ABSTRACT
This chapter presents the contribution of research to decision making and teaching mindsets as entirely different. So they are, at the point of use: fast decision making in the classroom is shaped by ‘teaching mindsets’, and slow decision making, outside the classroom, is shaped more by discussion. The contribution of research to decision making in the classroom is therefore quite different from the contribution of research to decision making outside the classroom. Research on teachers’ decision making shows teachers as, ‘constantly selecting and interpreting cues from the classroom environment’ and adapting their teaching accordingly. The research took place in two Secondary schools in the North of England, anonymised as ‘Hilltown’ and ‘Riverside’. Research can expand teaching mindsets, developing these mindsets at the level of beliefs and competences and also spreading into other levels, including behaviour. The teachers were told that they could access further research if they wished.
