We’re excited to announce the newest members of the Mindset Scholars Network. These six researchers bring decades of experience studying an array of topics in education from the perspectives of economics, sociology, psychology, and computer science. Their expertise is particularly relevant to the Mindset Scholars Network’s growing focus on understanding how the learning environment promotes (or inhibits) learning mindsets. Click on their names to view their full profiles on our website.
Bridget Terry Long has a wealth of experience studying the transition from high school to higher education and deep expertise within the education policy community.
Camille Farrington is an expert on the qualitative study of schools and translating scientific research for practitioners. She and her colleagues’ novel framework linking various non-cognitive factors, including learning mindsets, has been widely acclaimed and is the basis for a new survey instrument under development by the University of Chicago Consortium on School Research.
Jo Boaler is the founder of youcubed.org, an online math curriculum resource for teachers, parents, and students. Jo’s research explores how the way math is typically taught runs counter to what we know from the science of learning and research on learning mindsets.
Matt Kraft has conducted extensive research on teachers and teaching practice, educational policies, and schools’ organizational capacity. He has also conducted seminal research on reference bias in non-cognitive measures.
Sidney D’Mello has expertise in both computer science and psychology, and is pioneering new measurement work on non-cognitive competencies.
Tom Dee‘s research has focused largely on using quantitative methods to inform educational policy debates. He has studied school finance, innovative curricula, high-stakes testing, educational policy at the state and federal levels, and teacher labor markets.
tags: mindset scholars network