{"id":7431,"date":"2016-11-09T08:00:39","date_gmt":"2016-11-09T12:00:39","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=7431"},"modified":"2016-10-28T15:17:18","modified_gmt":"2016-10-28T19:17:18","slug":"mindset-classroom-national-study-k-12-teachers","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/mindset-classroom-national-study-k-12-teachers\/","title":{"rendered":"Mindset in the Classroom: A National Study of K-12 Teachers"},"content":{"rendered":"

\"Ed<\/a>The Education Week Research Center has <\/span>released an original study<\/span><\/a> examining teachers’ perspectives on growth mindset. The national survey of K-12 educators, conducted with support from the Raikes Foundation, also explores their views about professional development, training, and the use of practices related to growth mindset in the classroom.<\/span><\/p>\n

Growth mindset-the belief that intelligence can be developed through effort-has garnered a great deal of attention in recent years. As awareness of growth-mindset theories and philosophies has spread, some teachers have tried to integrate them into their classroom instruction. And as policymakers grapple with the construction of a new wave of accountability systems under the federal Every Student Succeeds Act, there has been debate about the inclusion of growth-mindset measures in such systems. But, until now, relatively little has been known about teachers’ views and experiences with growth mindset.<\/span><\/p>\n

Findings from the Education Week Research Center offer timely insight into the role of growth mindset in the classroom, where policy decisions will ultimately play out. Key findings, which are addressed in detail in the<\/span> extensive report<\/span><\/a>, include: <\/span><\/p>\n