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Teachers' Beliefs About the Nature a...
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Columbia University.
Teachers' Beliefs About the Nature and Malleability of Intelligence.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Teachers' Beliefs About the Nature and Malleability of Intelligence./
作者:
Fang, Fu-Fen Anny.
面頁冊數:
1 online resource (159 pages)
附註:
Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.
Contained By:
Dissertation Abstracts International78-09B(E).
標題:
Cognitive psychology. -
電子資源:
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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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.
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