Introduction
outcomes. If you care most about middle grades classrooms, you might be interested in the work being done by Paul Cancellieri, who uses exemplars and single-point rubrics (chapter 2) to help students better understand the expectations for important assignments and to better evaluate their own final products. And if you care most about high school classrooms, you might be interested in the work being done by the teachers at Fern Creek High School in Louisville, who guide their students through “six-week grade checkins” (chapter 4) that are carefully designed to turn grades earned into information that students can act on to improve their own performance. You Can Learn! is filled with examples that highlight the strategies teachers across the K–12 spectrum are using to integrate student self-efficacy into their instruction.
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Concluding Thoughts Since the early 2000s, researchers (Bandura, 2009; Hattie & Clarke, 2019; Hattie, 2009; Wolf, 2007) have proven that self-efficacy “can be measured, can be influenced, and most importantly, correlates with the actual probability of success in tasks that require motivation and persistence” (Wolf, 2007). Our hope is that this book will help teams to positively influence the key factors that impact a student’s efficacy judgements—and by doing so, increase the probability of success of every student in their care.
