The Choice to Make a Difference

Dweck, Carol S.

doi:10.1177/1745691618804180

Cited by 51 publications

(36 citation statements)

References 24 publications

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“…The brain‐based claims and interventions trainees encountered in school do not all have the same status in the literature. So while teaching according to an assessment of pupil learning style is a neuromyth (Coffield, Moseley, Hall, & Ecclestone, ; Howard‐Jones, ), there is evidence for the impact of interventions based on Growth Mindset (Dweck, ; Dweck & Leggett, ) although its replicability has been contested (Yu & Bates, ) and research is ongoing (Dweck, ). In the next cycle of design, we aim to help trainees to interrogate prevalent neuromyths and also to critique current research evidence for potential applications of neuroscience and cognitive psychology such as Growth Mindset (Dweck, ) and retrieval practice (e.g., Agarwal, Bain, & Chamberlain, ; Karpicke, Blunt, & Smith, ).…”

Section: Discussionmentioning

confidence: 99%

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths

McMahon

Yeh

Etchells

2019

Mind Brain and Education

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Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and psychologists collaboratively applied design‐based research to create, improve, and reflect on original neuroeducational teaching/learning resources for university‐based primary (elementary) ITE trainees. Encouragingly, pre and postsurveys showed reductions in trainees' beliefs in neuromyths and a shift to responses showing uncertainty that suggested their beliefs became unsettled. The most persistent neuromyths were those regarding fish oils, left brain/right brain, and learning styles/visual, auditory, or kinaesthetic (VAK). Trainees retained their initial interest in knowledge about the brain and education, gained confidence, and became more critical about applying the learning sciences in educational contexts.

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Section: Discussionmentioning

confidence: 99%

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths

McMahon

Yeh

Etchells

2019

Mind Brain and Education

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“…The income-achievement correlation in Montessori was half what it was in business-as-usual schools, and even less than half what it was in the 16 other public magnet schools in the study. Effect sizes in both these lottery studies were strong for school interventions (see Dweck 2019), ranging from a third to over three quarters of a standard deviation.…”

Section: Empirical Evidence On Montessori Outcomesmentioning

confidence: 95%

Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Lillard

2019

Educ Psychol Rev

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School reform is an important national and international concern. The Montessori alternative school system is unique in that it is well-aligned with the science of healthy development and learning, has strong social-emotional and academic outcomes, is virtually unchanged in over a century, can be applied across all the school years, and still attracts considerable attention and allegiance-yet it remains Bon the margins^(Whitescarver and Cossentino Teachers College Record, 110, 2571-2600, 2008) of the bulwark educational system, as often shunned as admired. Why does Montessori persist (and increasingly in the public sector) and why does it elicit such sharply contrasting reactions? This article reviews several reasons why it is admired, such as evidence of Montessori's effectiveness, its alignment with educational psychology research, and its broad scope. The points of research alignment are presented as natural corollaries of Montessori's central premise: independence, or self-determination. After discussing these extrinsic and intrinsic reasons why Montessori is admired, the article concludes with speculation as to why it is also shunned-namely its incommensurability with conventional education culture and what might be a consequence: frequent poor implementation. The incommensurability of evidence-based alternatives with the conventional system is also posed as a reason for radical school reform. Keywords Education. Alternative schooling. Human development. Self-determination My vision of the future is no longer of people taking exams and proceeding from [one level of school to the next], but of individuals passing from one stage of independence to a higher [one], by means of their own activity [and…] will, which constitutes the inner evolution of the individual. (Montessori 1948a, p. xv)

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“…Their findings discovered "an overall benefit of generalized stress-directed resiliency training in improving resilience in individuals within three months of follow up" (p. 11). Dweck (2019) notes that when larger scale, lengthy interventions are implemented, there can be difficulty in determining effect size and it can also be expensive to replicate and sustain over time. New advances in self-administered resilience interventions are being developed and may be an answer to the aforementioned drawbacks to larger scale programs.…”

Section: Methods Of Addressing Student Resilience In Higher Educationmentioning

confidence: 99%

Addressing Student Resilience in Post-Baccalaureate Programs: A Review of the Literature

Brammer¹

2019

JESP

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The purpose of this review is to capture the scope of literature with regard to the current state of supports addressing student resilience. More specifically, this researcher is interested in those structures and interventions that are in place for post-baccalaureate students in higher education plans of study. In its infancy, research and intervention addressing this topic occurred at the K-12 level of education and later moved into baccalaureate programs of study for the most part. In addition, this research investigates the literature in order to explore the desired state in terms of student resilience. A deeper understanding of these two factors will drive future research in terms of the development and evaluation of appropriate interventions to address post-baccalaureate student resilience in higher education.

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The Choice to Make a Difference

Cited by 51 publications

References 24 publications

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths

Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Addressing Student Resilience in Post-Baccalaureate Programs: A Review of the Literature

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