U.S. and Japanese Elementary School Teachers' Beliefs About Genetics, Intelligence, and Gender

2007 ◽  
Author(s):  
Erika M. Gold ◽  
Barbara K. Hofer
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Teachers Beliefs ◽  
And Gender

scholarly journals What is creativity: Teachers’ beliefs about creativity in students’ written stories

2014 ◽  
Vol 46 (1) ◽  
pp. 162-180 ◽  
Author(s):  
Abdulnasser Alhusaini ◽  
June Maker ◽  
Regina Deil-Amen
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Female Students ◽  
School Teachers ◽  
Social Construct ◽  
Assessment Technique ◽  
Teachers Beliefs ◽  
Consensual Assessment Technique

The purpose of this study was to explore teachers? conceptual beliefs about creativity. Using the Consensual Assessment Technique (CAT), 17 elementary school teachers rated students? creativity in two separate studies. In the first study, 11 teachers analyzed the stories of 67 male and 70 female students from kindergarten, first, and second grades. In the second study, 6 teachers rated the stories of 67 male and 72 female students from third, fourth, and fifth grades. In both studies, teachers were required to use a list of clearly established guidelines in which the final step was to report the criteria used to evaluate students? creativity. Teachers? reports, which comprised 51 documents, were organized and analyzed. After coding and analyzing the data using NVivo software, the authors identified 8 major themes: (a) fluency, (b) voice, (c) originality, (d) imagination, (e) elaboration, (f) complexity, (g) making connections, and (h) writing clarity. Future researchers are encouraged to challenge the identified themes by replicating the current study in many places and in a variety of domains to enrich the theory of Creativity as a Social Construct (CSC).

scholarly journals Elementary School Teachers’ Growth Mindsets Predict Their Differential Treatment of High Versus Low Ability Students

2019 ◽  
Author(s):  
David Miele ◽  
Shenira Perez ◽  
Ruth Butler ◽  
Alexander S. Browman ◽  
Laura O'Dwyer ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Differential Treatment ◽  
School Teachers ◽  
Teachers Beliefs ◽  
Low Ability

We examined the relation between teachers’ beliefs about the nature of intelligence (their growth mindsets) and their treatment of high versus low ability students. Two studies were conducted: one with undergraduates (N = 174) who imagined working with fictional students, and one with in-service elementary school teachers (N = 245). Across studies, participants with weaker growth mindsets reported being more likely to use performance-oriented practices and less likely to use mastery-oriented practices with students they perceived to be low (rather than high) in ability. Participants with stronger growth mindsets reported this kind of differential treatment to a significantly lesser extent.

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