Teachers are key players in the education system and we would like to help them be the best they can be.
What makes some teachers more effective than others? A great deal of research has focused on students’ mindsets and how that drive academic achievement. Many researchers have developed and tested interventions to help change students’ mindsets in order to fulfil their greatest, untapped potential. However, much less research in education psychology has studied teachers’ mindsets and how that can contribute to their success as effective teachers in the classroom. These line of research is interested in understanding teachers’ mindsets and their relations to self-regulation in teachers, and the teaching of self-regulated learning behaviours to students.
We conduct two main lines of teacher research:
CULTIVATING SELF-Regulated TEachers
2. HELPING teachers drive self-regulated learning
Teacher Mindset Intervention
This series of research studies delve deep into understanding the processes of effective teaching and the mindset(s) associated with it. By changing teachers' mindset(s), we can change how teachers interpret and respond to challenges in teaching, increase their resilience as teachers, and beyond that, set in motion positive recursive cycles that improve effectiveness of teaching over time.
Improving the Teaching of SRL (self-regulated learning) in the Classrooms
Self-regulation appears to be critical to students' achievement. Instead of putting the onus on students to be self-regulated learners, this investigation distills critical and key drivers of the teaching of self-regulated learning - what drives self-regulated teaching in the classroom? How can we develop scalable and psychologically precise interventions to promote more teaching of self-regulated behaviors in schools?