The same student can hold different mindsets in different classrooms, and grades rise or fall across classrooms as mindsets change, with differences traceable to teachers' practices¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The same student can have different mindsets from one classroom to the next, earning higher or lower grades as their mindsets change, and these differences trace to differences in teachers' instructional practices and learning conditions. → Allensworth 2018

Evidence¶

Allensworth 2018¶

Allensworth, E.M., Farrington, C.A., Gordon, M.F., Johnson, D.W., Klein, K., McDaniel, B., & Nagaoka, J. (2018). Supporting social, emotional, & academic development: Research implications for educators. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/page/presentations

q2 · i? · review · r?

The review reports, citing Farrington, Porter, & Klugman (forthcoming), that "the same student can have different mindsets from one classroom to the next" and that grades rise or fall accordingly. It further attributes these mindset differences to differences in teachers' instructional practices. No effect size is printed.

"research has shown that the same student can have different mindsets from one class room to the next, and that students earn higher or lower grades in their different classrooms as their mindsets change."

Discussion¶

Learner Variables¶

• Mindset — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The growth mindset intervention reduced fixed-mindset beliefs among lower-achieving adolescents, with no significant variation in this effect detected across schools — the general claim this finding bears on, with the studies behind it
• 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 — a broader claim this one bears on
• Noncognitive factors have a direct positive relationship to students' school performance and future outcomes — 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