Global Mindset Initiative Working Paper 2: Designing an Intervention to Motivate Growth Mindset-Supportive Teaching Practices

48 Pages Posted: 28 Aug 2021

See all articles by Christopher Bryan

Christopher Bryan

University of Chicago, Booth School of Business

Cameron Hecht

University of Texas at Austin

David Blazar

University of Maryland, College Park

Matthew Kraft

Brown University

Oddny Solheim

University of Stavanger

Date Written: August 26, 2021

Abstract

The purpose of this paper is to outline what we believe to be promising a strategy for developing a scalable behavioral intervention to encourage teachers to adopt teaching practices that support a growth-mindset classroom culture. We first briefly review the most widely-implemented current policies and programs aimed at influencing teachers' instructional practices and consider, based on the available research, how effective those approaches are likely to be for encouraging growth mindset-supportive teaching practices. We then lay out what we believe to be the most important psychological forces currently at play, either facilitating or hindering teachers’ adoption of such practices. On the basis of this analysis of existing psychological forces, and drawing ideas from the research literature in four complementary disciplines, we propose an “intervention toolkit”—candidate intervention ideas that we suggest should be considered for inclusion as components of a larger intervention. Throughout, we identify additional issues for consideration in designing the intervention and important questions for future research.

Keywords: growth mindset, behavior change, teacher training, teacher practices, interventions, motivation, education, classroom culture, inequality

Suggested Citation

Bryan, Christopher and Hecht, Cameron and Blazar, David and Kraft, Matthew and Solheim, Oddny, Global Mindset Initiative Working Paper 2: Designing an Intervention to Motivate Growth Mindset-Supportive Teaching Practices (August 26, 2021). Available at SSRN: https://ssrn.com/abstract=3911995 or http://dx.doi.org/10.2139/ssrn.3911995

Christopher Bryan

University of Chicago, Booth School of Business ( email )

5807 S. Woodlawn Avenue
Chicago, IL 60637
United States

HOME PAGE: http://https://voices.uchicago.edu/bryan/

Cameron Hecht (Contact Author)

University of Texas at Austin ( email )

Austin, TX 78705
United States

David Blazar

University of Maryland, College Park ( email )

Matthew Kraft

Brown University ( email )

Box 1860
Providence, RI 02912
United States
(401) 863-3795 (Phone)

Oddny Solheim

University of Stavanger ( email )

PB 8002
Stavanger, 4036
Norway

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