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An Evaluation of a Gifted Education Program to Examine the Influence of Teacher Participants' Implicit Mindset of Intelligence and Conceptions of Giftedness on Pedagogical Decision-Making.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Evaluation of a Gifted Education Program to Examine the Influence of Teacher Participants' Implicit Mindset of Intelligence and Conceptions of Giftedness on Pedagogical Decision-Making./
Author:	Sytsma, Andrew W.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	178 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
Subject:	Gifted education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28648761
ISBN:	9798544292449

An Evaluation of a Gifted Education Program to Examine the Influence of Teacher Participants' Implicit Mindset of Intelligence and Conceptions of Giftedness on Pedagogical Decision-Making.
Sytsma, Andrew W.

An Evaluation of a Gifted Education Program to Examine the Influence of Teacher Participants' Implicit Mindset of Intelligence and Conceptions of Giftedness on Pedagogical Decision-Making. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 178 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ed.D.)--The College of William and Mary, 2021.

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

Implicit mindset of intelligence influences teachers' conceptions of giftedness which can influence pedagogical decision-making that relate to gifted students. Teachers implicitly view intelligence as either a limited quantity or a quality that can be developed over time (Dweck, 2008b). The mindset of intelligence that a teacher holds impacts the expectations that are placed on students. However, general education teachers may not have a solid conception of giftedness (Kaul & Davis, 2018). Thus, a gifted program which relies on general education teachers for instructional delivery may not adequately meet the academic needs of the gifted students within the program. The program evaluation used an embedded single-case, utilization-focused evaluation design to understand how general education elementary teachers within an elementary school conceptualize giftedness through the framework of Carol Dweck's (2000) Implicit Mindset Theory and how implicit mindset of intelligence and conceptions of giftedness contribute to pedagogical decisions that are made. The mixed methods evaluation was comprised of two phases. Phase 1 included a quantitative survey. The survey produced descriptive data about implicit mindset of intelligence. Phase 2 included teacher selected lesson plans, and semi-structured interviews. Qualitative data about implicit mindset of intelligence, conceptions of giftedness, and pedagogical decision-making were collected from the lesson plans and interviews. These data taken together provided insight into how teachers' pedagogical decisions are influenced by teacher implicit mindset of intelligence and teacher conceptions of giftedness. The implications for fostering an incremental mindset and increasing general education teacher professional learning opportunities are discussed.

ISBN: 9798544292449Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Pedagogical decision-making

An Evaluation of a Gifted Education Program to Examine the Influence of Teacher Participants' Implicit Mindset of Intelligence and Conceptions of Giftedness on Pedagogical Decision-Making.
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520 $a Implicit mindset of intelligence influences teachers' conceptions of giftedness which can influence pedagogical decision-making that relate to gifted students. Teachers implicitly view intelligence as either a limited quantity or a quality that can be developed over time (Dweck, 2008b). The mindset of intelligence that a teacher holds impacts the expectations that are placed on students. However, general education teachers may not have a solid conception of giftedness (Kaul & Davis, 2018). Thus, a gifted program which relies on general education teachers for instructional delivery may not adequately meet the academic needs of the gifted students within the program. The program evaluation used an embedded single-case, utilization-focused evaluation design to understand how general education elementary teachers within an elementary school conceptualize giftedness through the framework of Carol Dweck's (2000) Implicit Mindset Theory and how implicit mindset of intelligence and conceptions of giftedness contribute to pedagogical decisions that are made. The mixed methods evaluation was comprised of two phases. Phase 1 included a quantitative survey. The survey produced descriptive data about implicit mindset of intelligence. Phase 2 included teacher selected lesson plans, and semi-structured interviews. Qualitative data about implicit mindset of intelligence, conceptions of giftedness, and pedagogical decision-making were collected from the lesson plans and interviews. These data taken together provided insight into how teachers' pedagogical decisions are influenced by teacher implicit mindset of intelligence and teacher conceptions of giftedness. The implications for fostering an incremental mindset and increasing general education teacher professional learning opportunities are discussed.
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