Education Commons^™

Coaching To Success: Moving From A Fixed Mindset To A Growth Mindset Through Positive Motivation, Shannon Dianna Ramirez

Theses and Dissertations

The purpose of this study was to explore my students’ belief perseverance and fixed mindset and help them shift toward self-determination and a growth mindset. Incorporating goal setting, positive intentions, and coachable techniques in my sixth-grade math class, I collected data through an observation journal, student artifacts, and pre and post assessments. I found that goal setting, positive intentions, and coaching techniques enabled students to shift from belief perseverance toward self-determination that will transfer into life outside of the classroom. My findings showed helping students move from a fixed mindset to one of growth is possible but takes time. Creating …

The Impact Of Plcs On Teacher Self-Efficacy, Paula Lynn Taylor

Theses and Dissertations

This study examined the impact of a professional learning community on teacher self-efficacy at Elm Primary School in rural South Carolina. The literature suggests that PLCs are an amenable approach to improving individual teacher efficacy beliefs and classroom practices (Corcoran, 2007; Guskey, 2003). For this study, self-and collective efficacy were measured using Likert-scale surveys, semi-open ended interviews, participant journals, observation and field notes, and artifacts. Both qualitative and quantitative data were collected, making this a mixed-methods study.

The results confirmed and expanded understandings about PLCs' impact on efficacy. Participants recognized goal setting, actions, and results as important qualities of collaboration …

Teaching Goal Setting Strategies In A Title I Elementary School; An Action Research Study, Susan Ridgeway Nunamaker

Theses and Dissertations

The purpose of this qualitative action research study is to explore the impact of goal setting on the learning process of fifth-grade students in a Title I school. The subjects of this research study are 17 fifth-grade student-participants along with their homeroom teacher-participant. A goal setting unit was designed specifically for this action research study to enable student-participants to experience setting mastery goals and to develop an academic engagement practice through goal setting; thus empowering them for future learning. Semi-structured student interviews, student data journals in the form of goal setting forms, and an open-ended interview with the teacher-participant provide …