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Teachers' Beliefs About the Nature and Malleability of Intelligence.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teachers' Beliefs About the Nature and Malleability of Intelligence./
Author:	Fang, Fu-Fen Anny.
Description:	1 online resource (159 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.
Contained By:	Dissertation Abstracts International78-09B(E).
Subject:	Cognitive psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369737547

Teachers' Beliefs About the Nature and Malleability of Intelligence.
Fang, Fu-Fen Anny.

Teachers' Beliefs About the Nature and Malleability of Intelligence. - 1 online resource (159 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.

Thesis (Ph.D.)--Columbia University, 2017.

Includes bibliographical references

This study examines teachers' beliefs in the nature and malleability of intelligence, how these beliefs may vary in different academic domains, and whether those beliefs have any significant relationships with teachers' self-efficacy beliefs, epistemological beliefs, and proposed interventions for struggling students. Findings showed that teachers exhibited a more fixed view of the nature of intelligence when survey items were framed in terms of math, not language arts or domain-general items. There was also evidence suggesting that teachers' beliefs in the fixed entity nature of intelligence are significantly correlated with holding a traditional unidimensional conception of intelligence. However, little evidence was found indicating a relationship between teachers' various beliefs and their proposed strategies for struggling students. The results have implications for research on lay conceptions of intelligence, and for teacher education curricula.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369737547Subjects--Topical Terms:

556029
Cognitive psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers' Beliefs About the Nature and Malleability of Intelligence.
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245 1 0 $a Teachers' Beliefs About the Nature and Malleability of Intelligence.
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300 $a 1 online resource (159 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.
500 $a Adviser: James E. Corter.
502 $a Thesis (Ph.D.)--Columbia University, 2017.
504 $a Includes bibliographical references
520 $a This study examines teachers' beliefs in the nature and malleability of intelligence, how these beliefs may vary in different academic domains, and whether those beliefs have any significant relationships with teachers' self-efficacy beliefs, epistemological beliefs, and proposed interventions for struggling students. Findings showed that teachers exhibited a more fixed view of the nature of intelligence when survey items were framed in terms of math, not language arts or domain-general items. There was also evidence suggesting that teachers' beliefs in the fixed entity nature of intelligence are significantly correlated with holding a traditional unidimensional conception of intelligence. However, little evidence was found indicating a relationship between teachers' various beliefs and their proposed strategies for struggling students. The results have implications for research on lay conceptions of intelligence, and for teacher education curricula.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Cognitive psychology. $3 556029
650 4 $a Teacher education. $3 1148451
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Columbia University. $b Cognitive Studies in Education. $3 1188096
773 0 $t Dissertation Abstracts International $g 78-09B(E).
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