How Children Succeed: Grit, Curiosity, and the Hidden Power of Character
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]–[>]
Evans, Gary, [>]–[>], [>]–[>]
executive functions. See also decision making
interventions and, [>], [>], [>]
stress and, [>]–[>], [>]
types of, [>]
working memory and, [>]–[>]
“explanatory style,” [>]. See also optimism
failure, value of risk of
author’s experience and, [>]–[>], [>]–[>]
character strength and, [>]–[>]
learning from mistakes and, [>]–[>], [>]
overprotection of children and, [>]–[>], [>]–[>]
parenting and, [>]–[>], [>]–[>]
falsification ability, [>]–[>]
family functioning, [>]–[>], [>]–[>]. See also attachment relationships; childhood trauma; parenting
Feinberg, Michael, [>], [>], [>], [>], [>]
Felitti, Vincent, [>]–[>]
Feng, Danny (student), [>]–[>]
Fenger High School in Chicago, [>]–[>], [>], [>]. See also Dozier, Elizabeth; Gaston, Thomas (“Mush”); Jones, Keitha; Youth Advocate Programs
Fierst, Karen, [>], [>], [>], [>]
financial need, definition of, [>]–[>]
Finneran, Michael, [>]
firehouse effect, [>]–[>]
Fisher, Donald, [>]
Fisher, Doris, [>]
Fisher, Philip, [>], [>]
Flemister, Faith, [>]–[>]
flow (state), [>]–[>]
follow through, [>]
foster parents, [>]–[>]
Freakonomics (Levitt and Dubner), [>]
Fryer, Roland, [>]
Galvin, John, [>], [>]
gang violence, [>]–[>], [>]–[>]
Garcia, Sebastian (IS 318 student), [>]–[>], [>]–[>]
Gaston, Thomas (“Mush”), [>]–[>]
Gates, Steve, [>]–[>], [>], [>], [>]–[>], [>]
Gates Foundation, [>], [>]
GED (General Educational Development) program, [>]–[>]
genius, and deliberate practice, [>]–[>]
Genius in Chess (Levitt), [>]
Gintis, Herbert, [>]–[>]
Gladwell, Malcolm, [>]–[>]
Goldin, Claudia, [>]–[>]
Goleman, Daniel, [>]
government policies
aid to poor and, [>]–[>], [>]–[>]
failures of, [>]
teacher quality and, [>]
grit
advantaged students and, [>]–[>]
American values and, [>]
definition of, [>], [>]
KIPP advantages over Riverdale and, [>]
measurement of, [>]–[>]
too much, [>]
Grit Scale, [>]–[>]
group identity, [>]–[>]
growth mindset, [>]–[>], [>]
habits, and character, [>]–[>]. See also thinking habits, and chess
Hanushek, Eric, [>], [>]
Hart, Betty, [>]
Heckman, James, xvi–xxi, [>], [>]
Herrnstein, Richard, [>]–[>]
High School Transformation initiative (Chicago), [>]
High School Turnaround initiative (Chicago), [>]
Holder, Eric, [>], [>]
HPA (“hypothalamic-pituitary-adrenal”) axis, [>]–[>], [>], [>]
Huberman, Ron, [>], [>]
“implementation intentions,” [>]
incentive processing system, [>]–[>]
incentives. See also motivation
effectiveness of, [>]–[>], [>]–[>], [>], [>]
neurological system and, [>]–[>]
teacher quality and, [>]
indulging strategies, [>]
industrial/organizational (I/O) psychology, [>]
infant brain chemistry, [>]
intelligence. See also cognitive hypothesis
ACT as measure of, [>]–[>]
and chess, [>]–[>], [>]
IQ tests and, [>]–[>]
malleability of, [>]–[>]
M&M study and, [>]–[>]
poverty and, [>]–[>]
Intermediate School 318 in Brooklyn. See also Spiegel, Elizabeth
chess program at, [>]–[>], [>]–[>], [>], [>], [>]–[>]
teaching techniques at, [>]–[>]
interpersonal self-control, [>]–[>]
interventions
effectiveness of, in adolescence, [>]–[>]
and executive functions, [>], [>], [>]
with parents, [>]–[>], [>]–[>]
and prefontal cortex, [>], [>]
and stereotype threat, [>]–[>]
IQ. See intelligence
Irish Chess Union study, [>]–[>]
Ivy League student career choices, [>]–[>]
