Analyzing the Instructional Strategies of Educators in Higher Education through the Lens of a Growth Mindset Pedagogy
Saved in:
| Title: | Analyzing the Instructional Strategies of Educators in Higher Education through the Lens of a Growth Mindset Pedagogy |
|---|---|
| Language: | English |
| Authors: | Casey T. Geist |
| Source: | ProQuest LLC. 2021Ed.D. Dissertation, University of Georgia. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 138 |
| Publication Date: | 2021 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, High Achievement, Public Colleges, Research Universities, Educational Strategies, World Views, Teacher Attitudes, Urban Schools, Teacher Student Relationship, Teacher Behavior |
| Abstract: | The social psychology theory of fixed and growth mindsets offers a lens through which we can look at the messages that educators are sending intentionally or unintentionally to learners. Behaviors associated with students' mindsets have been linked to the efforts that students put into their studies, coursework, and outward view of the world, and these behaviors ultimately lead to their overall likeliness of success while in college. This basic qualitative study considers the pedagogical methods of sixteen high-achieving faculty members at a public research institution in an urban area in light of Campbell et al.'s (2019) framework of growth mindset learning activities. This study found that these professors emphasized personal connections with their students, frequently monitored and communicated course progression, and incorporated a deliberate and mindful structuring into their course material and learning activities in the classroom. There was significant overlap of their activities and Campbell et al.'s framework, as well as activities associated with fixed mindset behaviors. The study also finds that not only do educators' inherent views impact their teaching behaviors, but the environment, situations, and events also have an impact that changes their behaviors as well. This reinforces that the educator's inherent views of intelligence cannot be the determining factor for their in-class behaviors. This study can help further research develop and define the attributes of a growth-mindset pedagogy, highlight teaching methods that can increase student success, and promote student success in institutions of higher education. [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.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28773828 |
| Accession Number: | ED641530 |
| Database: | ERIC |
| Abstract: | The social psychology theory of fixed and growth mindsets offers a lens through which we can look at the messages that educators are sending intentionally or unintentionally to learners. Behaviors associated with students' mindsets have been linked to the efforts that students put into their studies, coursework, and outward view of the world, and these behaviors ultimately lead to their overall likeliness of success while in college. This basic qualitative study considers the pedagogical methods of sixteen high-achieving faculty members at a public research institution in an urban area in light of Campbell et al.'s (2019) framework of growth mindset learning activities. This study found that these professors emphasized personal connections with their students, frequently monitored and communicated course progression, and incorporated a deliberate and mindful structuring into their course material and learning activities in the classroom. There was significant overlap of their activities and Campbell et al.'s framework, as well as activities associated with fixed mindset behaviors. The study also finds that not only do educators' inherent views impact their teaching behaviors, but the environment, situations, and events also have an impact that changes their behaviors as well. This reinforces that the educator's inherent views of intelligence cannot be the determining factor for their in-class behaviors. This study can help further research develop and define the attributes of a growth-mindset pedagogy, highlight teaching methods that can increase student success, and promote student success in institutions of higher education. [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.] |
|---|
