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ERIC Number: EJ1343389
Record Type: Journal
Publication Date: 2022
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2329-5724
EISSN: N/A
The Research-Practice Divide Is Not Only an Issue of Communication, but of Values: The Case of Growth Mindset
Schuetze, Brendan A.
Texas Education Review, v10 n1 p92-104 2022
The 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.
Texas Education Review. Available from: University of Texas at Austin, George I. Sanchez Building, 1912 Speedway, Austin, TX 78705. Tel: 512-471-7551; Fax: 512-471-5975; e-mail: txedreview@utexas.edu; Web site: https://review.education.utexas.edu/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A