Best leverage points for improving performance lie in teacher strategies for classroom context, mindsets, and learning strategies¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2012 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The review identifies three leverage points: helping teachers understand the classroom context–behavior relationship, providing strategies for classrooms that promote positive academic mindsets, and building teacher capacity to develop students' learning strategies. → Farrington 2012

Evidence¶

Farrington 2012¶

Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school

q2 · i? · review · r2

Interpretive summary recommendation from the review, grounded in its evaluation of each factor's malleability, sensitivity to classroom context, and availability of actionable classroom strategies. The review cautions much existing research is correlational and experiments often create a "black box."

"we found evidence to suggest that the best leverage points for improving student performance are in helping teachers understand the relationship between classroom context and student behaviors, providing teachers with clear strategies for creating classrooms that promote positive academic mindsets in students, and building teacher capacity to help students develop strategies that will enhance their learning"

Discussion¶

Related Claims¶

• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• Implementation of co-regulation strategies was shaped by classroom context, facilitator experience and mindset, and varied in ease across strategies — related
• Growth-mindset interventions have weak average effects on achievement, including a negligible GPA gain (d = 0.11) for lower-achieving US ninth-graders in one preregistered national trial — related
• Positive Greetings At The Door Improve Engagement — a narrower finding that bears on this claim
• 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
• Students with more positively oriented academic mindsets show better academic behaviors and earn better grades than students for whom the mindset beliefs do not feel true — related
• Participants identified performance concerns, classroom distractions, unclear purpose of learning, and time/coverage pressures as barriers to adolescent healthy risk-taking, with relevance and feeling heard as promoters — related
• Noncognitive factors have a direct positive relationship to students' school performance and future outcomes — related
• The framework's literature review reports students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to school performance — related
• The Artifact captures learning experiences within and beyond the classroom, revealing learning habits and mindsets relevant to action-based pedagogy — related
• The inclusion of developing and using models in K-12 science standards creates an opportunity to examine the role of modeling in science classrooms — related
• Classroom environment has a small positive within-student relationship with course grades that is mediated by student noncognitive factors — related
• Student and teacher social validation feedback supported the strategy, with students reporting improved social lives, class engagement, and goal completion — related