James, William, [>]
Jay-Z (rapper), [>]
Jobs, Steve, [>]–[>]
Johns Hopkins University, [>]
Johnson, Lyndon B. (U.S. president), [>]
Jones, Keitha (YAP student), [>]–[>], [>], [>]
Kaiser Permanente ACE study, [>]–[>]
Kamsky, Gata, [>]–[>]
Kane, Thomas, [>]
Kasparov, Garry, [>], [>]
Katz, Lawrence, [>]–[>]
Kennedy, John F. (U.S. president), [>]
Kessler, David, [>]–[>]
Kindlon, Dan, [>]–[>]
King, Matt, [>]–[>], [>]
KIPP middle schools
achievement gap and, [>]–[>], [>]
character-development approach at, [>]–[>], [>], [>]
character report card at, [>]–[>], [>]
college success and, [>]–[>]
discipline and, [>]–[>], [>]
Duckworth workshop at, [>]–[>]
first cohort at, [>]–[>]
school culture at, [>], [>]–[>]
KIPP Through College program, [>]–[>], [>]
Knights of the South Bronx (movie), [>]
Knowledge Is Power Program. See KIPP middle schools
Kotlowitz, Alex, [>]–[>]
Kozol, Jonathan, [>], [>]
Kumon preschool tutoring (Junior Kumon), [>], [>]
Kwak, James, [>]–[>]
Lapshun, Yuri, [>]–[>], [>]
leadership principles at OneGoal, [>]
Learned Optimism (Seligman), [>]–[>], [>], [>]
Leonardo, Ms. (Red Bank teacher), [>]
Lerma, Kewauna (ACE Tech student), xxi–xxiii, [>]–[>], [>]–[>], [>], [>]
Levin, David, [>], [>], [>], [>]. See also KIPP middle schools
achievement gap and, [>]–[>], [>]
character strengths and, [>]–[>], [>]–[>], [>]
paternalism and, [>], [>]
Randolph and, [>]–[>], [>]–[>]
Levine, Madeline, [>]
Levitt , Jonathan, [>]
Levitt, Steven, [>]
Levitt equation, [>]
LG (“licking and grooming”) study, [>]–[>], [>]–[>]
Li, Brian, [>]–[>]
Lieberman, Alicia, [>]–[>], [>]
long-term goals. See delayed gratification; self-control
Lou, Eddie, [>]–[>]
Luthar, Suniya, [>]–[>]
McClain, Dylan, [>]
McConico, Marla, [>]–[>]
Mac Donald, Heather, [>]
McEwen, Bruce, [>], [>]–[>]
McPherson, Michael S., [>]–[>]
Makayla (Chicago infant), [>]–[>]
make-up programs, [>]
Marks, Mindy, [>]–[>]
Marshall, Frank, [>]
Marshall Chess Club, [>]–[>], [>], [>]
marshmallow test, [>]–[>], [>], [>], [>]
Masterman Middle School in Philadelphia, [>]–[>]
Mathews, Jay, [>]
“mature dramatic play,” [>]
MCII. See Mental Contrasting with Implementation Intentions (MCII)
Meaney, Michael, [>]–[>], [>]–[>], [>], [>], [>]
Measures of Effective Teaching project, [>]
“mediators,” [>]
medical r
isk indicators, [>]
Mental Contrasting with Inplementation Intentions (MCII), [>]–[>]
mental health, and childhood trauma, [>]
metacognition, [>]–[>], [>], [>]
methylation, [>]
mindset, malleability of, [>]–[>]
Minnesota attachment study, [>]–[>]
Mischel, Walter, [>], [>], [>]
M&M studies, [>]–[>], [>], [>]
Moffitt, Terrie, [>]
“moral character,” [>]–[>]
moral laws, and character, [>]–[>]
motivation, [>]–[>]
character strengths and, [>]–[>]
personality and, [>]–[>]
volition and, [>]–[>], [>]
Mott Hall School, [>]
Multidimensional Treatment Foster Care for Preschoolers, [>]
Murray, Charles, [>], [>]–[>], [>]–[>]
National Center for Education Research, [>]
National Longitudinal Survey of Youth (NLSY), [>]–[>]
National Scholastic K-[>] Chess Championship, [>]
Negron, Joseph, [>]
Nelson, Jeff, [>]–[>], [>]–[>], [>]
neurological system development
adolescence and, [>]–[>]
New Leaders for New Schools program, [>]–[>]
New Trier Township High School, [>], [>]
New York magazine, [>]
New York Times (newspaper), [>], [>]
New York Times Magazine, [>], [>]
NLSY. See National Longitudianl Survey of Youth (NLSY)
