Identifying core features and barriers in the actualization of growth mindset pedagogy in classrooms-Reference-Cited by-同舟云学术

Identifying core features and barriers in the actualization of growth mindset pedagogy in classrooms

Published:2023-01-06 Issue:2 Volume:26 Page:485-507
ISSN:1381-2890
Container-title:Social Psychology of Education
language:en
Short-container-title:Soc Psychol Educ

Author:

Cai Juan^ORCID,Wen Qingyun,Qi Zhengwen,Lombaerts Koen

Publisher

Springer Science and Business Media LLC

Subject

Sociology and Political Science,Developmental and Educational Psychology,Social Psychology,Education

Link

https://link.springer.com/content/pdf/10.1007/s11218-022-09755-x.pdf

Reference53 articles.

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4. Butt, R., & Lowe, K. (2012). Teaching assistants and class teachers: Differing perceptions, role confusion and the benefits of skills-based training. International Journal of Inclusive Education, 16(2), 207–219. https://doi.org/10.1080/13603111003739678

5. Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model. Studies in Educational Evaluation, 53, 41–54. https://doi.org/10.1016/j.stueduc.2017.02.004

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