A meta-analysis of co-teaching showed that it benefits students to have more than one adult in the classroom, regardless of the specifics. We reflect on what it could mean to successfully build a co-teaching classroom based on trust among the teachers and students.
Later, we read another meta-analysis that is sharply critical of the current research on growth mindset. We consider what their critiques mean for our past support of growth mindset research and what elements of growth mindset we want to keep (for now).
- First Segment – 04:02 – Co-teaching
- Second Segment – 23:26 – Growth Mindset
- †Vembye, M. H., Weiss, F., & Hamilton Bhat, B. (2022). The effects of co-teaching and related collaborative models of instruction on student achievement: A systematic review and meta-analysis. Review of Educational Research, 00346543231186588. https://doi.org/10.3102/00346543231186588
- MetaArXiv Preprint: https://osf.io/preprints/metaarxiv/mq5v7/
- **Macnamara, B. N., & Burgoyne, A. P. (2023). Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychological Bulletin, 149(3-4), 133–173. https://doi.org/10.1037/bul0000352
- Publicly available copy: https://gwern.net/doc/psychology/2022-macnamara.pdf
- Understanding and misunderstanding randomized controlled trials (Deaton, 2018)
- 072 Contextual PD & Teacher Mentorship (Two Pint PLC)
- Study Summary from Author B. Mcnamara (Twitter)
- Study Summary from competing meta-analysis Author B. Tipton (Twitter)
- Reproducibility of animal research in light of biological variation (Voelkl, 2020)
- Pre-registration: Why and How (Simmons, 2021)
We drink the Westmalle Tripel, a Trappist beer from the Westmalle Abbey in Malle, Belgium.