Mindset shifts alone may not move the needle—lasting change needs to be embedded in broader professional learning.
This study tested the effects of a curriculum-based professional learning (CBPL) intervention designed to shift teacher mindsets about using high-quality instructional materials (HQIM) in three school systems in the Southeastern U.S. Using a randomized controlled trial with 155 teachers across grade levels and subjects, the study measured impacts on teacher beliefs, curriculum use, classroom instruction, and student outcomes through surveys, observations, and standardized test data.
RESEARCH QUESTIONS:
- Can interventions that align teachers’ ideals with their understanding of curriculum intent improve curriculum fidelity and use?
- Can a brief, mindset-focused intervention increase teachers’ use of district-adopted, HQIM?
- Does the intervention impact teachers’ beliefs and mindsets about curriculum, such as their perceptions of grade-level standards, expectations of students, need for remediation, and alignment between their values and the curriculum?
- Does the intervention affect the quality of instruction as observed in classrooms, particularly in terms of the use of rigorous, grade-level curriculum?
- Does the intervention influence student academic outcomes on standardized assessments?
key findings:
- The intervention resulted in a marginally significant, moderate-sized increase in teachers’ self-reported use of district-adopted curriculum materials.
- These results suggest that teacher mindset interventions may have a limited impact without stronger integration into broader professional learning systems.
Partners:
- Brendon Krall
- Nathaniel Schwartz
- Hannah Carter
- Heather Hill