In Coach Wright, Asset-mindset participants noticed Jeremy's positive behaviors while Deficit-mindset participants framed behavior as rule compliance, and strength language sometimes appeared without referencing actual strengths¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Coach Wright, Asset-mindset participants were more likely to observe that Jeremy went right back to work, while Deficit-mindset participants more often raised the school referral policy and Jeremy's long bathroom break. → Littenberg-Tobias 2021 q2 i? Mentioning the concept of leveraging student strengths was more likely to be associated with Deficit mindsets, with many such responses using strength language without referencing one of Jeremy's strengths. → Littenberg-Tobias 2021 (2)

Evidence¶

Littenberg-Tobias 2021¶

Littenberg-Tobias, J., Borneman, E., & Reich, J. (2021). Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach. AERA Open. https://doi.org/10.1177/23328584211045685

q2 · i? · associational · r1

Topic-prevalence analysis of Coach Wright simulation responses (N = 11,492 sentence rows) against the Asset-Deficit survey scale. Deficit-mindset participants more often brought up the school referral policy and Jeremy's long bathroom break, framing behavior in terms of compliance with school rules.

"In Coach Wright, participants with more of Asset mindset were more likely to observe that Jeremy went right back to his work after taking his bathroom break (Topic 4, "Jeremy went right back to work") and discuss the impact of Coach Wright on motivating Jeremy's work (Topic 3, "Coach Wright's influence on Jeremy")."

Littenberg-Tobias 2021 (2)¶

Littenberg-Tobias, J., Borneman, E., & Reich, J. (2021). Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach. AERA Open. https://doi.org/10.1177/23328584211045685

q2 · i? · associational · r2

Secondary qualitative finding from the Coach Wright topic analysis: responses in the strengths topic used the language of student strengths without referencing an actual strength, which the authors call a possible case of "conceptual slippage" citing Horn and Kane (2019).

"However, many of these responses associated with this topic used the language of student strengths without actually referencing one of Jeremy's strengths (e.g., "I advised Ms. Porter to recognize and point out Jeremy's strengths")."

Discussion¶

Related Claims¶

• Teacher expectation bias predicted Dutch secondary students' performance up to five years later, after controls for prior achievement, IQ and motivation, in one large correlational cohort study — the general claim this finding bears on, with the studies behind it
• In the Jeremy's Journal simulation, Equality-mindset participants more often cited school policy while Equity-mindset participants prioritized the student's health — related
• In Layers, Context-Centered-mindset participants drew on students' communities and home lives while Context-Neutral-mindset participants adapted content without students' out-of-school experiences — related
• Structural topic modeling identifies simulation decision points indicative of different equity mindsets across four digital teaching simulations — a broader claim this one bears on
• Teachers who are effective at improving academic behaviors and mindsets are often not the same teachers who raise math test scores — related
• An initial PD design that did not distinguish equity conceptions reified deficit perspectives of multilingual learners — related