Control-group teachers were already aware of and using growth mindset approaches, which may have weakened the interventions' relative impact¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Process evaluation evidence indicated teachers in the control groups of both trials were already aware of growth mindsets theory and using it to inform their practice, which may have weakened the relative impact of the interventions. → Rienzo et al. 2015

Evidence¶

Rienzo et al. 2015¶

Cinzia Rienzo, Heather Rolfe and David Wilkinson (NIESR). (2015). Changing Mindsets: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581132

q2 · i? · causal · r2

Qualitative process evaluation including teacher interviews, a survey of INSET schools, and evidence on control schools' practices collected by Portsmouth University. It found "teachers in the control groups of both trials were already aware of growth mindsets theory" and using it in practice.

"There was some evidence from the process evaluation that teachers in the control groups of both trials were already aware of growth mindsets theory and us ing it to inform their practice."

Discussion¶

Related Claims¶

• Teacher professional development in growth mindset produced no additional maths progress and non-significantly less English progress among pupils — related
• Pupils in both interventions achieved higher growth mindset scores than controls, but with low security — related