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I am using both qualitative and quantitative data in my research paper. I am using the quantitative data to show with number the growth or decline of my students math performance. I was able to compare my students per and post math scores on a particular standard. I was also able to see what their pre and post score was on their growth mindset inventory. In having that data in numbers I was able to see where students made growth, or scores dropped, or even stayed the same. Having the quantitative data helps making the visual data for graph and charts to see if there were any type of correlation between the two variables.
I also used qualitative data to help me understand my students thinking in depth. I was coding their own thoughts on if they had a growth mindset and why they feel they did. I thin that the qualitative data helped me see if they truly believed in growth mindset. I wanted to make sure that my students were just checking the box that they thought they I wanted them to check. they were able to express themselves using their own words. When I was reviewing their answers I was able to see how my students felt about themselves and I could take my growth mindset teaching to a new level based on their feelings. Carol Dweck is the pioneer behind growth mindset. She is know for the theory of either a fixed or a growth mindset. A fixed mind set is when you believe that you can not change or improve your intelligence. Kind of like you get what you get and there is no way for you to get things that do not come easily to you. Having a growth mindset is believing in the power of yet. You may not understand something yet but with practice and the belief that you can do it will allow you to overcome a difficult subject. Having a growth mindset is about believing that you can change you intelligence over time. That failure is not the end all to ones ability to learn. When you fail at a task it is just another opportunity for you to try again and to turn a failure into a success. Dweck believe that when people have a fixed mindset they are more likely to give up on difficult task then those who have a growth mindset. Her research suggest that those who possess a growth mindset learn more over time and that they are less likely to give up. If we can change our students fixed mindsets to growth mindset one could suggest that their academic achievement would increase. The reason I would to look into this topic more is because I wanted to arm my students with the powerful powerful tool ever. Their own outlook on growing their intelligence. You can not stop a person who believe they can.
As I was looking for research for my paper I found so many reason why students weren't thriving and not a whole lot on how we can fix many of our problems with out a great deal of societal change. But, as I started to look in to the topic of growth mindset I start to see a small light shining through on a change that I can start to implement in my own classroom. Changing the way my students thought about intelligence. Introducing them in to the wonderful world of growth mind set. according to the leading researcher in growth mindset Dweck having a growth mindset show more academic growth then those students who has a fix mind set. nt and their mindset. Those who had a growth mindset were much more likely to persevere and have a higher level of achievement in math throughout middle school. While those who held a fixed mindset made little to no growth in their math scores over a two year period (Dweck, 2008). At my school we are school we are still showing very low testing scores in both ELA and Math> we just adopted a new math curriculum last school year (16-17) and are seeing some growth and we just got a new ELA Curriculum (17-18) so we will see the results. Even with new curriculum why did we see that much growth? I know that for myself when I on a have a more "positive" or Growth mindset the outcome to my situations are usually more positive. As teacher we are usually just drilling are students to just know this information for testing but we have not given them many tools to deal with the stress of it mentally. We focus on failure as a negative things when it is actually a chance for us to grow. Wiersema conducted a study to determine if growth mindset could be taught to incoming college freshmen. In the initial weeks of the study they found that the participants had to be taught to think about what they were supposed to be thinking, or learning, about and that they actually improved their learning.
