Exploring Teacher Effects for Mindset Intervention Outcomes in Seventh-Grade Science Classes

Autor/inn/en	Schmidt, Jennifer A.; Shumow, Lee; Kackar-Cam, Hayal
Titel	Exploring Teacher Effects for Mindset Intervention Outcomes in Seventh-Grade Science Classes
Quelle	In: Middle Grades Research Journal, 10 (2015) 2, S.17-32 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Middle School Teachers; Middle School Students; Grade 7; Science Instruction; Intervention; Student Attitudes; Beliefs; Science Teachers; Teacher Attitudes; Student Surveys; Teacher Characteristics; Teaching Methods; Student Motivation; Pretests Posttests; Academic Achievement; Learning Strategies; Statistical Analysis; Observation + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Belief; Glaube; Science; Science teacher; Wissenschaft; Lehrerverhalten; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Statistische Analyse; Beobachtung
Abstract	Researchers examined teacher-related variation in the effects of a classroom intervention designed to impact seventh graders' beliefs about the nature of ability in science as fixed or malleable. Analyses of quantitative data from 7 science classrooms across 2 teachers revealed significant teacher effects in the extent to which students' beliefs about mindset, students' mastery-oriented learning goals, and students' achievement were sustained several months following the intervention. Classroom observational data and teacher reports of their beliefs offered some explanation for these differences. The teacher whose students had better outcomes placed more emphasis on mastery goals, growth mindset, conceptual development, and use of learning strategies in her daily interactions with students than did the other teacher. Program developers may want to design and study ways to impact teachers' practices in order to maximize and sustain program impact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01