Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs
Abstract Teachers sometimes believe in the efficacy of instructional practices that have little empirical support. These beliefs have proven difficult to efface despite strong challenges to their evidentiary basis. Teachers typically develop causal beliefs about the efficacy of instructional practic...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2020-08-01
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| Series: | Cognitive Research |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41235-020-00237-2 |