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Development of a Growth Mindset Appr...

Miller, Rosemary Anne.

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Development of a Growth Mindset Approach to Reading Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Development of a Growth Mindset Approach to Reading Instruction./
Author:	Miller, Rosemary Anne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	139 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13899736
ISBN:	9781392296813

Development of a Growth Mindset Approach to Reading Instruction.
Miller, Rosemary Anne.

Development of a Growth Mindset Approach to Reading Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 139 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--University of California, Los Angeles, 2019.

This item must not be sold to any third party vendors.

This action research study guided teachers in the development of a growth mindset approach to reading instruction during 4 pivotal years of reading development. To address the academic and cognitive needs of emerging readers, teachers developed an approach to reading instruction with specific growth mindset applications by adapting existing programs and research. Kindergarten through third grade teachers were asked to examine their own mindsets toward their readers, among them English Learners (ELs). The approach was researcher-guided and teacher-created. Teachers implemented new teaching practices based on growth mindset programs and research, reflected with their colleagues on the process, and refined their approach. Data collection methods included recorded and transcribed planning sessions with teachers, 17 classroom observations, analysis of documents produced in the sessions, and survey responses from teachers after each session. Six teachers also participated in a voluntary post-study interview. The results of this study detail the key components of a growth mindset approach to reading instruction, examine changes in teacher pedagogy across subject areas, and discuss challenges to its implementation. It can be concluded that participating in the development of such an approach has a profound impact on the way educators instruct and interact with students. This study also found that growth mindset practices formerly thought to be most successful with older students can be adapted and applied successfully with children as young as kindergarten age. Future research should focus on linking growth mindset practices with K-3 readers to reading achievement and identifying the specific growth mindset needs of ELs.

ISBN: 9781392296813Subjects--Topical Terms:

2122828
Pedagogy.

Development of a Growth Mindset Approach to Reading Instruction.
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245 1 0 $a Development of a Growth Mindset Approach to Reading Instruction.
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500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Durkin, Diane;Gomez, Kimberley.
502 $a Thesis (Ed.D.)--University of California, Los Angeles, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This action research study guided teachers in the development of a growth mindset approach to reading instruction during 4 pivotal years of reading development. To address the academic and cognitive needs of emerging readers, teachers developed an approach to reading instruction with specific growth mindset applications by adapting existing programs and research. Kindergarten through third grade teachers were asked to examine their own mindsets toward their readers, among them English Learners (ELs). The approach was researcher-guided and teacher-created. Teachers implemented new teaching practices based on growth mindset programs and research, reflected with their colleagues on the process, and refined their approach. Data collection methods included recorded and transcribed planning sessions with teachers, 17 classroom observations, analysis of documents produced in the sessions, and survey responses from teachers after each session. Six teachers also participated in a voluntary post-study interview. The results of this study detail the key components of a growth mindset approach to reading instruction, examine changes in teacher pedagogy across subject areas, and discuss challenges to its implementation. It can be concluded that participating in the development of such an approach has a profound impact on the way educators instruct and interact with students. This study also found that growth mindset practices formerly thought to be most successful with older students can be adapted and applied successfully with children as young as kindergarten age. Future research should focus on linking growth mindset practices with K-3 readers to reading achievement and identifying the specific growth mindset needs of ELs.
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