Date of Conferral

8-11-2026

Date of Award

August 2026

Degree

Ph.D.

School

Education

Advisor

Patricia Anderson

Abstract

Extensive research shows the brain is malleable and, with experience and knowledge, intelligence can grow. The research problem addressed through this study was that the extent of early childhood educators' knowledge of learnable intelligence and their advocacy for advancement of children’s cognitive capabilities as a developmental goal were unknown. Guided by Perkins’s theory of learnable intelligence, the purpose of this basic qualitative study was to explore K–3 teachers’ perspectives on learnable intelligence as a developmental target and how they advocate for children’s cognitive capabilities in their classrooms. In vivo and axial coding of data from semistructured interviews with 12 participants across 3 public elementary schools yielded five themes: intelligence is shaped by various factors; intelligence is observable in children’s actions; responsive teaching supports intelligence development; child-centered attitudes support intelligence development; and systemic challenges limit intelligence development. Future research should explore in more depth teachers’ advocacy and leadership to foster greater levels of understanding about intelligence and its impact on student performance. This study contributed to the literature on intelligence development in early childhood with implications for teacher leadership and advocacy in supporting development of young children’s cognitive capability. Positive social change may result from this study when early childhood teachers’ perspectives on intelligence support advocacy for young children’s cognitive capability and contribute to students’ subsequent achievement in school and in life.

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