An exploratory study of the relation between teachers’ implicit theories and teacher noticing
Author:
Funder
National Science Foundation
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10857-023-09617-z.pdf
Reference54 articles.
1. Ames, C. (1990). Motivation: What teachers need to know. Teachers College Record, 91(3), 409–421.
2. Bates, M. S., Phalen, L., & Moran, C. (2016). If you build it, will they reflect? Examining teachers’ use of an online video-based learning website. Teaching and Teacher Education, 58(1), 17–27. https://doi.org/10.1016/j.tate.2016.04.004.
3. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
4. Burgoyne, A. P., Hambrick, D. Z., & Macnamara, B. N. (2020). How firm are the foundations of mind-set theory? The claims appear stronger than the evidence. Psychological Science, 31(3), 258–267. https://doi.org/10.1177/0956797619897588
5. Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2), eaau4734. https://www.science.org/doi/full/10.1126/sciadv.aau4734
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