It’s Just Who He Is: Mindsets of Teacher Education Students and Student Disciplinary Referral

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Undergraduates' Beliefs, Mindset, and Learning Focused on Classroom Management (Table 3)

Abstract

To date, research on the effect of teachers' mindsets regarding both intelligence and personality on their classroom disciplinary referrals has been strictly theoretical in nature if not absent in the literature. This research is also non-existent among teacher education students specifically, who are soon-to-be classroom teachers. This study, a correlational research design that used a sample of students at a large urban university who were students in a teacher education program (N=704), found that the more a participant held an entity mindset of intelligence, the more likely they were to refer a non-compliant/disruptive student out of the classroom for discipline as opposed to keeping them in the classroom to work through the behavior or ignore it.

Author

• Nicole L. Lorenzetti, City College of New York - CUNY