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Drive to Work - Growth Mindset
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Drive to Work - Growth Mindset
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The student who says "I'm not a math person" isn't describing a fact. She's reporting what the room has taught her to believe, through a grade, a comparison, or a comment. This episode is about what growth mindset actually asks of you: the willingness to question conclusions your students made years ago. Which ones can you help rewrite?
This episode draws in part on research in:
- Implicit theories of intelligence and their effects on student motivation and persistence (Dweck & Leggett, 1988)
- How teacher feedback shapes students' beliefs about whether their abilities are fixed or changeable (Mueller & Dweck, 1998)
- Academic self-concept formation and its relationship to long-term achievement trajectories (Marsh & Martin, 2011)
- Teacher expectations as a driver of student performance — the Pygmalion effect (Rosenthal & Jacobson, 1968)
- Social belonging and its role in shaping academic identity and motivation within school environments (Walton & Cohen, 2007)
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