Educator Beliefs and Practices

This research snapshot summarizes a project led by Jazmin Brown-Iannuzzi as part of the National Study of Learning Mindsets Early Career Fellowship. The project examines implicit bias among 9th grade mathematics teachers using the Affect Misattribution Procedure.

This research snapshot summarizes a project led by Alexander Browman as part of the National Study of Learning Mindsets Early Career Fellowship. The project explores how teachers' beliefs about the malleability of intelligence and perceptions of student ability influence their use of supportive or restrictive instructional messages.

This research snapshot provides an overview of a SERN-funded project led by Geoff Cohen and Tanner LeBaron Wallace. In this project, the researchers examined how teachers weave messages of growth, belonging, purpose, and affirmation (or their opposite) into their day-to-day practice, as well as whether creating learning environments that may support adaptive learning mindsets through these verbal messages is related to teachers’ ability to promote gains in students’ math achievement. The snapshot shares key findings, information on the interdisciplinary research team, and insights and future directions for the project.

This infographic describes how teachers can create learning environments that can support growth-oriented messages.

This research brief offers a summary of what we know about belonging from years of scientific research.

Being suspended from school has been shown to have numerous detrimental long-term effects, including adult unemployment and increased likelihood of incarceration. While there are many factors that influence student behavior, the quality of students’ relationships with their teachers is one of the strongest predictors of classroom behavior. Researchers Jason Okonofua, Dave Paunesku, and Gregory Walton explored whether a short program designed to influence teachers’ mindsets about student behavior and discipline could lead to changes in the way teachers interacted with students and whether these changes in teachers’ behavior could, in turn, positively affect students’ classroom experience and behavior.

Researchers Andrei Cimpian, Yan Mu, & Lucy Claire Erickson explore how young children's performance on a task is affected by statements about ability and group membership.

This issue brief summarizes what we know from nearly two decades of research about how to use praise and feedback by teachers and parents to encourage students to adopt growth mindsets and become more resilient learners.