Northeastern Educational Research Association (NERA) Panel Presentations
Julio Vazquez: The Impact of Habits of Mind: An Exploratory Study
This exploratory, multiple-case study investigated how teacher-participants and student-participants perceived Habits of Mind impacted students.
Philip Gregory Muscott, Director of Curriculum at CIA FIRST International School in Cambodia
Purpose of the study:
- To ascertain whether there is a correlation between students’ display of the Habits of Mind and achievement in authentic performance assessments.
- To determine the predictive power of performance in HOM assessments (cognitive) as compared to performance in knowledge and skills assessments (declarative and procedural) and essential question assessments (conceptual).
- To find out whether it is time well spent for educators to embed the HOM in curriculum, and intentionally teach and assess them.
Priscila Torres, Chief Academic Officer and Business Unit Director for the three Escola Concept Schools in Brazil, and Damian Bebell, Assistant Research Professor at the London School of Education at Boston College
Learn how leadership, resources, and ongoing support strengthened teacher capacity and skill in using assessment, data and research to empower practices and address real-world questions during a tumultuous year.
“Intentional questioning to promote thinking and learning” by Angela K. Salmon and Maria Ximena Barrera
“Implementing Social and Emotional Learning Standards by Intertwining the Habits of Mind with the CASEL Competencies” by Kimberly Alexander and Paul Vermette
“A Systematic Review: Using Habits of Mind to Improve Students’ Thinking in Class” by Suad Alhamlan, Haya Aljasser, Asma Almajed, Haila Almansour and Nidhal Alahmad
“The Impact of Habits of Mind: An Exploratory Study” by Julio Cesar Vazquez
“Teachers’ narratives: A source for exploring the influences of teachers’ significant life experiences on their dispositions and teaching practices” by Servet Altan and Jennie Farber Lane
“Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions.” by Servet Altan, Jennie F. Lane, and Erskine Dottin