Research shows us that expectations, feedback and growth mindset all have a positive impact on attainment.
High expectations, effective feedback, positive teacher-pupil and pupil-pupil (doc) relationships in a co-operative learning environment (pdf) and use of meta-cognitive strategies (web) will help Scotland’s children to experience a positive school experience and achieve, regardless of background.
Carol Dweck and others have published widely on the positive impact of growth mindset on student attainment. For example, a 2014 report on mindsets and learning described a series of randomised control trials that showed that lessons in growth mindset led to increased school attainment and enjoyment of academic subjects.
 Rosenthal, R. and L. Jacobsen. Pygmalion in the classroom: teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart and Winston, 1968.
 Clarke, S. Active learning through formative assessment, Hodder Education, 2008.
 Hattie, Visible learning: A synthesis of over 800 meta-analyses relating to achievement, Routledge, 2008
 Dweck, C.S., Walton, G.M., Cohen, G.L. Academic Tenacity Mindsets and Skills that Promote Long-Term Learning, 2014.