A values-aligned intervention fosters growth mindset-supportive teaching and reduces inequality in educational outcomes.
A values-aligned intervention fosters growth mindset-supportive teaching and reduces inequality in educational outcomes.
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DOI：
10.1073/pnas.2210704120
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发表时间：
2023-06-20
影响因子：
11.1
通讯作者：
中科院分区：
文献类型：
--
作者：
巨大的社会经济不平等长期存在于美国教育体系中。我们测试了一种方法，通过激励高中教师采用课堂实践来证明对学生学习和提高能力的信念，从而减少这种不平等。干预成功地鼓励教师采用这些做法，从而提高了面临社会经济劣势学生比例较高的班级的学习成绩。本研究为通过针对教师采取可扩展的干预措施来帮助解决教育成果中的社会经济不平等问题提供了证据。这种方法是一种有希望的替代方法，现有的方法将改变的负担主要放在弱势学生自己身上，而不是寻求创造更公平的学习环境。在教师相信学生可以提高能力的课堂上，基于群体的教育差异较小。然而，激励教师采用这种成长心态支持教学实践的可扩展方法仍然难以捉摸。在某种程度上，这是因为教师通常已经面临着时间和注意力的巨大需求，并且有理由对他们从研究人员和其他专家那里得到的专业发展建议持怀疑态度。我们设计了一种干预措施，克服了这些障碍，并成功地激励高中教师采用支持学生成长心态的具体做法。干预使用价值观校准方法。这种方法通过构建与核心价值一致的期望行为来激发行为改变，核心价值是衡量相关社会参照群体地位和钦佩的重要标准。首先，通过定性访谈和全国代表性的教师调查，我们确定了相关的核心价值：激发学生对学习的热情。接下来，我们设计了一个大约45分钟的自我管理的在线干预，说服教师将成长心态支持实践视为促进学生参与的一种方式，从而实现这一价值。我们随机分配155名教师（5393名学生）接受干预，164名教师（6167名学生）接受控制模块。成长心态支持教学干预成功地促进了教师采用建议的实践，克服了其他可扩展方法未能克服的改变教师课堂实践的主要障碍。干预措施还大大提高了社会经济弱势阶层学生的成绩，减少了教育成果的不平等。
Large socioeconomic inequalities have long persisted in the US education system. We tested a method to reduce this inequality by motivating high-school teachers to adopt classroom practices that demonstrate a belief in students’ capacity to learn and improve. The intervention successfully encouraged teachers to adopt these practices and thereby improved academic achievement in classes with higher proportions of students facing socioeconomic disadvantages. This study provides evidence for a method to help address socioeconomic inequality in educational outcomes by targeting teachers with scalable interventions. This method is a promising alternative to existing approaches that place the burden of change primarily on disadvantaged students themselves, rather than seeking to create more equitable learning environments. Group-based educational disparities are smaller in classrooms where teachers express a belief that students can improve their abilities. However, a scalable method for motivating teachers to adopt such growth mindset–supportive teaching practices has remained elusive. In part, this is because teachers often already face overwhelming demands on their time and attention and have reason to be skeptical of the professional development advice they receive from researchers and other experts. We designed an intervention that overcame these obstacles and successfully motivated high-school teachers to adopt specific practices that support students’ growth mindsets. The intervention used the values-alignment approach. This approach motivates behavioral change by framing a desired behavior as aligned with a core value—one that is an important criterion for status and admiration in the relevant social reference group. First, using qualitative interviews and a nationally representative survey of teachers, we identified a relevant core value: inspiring students’ enthusiastic engagement with learning. Next, we designed a ~45-min, self-administered, online intervention that persuaded teachers to view growth mindset–supportive practices as a way to foster such student engagement and thus live up to that value. We randomly assigned 155 teachers (5,393 students) to receive the intervention and 164 teachers (6,167 students) to receive a control module. The growth mindset–supportive teaching intervention successfully promoted teachers’ adoption of the suggested practices, overcoming major barriers to changing teachers’ classroom practices that other scalable approaches have failed to surmount. The intervention also substantially improved student achievement in socioeconomically disadvantaged classes, reducing inequality in educational outcomes.
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影响因子：
4.8
作者：
Carroll, Jamie M.;Muller, Chandra;Warren, John Robert
通讯作者：
Warren, John Robert
影响因子：
5.3
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FESTINGER, L
影响因子：
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作者：
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