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Analysis for the National Study of Learning Mindsets (NSLM) early-career fellowship. Additional information about NSLM and the fellowship is available here: http://mindsetscholarsnetwork.org/designation/career-fellows/ This is a secondary analysis of NSLM data. The goal of this secondary analysis is to build non-linear machine learning models to predict mindset intervention efficacy, and then analyze those models to determine which student characteristics interact most strongly with the mindset intervention.

Analysis for the National Study of Learning Mindsets (NSLM) early-career fellowship. Additional information about NSLM and the fellowship is available here: http://mindsetscholarsnetwork.org/designation/career-fellows/ This is a secondary analysis of NSLM data. The goal of this secondary analysis is to build non-linear machine learning models to predict mindset intervention efficacy, and then analyze those models to determine which student characteristics interact most strongly with the mindset intervention.

Analysis for the National Study of Learning Mindsets (NSLM) early-career fellowship. Additional information about NSLM and the fellowship is available here: http://mindsetscholarsnetwork.org/designation/career-fellows/ This is a secondary analysis of NSLM data. The goal of this secondary analysis is to build non-linear machine learning models to predict mindset intervention efficacy, and then analyze those models to determine which student characteristics interact most strongly with the mindset intervention.

The objective of the research was to develop a computer-mediated training environment to prepare ground component forces with the necessary cognitive skills for the emerging challenges of a Joint and expeditionary force. A key element of such a mindset is to be comfortable and proficient in interacting with people from different specialties for the purpose of collaborative problem solving at the boundaries between the known and the knowable. The product of this effort, Socrates Window, provides an open-source web-based solution that has the potential to facilitate interactions between students, instructors, and outside experts that blends classroom-based learning with distance learning. Evidence from stakeholders and end users, such as small group instructors in Army training and education, indicates that Socrates Window has both value and utility. It is not usable, however, in programs of instruction for which information technology and security constraints de-motivate use of social networking tools.

American educators have a mindset about learners and the learning process. Although all educators do not have the same mindset, many see teaching in terms of controlling: what students learn, how they learn, and how the learning is measured. This mindset focusing on teaching--rather than on learners and the learning process--seems to be fairly common among American educators of today. Here, at the start of the 21st-century, educators are being urged to rethink how they look at learning and teaching. Educators are being asked to shift their thinking and philosophical mindset to learning-centered learning (Reynolds, 2005), to emphasize the learner and the learning process. This rethinking has had a long history in the ebb and flow of educational philosophy in the United States, but it was during the mid-1990s that an interest in learner-centered and learning-centered strategies was rekindled by an article in Change by Barr and Tagg (1995). In this article, the author presents philosophical learning assumptions that support the construct of learning-centered learning. This 21st-century construct supports learning environments that create intrinsic motivation, accommodate individual learning-style characteristics, give increased control to individual learners, and see all learning as multidimensional.

In the spring of 2019, RTI implemented the All Hands on Deck program in three North Carolina counties. The program was funded by the North Carolina Department of Public Instruction School Safety Grant, which was offered in response to a growing need for safer schools in the state. According to the 2017 Youth Risk Behavior Survey (YRBS), 10.1% of high school students in North Carolina reported that at least one day in the past month they "did not go to school because they felt unsafe at school or on their way to or from school." This percentage translates to more than 45,000 students and represents an increase of nearly 4% from 2015. It also represents the highest reported measurement since the survey was initiated in 1993 (YRBS, 2017). All Hands on Deck included a series of three customized, on-site professional learning workshops for 67 teachers, 5 administrators, and 13 student support personnel. One-on-one follow-up coaching for teachers and support personnel provided supports tailored to individual needs and implementation goals. While fewer than 20% of teachers implement new learning following a workshop or professional learning session without additional follow-up, 95% of teachers implement new learning following a workshop or professional learning session with sustained coaching (Bush, 1984). [The report was produced by the RTI Center for Education Services.]