Date of Award
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
This study builds on existing research that has found that noncognitive factors, such as growth mindset and grit, can have a significant influence on positive long-term student outcomes. This study was designed to identify how teachers can promote these constructs with students. Research questions were designed to identify teachers roles in designing instruction, interacting with students, and viewing themselves as continual learners. Research was conducted at two different schools where staff members have been engaged in this work for several years. Within this study, teacher interviews were conducted, teachers were observed in classroom settings, teacher lesson plans were analyzed, teachers completed self-assessments, and preexisting student survey data were analyzed. Six themes emerged from this research: teachers were models of agency and grit, teachers placed a high level of emphasis on student reflection, teachers fostered a classroom culture of growth and grit, teachers provided regular feedback for ongoing student revisions, teachers provided students with higher levels of autonomy, and teachers embedded real-world authenticity into student learning. Implications were written to provide all educators with a framework for applying this research to their classrooms.
Recommended Citation
Leininger, Derek, "Assessing Teacher Practice And Effect On Student Growth Mindset And Grit" (2019). All-Inclusive List of Electronic Theses and Dissertations. 1562.
https://scholars.indianastate.edu/etds/1562