Research suggests beliefs about the stability of ability can be dichotomized into two mindsets: fixed and growth (Dweck, ). Teachers’ (n = 238) beliefs regarding the stability of ability (mindset) and the stability of ability for 4 hypothetical students scenarios (mindset for scenarios) were measured. Mindset scores were related to mindset for scenario scores. Moreover teachers demonstrated increased neutral mindset scores and decreased fixed mindset scores for hypothetical student scenarios with no discernible differences for student gender or disability status.

Introduction. We all have beliefs about our ability or intelligence. The extent to which we

Academic Mindset is a collection of 4 beliefs that directly impacts student academic perseverance, academic behaviors and academic performance (Farrington et al., 2012). Research suggests teachers and students hold beliefs about the stability/malleability of ability (Dweck, 2006); however, little is known about the nature of the relationship between student ability beliefs and teacher ability beliefs in classroom settings. The current research explores the nature of Student Mindset beliefs (n=359) (SM), Students' Perception of Teacher Mindset beliefs (SPTM) and Teacher Mindset (TM) beliefs. Results suggest that Student Mindset (SM) is related to Teacher Mindset (TM) and fully mediated by Student Perception of Teacher Mindset (SPTM). Implications for educators are discussed.

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<p style="text-align: justify;">Previous research suggests that learning basic neuroscience constructs, especially about the malleability of the brain, impacts middle school and older students’ academic mindset, response to failure and academic persistence.  This research targets teacher beliefs using a similar model.  Teachers were taught introductory neuroscience concepts related to how the brain learns.  Session topics included: basic neurodevelopment, neuroplasticity, sleep and the brain, stress and the brain, exercise and the brain, growth mindset, growth mindset feedback, self- control and grit.   Results of this school level intervention suggest significant impacts on teachers’ mindset, teaching efficacy, teachers’ approach to learning and grit.  In particular, teacher mindset beliefs significantly increased after the teachers were taught the concepts.  Implications for schools and teacher preparation are discussed.</p>