01 02 03 Institute for Effective Education, University of York: Teachers who improve non-cognitive skills not always top of the class 04 05 15 16 19 20 21 22 23 24 25 26 27 28 31 32 33

Teachers who improve non-cognitive skills not always top of the class

A new working paper from Mathematica Policy Research looks at the role that teachers play in developing non-cognitive skills, the non-tested academic behaviours and mindsets that contribute to children’s long-term success. These behaviours and mindsets include emotional stability, motivation, persistence, and self-control.

Data came from 310 teachers in four US districts who had agreed to have their classes videotaped, complete a teacher questionnaire, and help collect a set of pupil outcomes. The study focused on Grade 4 and 5 (Year 5 and 6) maths classes, although all of the teachers involved were generalists.

The authors examined both “teacher effects” (the teacher themselves) and “teaching effects” (classroom practices) on a range of maths test scores and non-tested outcomes, specifically behaviour in class, happiness in class, and self-efficacy in maths.

They found that individual teachers have large effects on pupils’ self-reported behaviour in class, self-efficacy in maths, and happiness in class that are similar in magnitude to effects on test scores. However, teachers who are effective at improving these outcomes often are not the same as those who raise maths test scores.

The paper concludes that efforts to improve the quality of the teacher workforce should include teachers’ abilities to promote academic behaviours and mindsets.

Source: Teacher and teaching effects on students' academic behaviors and mindsets (2015), Mathematica.

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