Teacher Growth Mindset on Student Growth Mindset

Data were collected through an international education non-profit that focuses on classrooms in low socio-economic (typically urban) and/or remote rural areas. Survey data were composed of responses supplied by teachers and their students from classrooms in grades 3–10 across the USA, Canada, and Germany. Data for this study come from the 2017–2018 implementation of a social-emotional learning (SEL) intervention aimed at increasing students’ social-emotional skills by pairing classrooms with mentors who provide student mentoring and help teachers integrate a SEL curriculum. All data were collected in early fall (time 1; prior to implementation) and late spring (time 2; after implementation) of the academic year.

List of Variables:
Teacher ID
Students' spring GM
Students' fall GM
Teachers' fall GM
Student previously in program
Teacher previously in program
Teachers' years of experience
Teacher female
Student female
USA
Canada
Germany
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10

本数据集的数据采集自一家专注于低社会经济地位（通常为城市区域）及/或偏远农村地区课堂教学的国际教育非营利组织。
调查数据由美国、加拿大、德国三国3至10年级课堂的教师及其学生提供的反馈构成。
本研究使用的数据来自2017-2018学年实施的社交情感学习（Social-Emotional Learning, SEL）干预项目，该项目通过为课堂配备提供学生辅导的导师，并协助教师整合社交情感学习课程，以提升学生的社交情感技能。
所有数据均采集自该学术学年的初秋（时间点1：干预实施前）与晚春（时间点2：干预实施后）。

变量清单：
教师ID
学生春季GM
学生秋季GM
教师秋季GM
曾参与本项目的学生
曾参与本项目的教师
教师从教年限
教师为女性
学生为女性
美国
加拿大
德国
四年级
五年级
六年级
七年级
八年级
九年级
十年级