The reason I chose growth mindset as my driving question is because yes we do have all of these amazing tools for our students to use, but why aren't we using the most important one we all have our brains, thoughts? If we can change the way our students look at learning and change it from such a pass/fail out look maybe our students wouldn't feel so discouraged or have a "fixed" mindset that leaves them feeling hopeless in them educational journey. http://www.pnas.org/content/113/31/8664.full
chrome-extension://ecnphlgnajanjnkcmbpancdjoidceilk/content/web/viewer.html?source=extension_pdfhandler&file=https%3A%2F%2Fed.stanford.edu%2Fsites%2Fdefault%2Ffiles%2Fmanual%2Fdweck-walton-cohen-2014.pdf chrome-extension://ecnphlgnajanjnkcmbpancdjoidceilk/content/web/viewer.html?source=extension_pdfhandler&file=https%3A%2F%2Fmy.vanderbilt.edu%2Fjasongrissom%2Ffiles%2F2012%2F05%2Fstrategic_staffing.pdf Institutional Review Board for the Protection of Human SubjectsTouro University California • Graduate School of Education Research Proposal Faculty: Email this form to: [email protected] Students: Only your Advisor may forward this form for review. Forms submitted directly by students will not be processed. Click all checkboxes that apply. Form fields will expand as needed.☐ This proposal includes all consent forms and survey questions (if applicable) in the body of this document. Insert page/section breaks as necessary to place these on separate pages below the proposal section. ☐ This is a faculty proposal. X This is a student proposal. NOTE: All student proposals must be emailed by the faculty advisor who, by submission, indicates that (1) s/he has reviewed the proposal, (2) it has his/her full approval, and (3) affirms that the student has passed a Human Subjects course. Principal Investigator: Shawn O’Neal Program of Study: ☐ EdLeadership ☐ Teaching & Learning ☐ Educational Technology ☐ Teaching Math ☐ Special Ed ☐ Teaching Science ☐ Urban Education X Innovative Learning Email Address [email protected] Faculty Advisor: Helen Hawley & Pamela Redmond Email Address: [email protected] [email protected] Title of the Research The Effects of Growth Mindset on Elementary Math Scores For exempt research only: Check the category of exemption (definitions below): ☐ 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐ 6 EXCEPTIONS: Research involving vulnerable populations such as the mentally or cognitively impaired, prisoners, parolees, pregnant women, and fetuses, cannot be exempt from review even though it meets the criteria of one of the categories below. EXEMPTION CATEGORIES (45 CFR 46.101(b)): Research activities in which the only involvement of human subjects will be in one or more of the following categories:
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Explicitly teaching students how to reframe their internal dialogue from a fixed to a growth mindset is important to student achievement (Robinson, 2017). There are a number of studies that suggest that introducing growth mindset has a positive effect on student achievement in math. This study will focus on growth mindset in an elementary classroom as it pertains to math scores over the course of ten days.
Paste your reflective writing from your Weebly about your purpose and goals for doing this study. Why do you think you need to do this study? What led you to this study? What is your goal? As a third grade teacher at a Title 1 site my students often struggle to reach and maintain mastery of grade level concepts and standards. It is disheartening to see students try their best only to be given a grade that shows they have failed to master the content. After experiencing this several times throughout my first year of teaching I thought there has to be more that I could do to help them both master the content and to increase their self-confidence in their own abilities. The idea of giving students a second, third, or even fourth opportunity to pass a test until they have demonstrated a grade level understanding of the content was something I was toying with. Simultaneously, there were a number of teachers on Twitter and other social media platforms that were advocating for getting rid of grades and allowing students to continue to interact with concepts until they have mastered them. This was often related hand in hand with the idea of promoting growth mindset in the classroom as part of explicit instruction. This all started me thinking about how I could successfully teach this way at my site. Teachers at Title 1 sites often have very prescribed days and our minutes are almost all allotted for English Language Arts (ELA) and Math instruction. There is very little time to do much else. Taking these 10 or 15 minutes a day to teach growth mindset and build self-confidence seemed both self-indulgent and a necessity. This is something I would love to do in class and have the data to back up should someone question the reasoning behind taking the instructional minutes to address something outside of adopted district core curriculum that I could then use to show the benefit of this practice as it relates to student scores. In order to determine if growth mindset has an impact on student academic progress. I want to look at how growth mindset may impact student math scores. The statistical data between a pre- and post-test in math in conjunction with explicit growth mindset may show that there is a correlation between the two. Therefore, the question that will drive my study is: Does growth mindset have an impact on student math scores? List what you need to know to do your study. What information do you need to begin your study? In order to begin my study I need to have baseline data on what students perceive growth mindset to be and how they perceive their own level of self-confidence as a learner. I will also need to have baseline data on how students perform on a math test that addresses a math standard that I can then retest students on each of these tests at the end of the study. I will need content that addresses growth mindset and instructional time each day for explicit teaching of this content. I will also need to have a master list of students and student numbers in order to ensure student confidentially for the data collection and analysis. Additionally, I will need parental permission slips for use of student work and a breakdown of student demographics in order to determine if there is a statistical difference by subgroups of students. Finally, I will need a location for the storage of all materials related to the study.
