View in EDS

Habit Formation Limits Growth in Teacher Effectiveness: A Review of Converging Evidence from Neuroscience and Social Science

Saved in:
Bibliographic Details
Title: Habit Formation Limits Growth in Teacher Effectiveness: A Review of Converging Evidence from Neuroscience and Social Science
Language: English
Authors: Hobbiss, Michael (ORCID 0000-0003-0564-7674), Sims, Sam (ORCID 0000-0002-5585-8202), Allen, Rebecca
Source: Review of Education. Feb 2021 9(1):3-23.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Habit Formation, Teacher Effectiveness, Teacher Improvement, Neurosciences, Psychology, Economics, Teacher Behavior
DOI: 10.1002/rev3.3226
ISSN: 2049-6613
Abstract: Teachers become rapidly more effective during the early years of their career but tend to improve increasingly slowly thereafter. This article reviews and synthesises converging evidence from neuroscience, psychology, economics and education suggesting that teachers' rate of growth slows because their practice becomes habitual. First, we review evidence suggesting that teaching is highly conducive to habit formation and that teachers display characteristic features of habitual behaviour. Next, we review empirical findings that performance asymptotes, as seen in teachers' learning curves, coincide with the reallocation of behaviour regulation to neural circuits governing habitual behaviour. Finally, original data is presented showing that teachers' behaviour becomes automatic around the time that teacher effectiveness begins to level off. Collectively, this evidence implies that professional development should involve repeated practice in realistic settings in order to overwrite and upgrade existing habits.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1287420
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1287420
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Habit Formation Limits Growth in Teacher Effectiveness: A Review of Converging Evidence from Neuroscience and Social Science
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hobbiss%2C+Michael%22">Hobbiss, Michael</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0564-7674">0000-0003-0564-7674</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sims%2C+Sam%22">Sims, Sam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5585-8202">0000-0002-5585-8202</externalLink>)<br /><searchLink fieldCode="AR" term="%22Allen%2C+Rebecca%22">Allen, Rebecca</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. Feb 2021 9(1):3-23.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Habit+Formation%22">Habit Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Neurosciences%22">Neurosciences</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Economics%22">Economics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/rev3.3226
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2049-6613
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teachers become rapidly more effective during the early years of their career but tend to improve increasingly slowly thereafter. This article reviews and synthesises converging evidence from neuroscience, psychology, economics and education suggesting that teachers' rate of growth slows because their practice becomes habitual. First, we review evidence suggesting that teaching is highly conducive to habit formation and that teachers display characteristic features of habitual behaviour. Next, we review empirical findings that performance asymptotes, as seen in teachers' learning curves, coincide with the reallocation of behaviour regulation to neural circuits governing habitual behaviour. Finally, original data is presented showing that teachers' behaviour becomes automatic around the time that teacher effectiveness begins to level off. Collectively, this evidence implies that professional development should involve repeated practice in realistic settings in order to overwrite and upgrade existing habits.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1287420
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1287420
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/rev3.3226
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 3
    Subjects:
      – SubjectFull: Habit Formation
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Improvement
        Type: general
      – SubjectFull: Neurosciences
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Economics
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
    Titles:
      – TitleFull: Habit Formation Limits Growth in Teacher Effectiveness: A Review of Converging Evidence from Neuroscience and Social Science
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hobbiss, Michael
      – PersonEntity:
          Name:
            NameFull: Sims, Sam
      – PersonEntity:
          Name:
            NameFull: Allen, Rebecca
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-electronic
              Value: 2049-6613
          Numbering:
            – Type: volume
              Value: 9
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Review of Education
              Type: main
ResultId 1