Date of Award

4-2018

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

The purpose of this research study was to explore how a teacher can nurture a growth mindset in students using feedback and assessment, inviting them to take initiative and responsibility in their learning process. The research questions sought to answer how a teacher’s beliefs about the malleability of intelligence and ability impacts students’ beliefs and mindset as well as to explore the practices used by teachers in giving feedback to students that nurture a growth mindset. Five teachers, along with their classes of middle school students, were surveyed to assess mindset towards learning. To dig deeper into the questions of mindset, interviews with eleven students from one class and focus group discussions with the three other classes were also conducted. While no statistically significant correlation could be drawn between teacher and student mindset in the quantitative data, qualitative results highlighted the importance of the choices that teachers make in fostering a growth mindset in their students.

Comments

Action Research Report Submitted in Partial Fulfillment Of the Requirements for the Degree of Master of Education

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