Teacher Mindsets for Supporting Deeper Learning in High School Students

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Following decades of focus on test scores and accountability in education policy research and reforms, there is finally an increasing appreciation for the importance of “deeper learning” and students’ academic mindsets to student success and well-being (Every Student Succeeds Act, 2015; National Research Council [NRC], 2012; Dweck & Yeager, 2019; Farrington et al., 2012; Yeager et al., 2019; National Research Council, 2012). Teachers play a central role in shaping the opportunity structures, motivational frameworks, and the socio-cultural contexts in schools. However, only recently have teacher beliefs, which have a significant influence on students’ academic mindsets—including students’ motivation to learn, sense of belonging, and performance—are being incorporated in this line of research (Canning et al., 2019; Heyder, 2020; Yeager et al, 2021). In this study, we will contribute to this burgeoning line of literature to examine the linkages between teacher mindsets and students’ academic mindsets and outcomes in high schools and beyond. Data for this study comes from student and teacher surveys (Student N = 2,301; Teacher N = 609) as well as administrative data from 12 “network schools”, which refers to a set of high schools that focus on deeper learning skills, and 12 “non-network schools” that serve as a comparison group. Findings from preliminary analyses show that teachers in network schools reported significantly more student-centered beliefs as compared to teachers in non-network schools. Second, teacher’s student-centered beliefs about teaching and teacher self-efficacy was significantly associated with greater student belonging, motivation to learn, and students’ post-secondary outcomes.

Authors

• Maithreyi Gopalan, Pennsylvania State University

• Rohitha Edara, Pennsylvania State University