high payoffs in improved educational outcomes as well as reduced racial/ethnic and gender disparities in school performance and educational attainment. (p. 5)  \nThe CCCSR report established a conceptual framework and terminology to further the study of  \nnoncognitive skills. According to the framework derived by CCCSR, noncognitive factors  \ninclude academic mindsets, academic perseverance, academic behaviors, learning strategies, and social skills, which interact to influence academic performance (Allensworth e","cbCaikCl3qDT87wI","https://ap.wps.com/l/cbCaikCl3qDT87wI","pdf",335355,18,"English","# Methods\n## Search\n## Coding","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To examine how terms defining noncognitive factors are used in research with typical and exceptional students and to bring the vocabulary together through the CCCSR framework lens.\"},{\"question\":\"Which noncognitive factor categories does the CCCSR framework include?\",\"answer\":\"Noncognitive factors are described as academic mindsets, academic perseverance, academic behaviors, learning strategies, and social skills, which interact to influence academic performance.\"},{\"question\":\"How were studies selected and coded in the methods?\",\"answer\":\"A search in Academic Search Complete (2012–2019) used specified term sets, then results were hand-evaluated against published peer-reviewed inclusion criteria. Included articles were coded by student population (T or Ex) and transition area (Edu, Emp, Ind), with definitional clarity classified using guidelines from Murphy \\u0026 Alexander (2000).\"}]","Educational Considerations - Article 4 | PDF",1792094169,45]