The Research-Practice Divide Is Not Only an Issue of Communication, but of Values: The Case of Growth Mindset

dc.creatorSchuetze, Brendan
dc.date.accessioned2022-01-10T15:26:09Z
dc.date.available2022-01-10T15:26:09Z
dc.date.issued2022
dc.description.abstractThe research-practice divide between social scientists and educators is a persistent problem for the accurate communication and translation of social scientific research into pedagogical practice. This paper uses mindset theory as a case study, arguing that the social scientific theories transcending the research-practice divide tend to be those that align with the professional commitments of educators. Concretely, mindset theory was accepted into the language of K-12 education due in part to a perceived alignment between academic research concerning growth mindset and pedagogical values commonly held by educators. Resulting from this superficial overlap, growth mindset has often been taken up too quickly in applied settings as an ill-defined, uncritically positive, and expansive pedagogical orientation. Social scientific evidence does not warrant such an understanding of growth mindset. Failure to acknowledge the importance of educational values in the uptake of educational research may lead to continued misunderstandings between teachers and education researchers.en_US
dc.description.departmentEducationen_US
dc.identifier.issn2329-5724
dc.identifier.urihttps://hdl.handle.net/2152/94587
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/21506
dc.language.isoengen_US
dc.publisherTexas Education Reviewen_US
dc.relation.ispartofTexas Education Reviewen_US
dc.rights.restrictionOpenen_US
dc.subjectgrowth mindseten_US
dc.subjectmotivationen_US
dc.subjectscience communicationen_US
dc.subjectvalues alignmenten_US
dc.titleThe Research-Practice Divide Is Not Only an Issue of Communication, but of Values: The Case of Growth Mindseten_US
dc.typeArticleen_US

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