Title of Abstract
The Impact of Teaching Growth Mindset in an Eighth Grade Special Education Classroom Setting
Poster Number
008
College
College of Education
Department
Education Core
Faculty Mentor
Tammy Burnham, Ph.D.
Abstract
A student’s belief in his or her abilities and talents greatly affects motivation and achievement. Growth mindset allows students to recognize their motivational levels and move to higher stages of achievement in all areas of life. Children in elementary school often have a growth mindset, understanding that success requires effort and hard work. Once students enter middle school, the notion of growth mindset seems to drop and students lose interest and lack motivation. In addition, a fixed mindset is common among students with learning disabilities. This action research study seeks to determine the impact of teaching growth mindset in an eighth grade Special Education classroom. Teaching growth mindset strategies in the classroom and students' perceptions of these strategies will be included in the research. Research questions focus on these areas: What level of awareness do students have of their own attitudes toward fixed versus growth mindset? How do the students' disabilities affect their growth mindset? Teacher interviews and observations will be conducted. Particular attention will be given to student attitudes and behaviors of having a fixed versus growth mindset. Behaviors and attitudes include staying on task, being respectful of others, and working well with others. The study will also consider the aspect of the teacher/student relationship and how this relationship facilitates a growth mindset. Teacher strategies include giving positive feedback and encouragement and relationship building.
Course Assignment
EDCO 200H – Burnham
Start Date
12-4-2019 12:00 PM
End Date
April 2019
The Impact of Teaching Growth Mindset in an Eighth Grade Special Education Classroom Setting
Rutledge Building
A student’s belief in his or her abilities and talents greatly affects motivation and achievement. Growth mindset allows students to recognize their motivational levels and move to higher stages of achievement in all areas of life. Children in elementary school often have a growth mindset, understanding that success requires effort and hard work. Once students enter middle school, the notion of growth mindset seems to drop and students lose interest and lack motivation. In addition, a fixed mindset is common among students with learning disabilities. This action research study seeks to determine the impact of teaching growth mindset in an eighth grade Special Education classroom. Teaching growth mindset strategies in the classroom and students' perceptions of these strategies will be included in the research. Research questions focus on these areas: What level of awareness do students have of their own attitudes toward fixed versus growth mindset? How do the students' disabilities affect their growth mindset? Teacher interviews and observations will be conducted. Particular attention will be given to student attitudes and behaviors of having a fixed versus growth mindset. Behaviors and attitudes include staying on task, being respectful of others, and working well with others. The study will also consider the aspect of the teacher/student relationship and how this relationship facilitates a growth mindset. Teacher strategies include giving positive feedback and encouragement and relationship building.