No Child Left Behind law, [>], [>], [>]
“noncognitive academic skills,” [>]
noncognitive skills. See also character strengths; conscientiousness; grit; self-control
achievement gap and, [>]–[>]
dropping out and, [>]–[>]
OneGoal leadership principles and, [>]
success and, xix–xxi, [>], [>], [>]
North Star Academy in Newark, [>]
Obama, Barack (U.S. president), [>], [>]
Oettingen, Gabrielle, [>]–[>]
O’Keeffe Elementary School in Chicago, [>]–[>], [>]
OneGoal program, [>], [>]–[>], [>]–[>], [>]. See also Lerma, Kewauna
openness to experience, [>]
optimal experiences, [>]–[>]
optimism, [>]–[>], [>]–[>]
Ounce of Prevention Fund, [>]
Outliers (Gladwell), [>]–[>]
overprotection, [>]–[>], [>]–[>]
Pankonien, Dawn, [>]
parenting
adolescent outcomes and, [>]–[>]
attachment relationships and, [>]–[>]
chess genius and, [>]–[>]
cognitive hypothesis and, [>]
economic case and, [>]
infant stress management and, [>]–[>]
interventions and, [>]–[>], [>]–[>]
LG effect and, [>]–[>], [>]–[>]
overindulgence and, [>]–[>]
“performance character,” [>]–[>]
Perry Preschool Project, xix–xxi, [>]
persistence, [>]. See also grit
personality. See also character; confidence; conscientiousness; grit; self-control
dimensions of, [>]
incentives and, [>]–[>]
pessimism, [>]–[>], [>]–[>]
Peterson, Christopher, [>], [>], [>], [>]–[>]
“play plans,” [>]
Polgar, Laszlo, [>]
politics
character-education initiatives and, [>]–[>]
of disadvantage, [>]–[>]
Popper, Sir Karl, [>]
positive psychology, [>], [>], [>], [>]
poverty in childhood. See also childhood trauma; family functioning
cognitive abilities and, [>]–[>]
deeply disadvantaged and, [>]–[>]
health disparities and, [>]–[>]
politics and, [>]–[>]
public policy debate and, [>]–[>], [>]–[>]
rate of, [>]–[>]
school reform in Chicago and, [>]–[>]
practice, and success, [>]–[>]
prediction of success. See also cognitive hypothesis
achievement tests and, [>]–[>]
attachment relationships and, [>]–[>]
conscientiousness and, [>], [>]–[>]
GED study and, [>]–[>]
Grit Scale and, [>]–[>]
high school GPA and, [>]–[>]
self-control and, [>], [>]–[>], [>]
prefrontal cortex. See also executive functions; self-control
interventions and, [>], [>]
self-regulation and, [>]–[>], [>], [>]
The Price of Privilege (Levine), [>]
Prilleltensky, Matan, [>]–[>], [>]–[>], [>]
“private speech,” [>]
privileged students. See also elite schools; Riverdale Country School
career choices and, [>]–[>]
disadvantages of, [>]–[>]
grit and, [>]–[>]
overprotection and, [>]–[>]
productivity, sense of, [>]–[>]
Psychological Science (journal), [>]
public health system, [>]–[>]
public opinion, [>]–[>]
public policy. See education reform; government policies
public school systems, [>], [>]
Chicago reform initiatives and, [>]–[>], [>]–[>]
The Race Between Education and Technology (Goldin & Katz), [>]–[>]
Race to Nowhere (film), [>]–[>]
Randolph, Dominic, [>], [>], [>]
character evaluation and, [>], [>]–[>]
as Riverdale headmaster, [>]–[>]
Real Education (Murray), [>], [>]–[>]
Red Bank Primary School in New Jersey, [>]–[>]
Reed, Lanita, [>]–[>], [>]–[>], [>]
Risley, Todd R., [>]
Riverdale Country School, [>]–[>]
alumni from, [>], [>]
character and, [>]–[>], [>]–[>]
discipline at, [>]–[>]
influence of affluence and, [>]–[>]
social safety net at, [>]
Roberto Clemente Middle School, [>]
Roberts, Brent, [>]–[>], [>]–[>]
Robert Taylor Homes housing project, [>]–[>]
