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Research Article Review
Summary
My chosen article focuses on the relationship between students’ growth mindset and the
teacher’s mindset, along with the school climate. Long-term academic goals may be affected by
the growth or fixed mindset of a student. A teacher’s mindset is shown to not have as much effect
on the students as a teacher’s confidence in their own capability to help their students. The
practices of a teacher will help communicate what is expected and focus on students learning. A
growth mindset in learning is stronger when the practice of a teacher supports autonomy so that
the students will learn to independently solve problems and think for themselves. Task, grouping,
and evaluation standards may enhance learning but can have negative effects if not conducted
well.
School climate may be another factor in how a student’s mindset is shaped. This
environment includes social-emotional factors and structure within the school. When holistic
development is valued within a school, this will support the social-emotional functions of
students. In school, ability grouping is associated with students viewing ability as a fixed trait
instead of something they can grow and develop. There are different factors within a school and
classroom that will shape a student’s mindset.
Analysis
“Differentiation and the Brain” and “Students’ growth mindset: Relation to teacher
beliefs, teaching practices, and school climate” have similarities. Both emphasize the role of a
teacher in the classroom and how they can shape students’ learning. The article leans more into
the effectiveness of a teacher’s practice than solely their mindset. “Even when teachers believe
that abilities are malleable, they may not act accordingly if they don’t feel confident about their
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Research Article Review
capability to help students learn” (Yu, Kreijkes, Salmela, 2022). A self-efficacious teacher is
shown to use more teaching strategies to support learning in the classroom.
“Differentiation and the Brain” digs deeper into how a teacher’s mindset can be the
reason behind the behavior of an effective teacher. The mindset will determine how a teacher
reacts and meets the emotional needs of their students. With the proper mindset, “effective
teachers recognize they are in a unique position to be charismatic adults in students’ lives”
(Sousa and Tomlinson, 2018). The article and book recognize the need for effective teachers and
how they should use different approaches to help students learn. Such as relaying expectations
and utilizing methods that do not cause the students to develop a fixed mindset so they can
succeed academically and in life.
Practical Application
After reading and comparing information from both sources, I’ve learned about the great
influence a teacher has on their students. Starting with the mindset of being proactive in the
classroom, this affects how students respond. A teacher cannot only have a mindset and believe
in the students’ abilities, but they must also actively use different practices and methods for the
students to have their learning needs met. Teachers can give students opportunities for self-
direction to support autonomy. Tasks can be given at multiple levels, so a student can attempt
something more difficult while feeling supported. Grouping can be beneficial by placing students
in mixed groups not defined by abilities. Then, when it is time to evaluate, place emphasis on
how an individual has improved in their studies. All these methods would be the product of a
teacher’s growth mindset. This is all beneficial for students and teachers when instruction
practices can be applied so students can become independent while aiming to avoid them
developing fixed mindsets.
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Research Article Review
The Bible states, “You are the light of the world…let your light shine before others”
(Matthew 5:14-16). A teacher’s role is so important that they can make a positive impact on a
student for the rest of their lives. Mindset, attitude, and proactiveness will allow a teacher to
make a difference in how their students learn and succeed.
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Research Article Review
References
Sousa, D. A., & Tomlinson, C. A. (2018). Differentiation and the Brain (2nd ed.). Solution Tree
Press. https://libertyonline.vitalsource.com/books/9781945349539
The Holy Bible. English Standard Version, 2016
Yu, J., Kreijkes, P., & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher
beliefs, teaching practices, and school climate. Learning and Instruction, 80.
https://doi.org/10.1016/j.learninstruc.2022.101616
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