P1: International/National and state (NAEP and CAASSP) According to the NAEP records the national average on the fourth-grade NAEP Mathematics the 2015 scores dropped a few points to go back to where they were in 2009. While this drop of 2 points seems negligible the scores have been relatively stagnated within a four-point span over the course of 10 years (2005 – 2015) (Nation’s Report Card, 2015). This is concerning because since the introduction of the Common Core State Standards (CCSS) the math scores of fourth graders has not noticeably changed. The California Assessment of Student Performance and Progress (CASPP) was established in 2014. This system includes the Smarter Balanced Assessments which are used to test student proficiency in English Language Arts (ELA) and Math. Only 37.56 percent of students met or exceeded expectations on the CASPP Math test in 2017 (Torlakson, 2017). Over the three years of CASPP testing the fourth grade math scores have increased each year though there are still less than 50 percent of students who are meeting or exceeding expectations (Torlakson, 2017). As a result, math continues to be an area of focus to increase student achievement. NAEP (2015). Average mathematics score for fourth-grade students lower compared to 2013. Retrieved from https://www.nationsreportcard.gov/reading_math_2015/#mathematics/scores?grade=4 Torlakson, T. (2017). State Schools Chief Tom Torlakson Announces Results of California Assessment of Student Performance and Progress Online Test. Retrieved from https://www.cde.ca.gov/nr/ne/yr17/yr17rel67a.asp P2: Paste your blog writing here about the research articles that you have collected. Summarize 3 research articles that support your study: what did they do in the study and what were the results. Growth mindset is something that has a large impact on student success as well as on the way a teacher approaches his/her students. In Discussant Growth (2015) Dweck shares key points from a number of other studies on growth mindset that indicate that “learning a growth mindset fosters greater gains in achievement, particularly for groups of students who are at risk for lower achievement (245).” In two studies Dweck cites, the research suggests that those who possess a growth mindset learn more over time and that they are less likely to give up. They found that whether the students were in high school or were adult learners, and regardless of the learning platform (online or in person), if students possess a growth mindset they will do better than their peers, they will try harder and they will continue to a variety of strategies to solve problems. Further, Dweck states that it might be exceedingly difficult for educators to create an ideal atmosphere for growth if they themselves do not believe that all students can grow their intellectual ability or if their praise...practices focused on [the students’] current ability rather than the development over time (245). Therefore, growth mindset in the classroom is not just important for the students but also for how teachers interact with, and approach students and their learning process. Likewise, teachers who are more inclined to possess a growth mindset are less “threatened by low-performing students (who are not responding to their current teaching methods)” rather they “believe that their own skills can be developed [and that] each student provides [them with] an opportunity to learn” (246). Essentially, growth mindset plays a key role in each part of the teaching and learning cycle. According to Robinson (2017) when students learn about neuroplasticity and understand that “they can rewire their brains” (p. 18) they put forth more effort and try longer in order to learn more difficult material. Robinson credits “Dweck [with] coin[ing] the terms fixed and growth mindsets to describe the attitudes and beliefs people have about learning and intelligence” (Dweck, 2006, as cited by Robinson, 2017, p. 18). In order to develop a growth mindset with students Robinson suggests that teachers replace students’ fixed mindset with opportunities to reframe difficult situations, or problems using a growth mindset with phrases that indicate growth (from “I can’t” to “I can’t yet” for example) (p. 19). The suggestion to reframe objectives to I can statements students can score themselves on their ability to do a skill or understand a concept which allows them to change their position as their understanding changes will allow students to see how they are learning and will give them greater autonomy as they internalize the growth mindset process. Claro, et al. (2016) state that “family income is a strong predictor of [student] achievement [and] extending prior research [they] found that a growth mindset is…a strong indicator of achievement.” However, there was no data that indicated if this was true for students who come from an impoverished background. They analyzed student data from all tenth-grade students in Chili to determine if growth mindset could be a factor in student achievement for low socio-economic students. Their analysis of the data found that “students who subscribed to a growth mindset outperformed their peers at each family income level.” There was a 0.13 SD improvement of math test