Teacher professional development in growth mindset produced no additional maths progress and non-significantly less English progress among pupils¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pupils whose teachers received the professional development intervention made no additional progress in maths compared to control pupils, and made less progress in English, though the English difference was not statistically significant. → 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

q3 · i? · causal · r2

School-level randomised controlled trial of the teacher training (INSET) intervention involving 30 schools and 1,505 Year 5 pupils, compared with a business-as-usual control. The trial found "no additional progress in maths" and non-significantly less progress in English for intervention pupils.

"made no additional progress in maths compared to pupils in the control group. These pupils made less progress in English than pupils in the control group, but this finding was not statistically significant"

Discussion¶

Related Claims¶

• Control-group teachers were already aware of and using growth mindset approaches, which may have weakened the interventions' relative impact — related
• Pupils in both interventions achieved higher growth mindset scores than controls, but with low security — related
• Year 5 pupils receiving growth mindset workshops made an average of two additional months' progress in English and maths, but the differences were not statistically significant — related
• FSM-eligible pupils whose teachers received the professional development intervention gained a better understanding of the malleability of intelligence — related