Investigation of Teacher Mindset and Classroom Practices

Autor/in	Gleason, Shana M.
Titel	Investigation of Teacher Mindset and Classroom Practices
Quelle	(2018), (109 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, William James College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-7858-6
Schlagwörter	Hochschulschrift; Dissertation; Measures (Individuals); Investigations; Teacher Attitudes; Teaching Methods; Elementary School Teachers; Teacher Surveys; Mathematics Instruction; Mathematics Tests; Teacher Student Relationship; Beliefs; Intelligence; Feedback (Response); Mathematics Teachers; Elementary School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Messdaten; Untersuchung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Belief; Glaube; Intelligenz; Klugheit; Mathematics; Mathematik
Abstract	Prior research has explored fixed and growth mindset theories and their relationship to the ways in which teachers understand intelligence and student achievement. However, a limited amount of research has explored how the identified mindset of teachers relates to teaching practices. The present study used a quantitative and qualitative approach to investigate the mindsets of elementary school teachers (N=75). Teachers were surveyed using Dweck's Implicit Theories of Intelligence Scale (Dweck, Chiu, & Hong, 1995), and a subset of teachers participated in a structured interview (N=10). The results reported similar identified growth and fixed mindset survey scores (fixed: 19%, neutral: 5%, and growth: 76%) when compared to previous research, however, these findings are distinct from the general population in which approximately 42.5% of people have a growth mindset, 42.5% of people have a fixed mindset and 15% of people have a neutral mindset (Dweck et al,1995). Qualitative analysis from interviews yielded seven themes: a) theories of intelligence; b) expectations related to ability or academics; c) assessment of paper based math tests; d) assessment of online performances; e) student feedback; f) expected feedback to teachers; and g) gender specific stereotypes in math performance. Implications for the study highlight how the teaching practices of teachers may not necessarily align with their identified mindset on a survey. In addition, teachers' beliefs about their own ability to learn may be more positive than their belief about their students. Allowing teachers to reflect upon teaching styles related to mindset messages may help bridge the gap between teaching practices, teacher identified mindset, and students' interpretation of the mindset messages teachers deliver. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01