scores for students who had changed their mindset from a fixed or mixed mindset to a growth one (Claro, et al.). While this is a statistically minor improvement, it does indicate that a growth mindset and student achievement are linked regardless of student’s economic background. Claro, et al. (2016) also “tested whether a fixed mindset was even more harmful to the academic achievement of economically disadvantaged students…[who] lack the resources of higher-income students [and] would have to overcome greater obstacles to succeed.” They found that while having a fixed mindset is harmful to low-income students they also found that “a growth mindset may help mitigate the negative effect of economic deprivation on academic achievement.” The most telling data shows that “students from low-income families (the lowest 10%) who had a growth mindset showed comparable test scores with fixed mindset students whose families earned 13 times more (80th percentile)” (Claro, et al.). This is promising data that deserves to be further researched. References Claro, S. et al., (2016). Growth mindset tempers the effects of poverty on academic achievement. PNAS Proceedings of the National Academy of Sciences of the United States of America. Vol. 113, n. 31. Retrieved from http://www.pnas.org/content/113/31/8664.full Dweck, C. (2015). Discussant growth. British Journal of Educational Psychology. 242–245. Dweck, C. (2006) Mindset: The new psychology of success. New York: Random House. . Robinson, C. (2017). Growth mindset in the classroom. Science Scope. National Science Teachers Association. 18-21. P3: Local Context (district, school and classroom): What your district and school have been doing about math achievement recently? Then your classroom? In light of the adoption of the Common Core State Standards (CCSS) in 2010 my local school district worked to teach teachers about the standards and how they are to be taught. The District created units of instruction for both ELA and math and provided professional development for teachers to implement the CCSS. Over time, test scores did not reflect that students were learning the content as outlined by the new standards. The District then adopted a new math program for the 2016-17 school year. In conjunction with this new program, the District implemented a number of professional development opportunities, and created a new Instructional Specialist position for two teachers at every grade level so that they can come in and support teachers as they implement the newly adopted curriculum in all core academic areas. In my classroom, I have worked closely with both of the third grade Instructional Specialists to improve and refine my teaching practice. I have attended multiple professional development sessions for both core content areas, and follow the curriculum with fidelity. Additionally, I pull small groups for math intervention, and to supplement student practice when they are struggling with the content. I also use Front Row (FrontRowEd.com) to support student math mastery.
This will be a qualitative and quantitative action research project that will study the effect of growth mindset on math scores of third graders. This study will include 20 third grade students that have been randomly assigned to my class for the 2017-18 school year. I will exclude two (of 22) students who are in resource and are currently non-readers. These students are not in class for the majority of the academic day and will miss the portion of the school day that will be the focus of this study. There are 8 boys (there are 10 in my class) and 12 girls in this group of participants. Of these students, 14 are designated English Language Learners, 4 are African-American, 1 is Indian, and no students are in resource (the resource students, as mentioned will not be participating in this study). Each student will be assigned a number and all of the surveys and test results will be identified by this master list. I will keep a list of student names and their assigned numbers in a locked file cabinet. I will give students a pre- and post- survey on growth mindset. Each day of the study I will show students a growth mindset video, read a book, or we will participate in a class discussion on growth mindset. I will also be giving students a math pre- and post- math assessment on Front Row (FrontRowEd.com) to measure their mastery of a single math concept. The survey and math assessment scores will be compared to the post-tests to determine if there is a statistical difference between the two. The qualitative data from the student surveys will be used to determine if there is a correlation between student achievement and a student’s belief in their own growth mindset. I will be collecting and analyzing the data for this project and there will be no remuneration provided to any participants.
Potential benefits could include an increase in test scores, students’ belief in growth mindset and that they can learn concepts over time with an opportunity to retest. Students can recognize that their brains are muscles that grow and change over time and that this can help them accomplish tasks even when they require multiple attempts to master the material. There are no physical benefits to students.