Roderick, Melissa, [>], [>]
Roseland neighborhood, Chicago, [>]–[>], [>]–[>]
Rowson, Jonathan, [>], [>]–[>]
Roxbury Prep in Boston, [>]
Rug Rat Race, [>]
rules, and character, [>]–[>]
Sanders, William, [>]
Sapolsky, Robert, [>]–[>]
Savage Inequalities (Kozol), [>], [>]
Schamberg, Michelle, [>]–[>]
Schooling in Capitalist America (Bowles & Gintis), [>]–[>]
school-lunch subsidy, [>]–[>]
science of adversity, [>]–[>]
secure attachment relationships, [>]–[>], [>]–[>], [>]
Seeman, Teresa, [>]
Segal, Carmit, [>]–[>], [>]
self-control. See also executive functions; prefrontal cortex
adolescence and, [>]–[>]
compulsiveness and, [>]–[>]
conscientiousness and, [>]–[>]
factors affecting, [>]–[>]
grit and, [>]–[>]
KIPP students and, [>]–[>], [>]–[>]
marshmallow test and, [>]–[>]
Philadelphia study on, [>]–[>]
prediction of success and, [>], [>]–[>], [>]
Riverdale students and, [>]–[>]
strategies for, [>]–[>], [>]–[>]
stressful childhoods and, [>]–[>]
Tools of the Mind program and, xi–xii
Seligman, Martin, [>]–[>], [>], [>], [>]
The Seven Deadly Chess Sins (Rowson), [>]
sexual assault, [>], [>]–[>]. See also childhood trauma
Shonkoff, Jack, [>], [>]
> Simon test, [>]–[>]
SLANT, at KIPP, [>], [>]
Smith, Gene, [>]
Spiegel, Elizabeth, [>], [>]
chess coaching and, [>]–[>], [>]–[>], [>]–[>]
passion about chess, [>]–[>], [>]–[>], [>]
self-reflections, [>], [>]–[>], [>], [>]
teaching style and, [>]–[>], [>], [>]
Sroufe, Alan, [>]–[>]
Stabrowski, Sayuri, [>]–[>]
standardized college admissions tests
college success and, [>]–[>]
OneGoal program and, [>]–[>], [>]–[>]
Stanford University, [>]–[>]
Steele, Claude, [>], [>]–[>]
Stefl, Michele, [>]–[>], [>], [>]
Steinberg, Laurence, [>]–[>]
stereotype threat, [>]–[>]
Stewart-Montgomery, Anita, [>]–[>]
Strange Situation, [>], [>]
“strength of character” rating, [>]
stress. See also ACE scores; childhood trauma
developmental effects of, [>]–[>]
executive function and, [>]–[>]
responses to different types of, [>]–[>]
as risk indicator, [>]
stress-response system, [>]–[>], [>], [>]
Stroop test, [>]
success, types of, [>]. See also prediction of success
suicide, and childhood trauma, [>]
Sullivan, Monisha (student), [>]–[>], [>]–[>], [>]
Sweating the Small Stuff (Whitman), [>]
Swindell, Shawn (student), [>]
teachers
chess coaching and, [>]–[>], [>]–[>]
growth mindset and, [>], [>]
needs of adolescents and, [>]–[>]
OneGoal programs and, [>]
quality of, and reform efforts, [>]–[>]
Teach for America, [>], [>], [>], [>], [>]
There Are No Children Here (Kotlowitz), [>]–[>]
thinking habits, and chess, [>]–[>], [>]–[>], [>]–[>]
Tools of the Mind program, xi–xii, [>]
toy-car incident, [>]
Turnaround for Children, [>]
undermatching, [>]–[>], [>]
unfulfilled potential, [>]–[>], [>]–[>]
Urban Students Empowered Foundation, [>]–[>]. See also OneGoal program
Vallas, Paul, [>], [>]
Vance, Tyrell (KIPP student), [>]–[>], [>], [>]
Vidale, Dwight, [>]
violence, threat of, [>]–[>]. See also childhood trauma
virtues, [>], [>]–[>]
Vivian E. Summers Alternative High School in Chicago, [>]–[>]
wanting vs. choosing, [>]–[>]
War on Poverty, [>]–[>]
Wason, Peter Cathcart, [>]–[>]
Waters, Everett, [>]
Wechsler, Nick, [>]–[>]
Whitman, David, [>], [>]
Why Zebras Don’t Get Ulcers (Sapolsky), [>]–[>]
Williams, Justus (IS 318 student), [>], [>]–[>], [>]
willpower, [>]–[>]. See also grit
WINGS class, [>]–[>]
Witter, Mike, [>]–[>]
working memory, [>