This mixed methods research project provided quantitative and qualitative assessments on the impact of Feuerstein's Instrumental Enrichment (F.I.E.) training on the belief systems of American educators, specifically on the extent of belief in the modifiability of intelligence.

The two-way ANOVA conducted for the quantitative research portion of the study compared the results of five groups of educators with various training experiences with Instrumental Enrichment. The second independent variable, years of experience in teaching, had three levels: 0 to 5, 6 to 30, and 31+. The dependent variable consisted of epistemological belief in learning ability on a continuum from naïve to sophisticated, as evidenced by the score on an abbreviated version of the Schommer Epistemological Questionnaire (1998). No significant statistical differences were found, although educationally relevant findings are discussed. The principal investigator proposed that educators have become savvy to politically correct language and answered surveys with appropriate answers coinciding with slogans such as "all children can learn" while in reality, their belief systems do not show evidence of this in daily classroom practice nor in hallway conversations.

A priori Post Hoc Tests were conducted to look for differences across levels of the independent variables. In addition, a t-test compared the belief in flexible learning ability for those who chose F.I.E. training to those who were asked to participate by their district. A significant difference was found when comparing these two groups in motivation for the training.

A subsequent qualitative study explored the intricacies of the change process for belief systems of educators from the point of view of F.I.E. trainers, whose methods were explored via written interview questions. Patterns of effective training techniques were discovered.

In summary, this methodology provided a view of the current state of teacher belief in fixed versus flexible learning ability in an age of high accountability for achievement. The quantitative and qualitative portions of the study combined to offer educational leaders vital information concerning professional development that may potentially change teacher belief systems from a static belief in learning ability to be innate and fixed to a dynamic belief in flexible learning ability.