Student investigators only: Once your IRB proposal has been approved by your advisor, email the document to them for submission along with proof that you completed a human subjects course. The Human Subjects course may be accessed at: http://phrp.nihtraining.com/users/login.php TOTAL NUMBER OF COPIES REQUIRED FOR SUBMISSION: Faculty PIs and Advisors: Please email original .doc file and all appendices to: [email protected] A single all-inclusive file is preferred. GSOE IRB Administration Lander Hall Room 122, Mare Island Campus This will be a qualitative and quantitative action research project that will study the effect of growth mindset on math scores of third graders. This study will include 20 third grade students that have been randomly assigned to my class for the 2017-18 school year. I will exclude two (of 22) students who are in resource and are currently non-readers. These students are not in class for the majority of the academic day and will miss the portion of the school day that will be the focus of this study. There are 8 boys (there are 10 in my class) and 12 girls in this group of participants. Of these students, 14 are designated English Language Learners, 4 are African-American, 1 is Indian, and no students are in resource (the resource students, as mentioned will not be participating in this study). Each student will be assigned a number and all of the surveys and test results will be identified by this master list. I will keep a list of student names and their assigned numbers in a locked file cabinet. I will give students a pre- and post- survey on growth mindset. Each day of the study I will show students a growth mindset video, read a book, or we will participate in a class discussion on growth mindset. I will also be giving students a math pre- and post- math assessment on Front Row (FrontRowEd.com) to measure their mastery of a single math concept. The survey and math assessment scores will be compared to the post-tests to determine if there is a statistical difference between the two. The qualitative data from the student surveys will be used to determine if there is a correlation between student achievement and a student’s belief in their own growth mindset. I will be collecting and analyzing the data for this project and there will be no remuneration provided to any participants.
Growth mindset is something that has a large impact on student success as well as on the way a teacher approaches his/her students. In Discussant Growth (2015) Dweck shares key points from a number of other studies on growth mindset that indicate that “learning a growth mindset fosters greater gains in achievement, particularly for groups of students who are at risk for lower achievement (p. 245).” In two studies Dweck cites, the research suggests that those who possess a growth mindset learn more over time and that they are less likely to give up. They found that whether the students were in high school or were adult learners, and regardless of the learning platform (online or in person), if students possess a growth mindset they will do better than their peers, they will try harder and they will continue to a variety of strategies to solve problems. Further, Dweck states that
it might be exceedingly difficult for educators to create an ideal atmosphere for growth if they themselves do not believe that all students can grow their intellectual ability or if their praise...practices focused on [the students’] current ability rather than the development over time (p. 245). Therefore, growth mindset in the classroom is not just important for the students but also for how teachers interact with, and approach students and their learning process. Likewise, teachers who are more inclined to possess a growth mindset are less “threatened by low-performing students (who are not responding to their current teaching methods)” rather they “believe that their own skills can be developed [and that] each student provides [them with] an opportunity to learn” (p. 246). Essentially, growth mindset plays a key role in each part of the teaching and learning cycle. According to Robinson (2017), when students learn about neuroplasticity and understand that “they can rewire their brains” (p. 18) they put forth more effort and try longer in order to learn more difficult material. Robinson credits “Dweck [with] coin[ing] the terms fixed and growth mindsets to describe the attitudes and beliefs people have about learning and intelligence” (Dweck, 2006, as cited by Robinson, 2017, p. 18). In order to develop a growth mindset with students Robinson suggests that teachers replace students’ fixed mindset with opportunities to reframe difficult situations, or problems using a growth mindset with phrases that indicate growth (from “I can’t” to “I can’t yet” for example) (p. 19). The suggestion to reframe objectives to I can statements students can score themselves on their ability to do a skill or understand a concept which allows them to change their position as their understanding changes will allow students to see how they are learning and will give them greater autonomy as they internalize the growth mindset process. Claro, et al. (2016) state that “family income is a strong predictor of [student] achievement [and] extending prior research [they] found that a growth mindset is…a strong indicator of achievement.” However, there was no data that indicated if this was true for students who come from an impoverished background. They analyzed student data from all tenth-grade students in Chili to determine if growth mindset could be a factor in student achievement for low socio-economic students. Their analysis of the data found that “students who subscribed to a growth mindset outperformed their peers at each family income level.” There was a 0.13 SD improvement of math test scores for students who had changed their mindset from a fixed or mixed mindset to a growth one (Claro, et al.). While this is a statistically minor improvement, it does indicate that a growth mindset and student achievement are linked regardless of student’s economic background. Claro, et al. (2016) also “tested whether a fixed mindset was even more harmful to the academic achievement of economically disadvantaged students…[who] lack the resources of higher-income students [and] would have to overcome greater obstacles to succeed.” They found that while having a fixed mindset is harmful to low-income students they also found that “a growth mindset may help mitigate the negative effect of economic deprivation on academic achievement.” The most telling data shows that “students from low-income families (the lowest 10%) who had a growth mindset showed comparable test scores with fixed mindset students whose families earned 13 times more (80th percentile)” (Claro, et al.). This is promising data that deserves to be further researched. |
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