Date

10-2021

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Rick Bragg

Keywords

Growth Mindset, Urban Education, Teacher Efficacy

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to describe the experiences of teachers who have used growth mindset in their classrooms. This researcher attempted to answer the question: What are the experiences of high school teachers who have used the growth mindset model to increase student achievement, motivation, and grit? Participants included those high school teachers who have in fact used this model in their classrooms. Data collection methods included interview, observations, and focus groups. Data analysis methods included bracketing, horizontalization, establishing themes, textural description, structural description, and describing the essence of participants’ experiences. Participants are teachers in the Northeast Ohio school district who have taught using the growth mindset model. Fourteen teachers participated in this study. This research has the potential to contribute to the literature on teachers’ beliefs about implicit theories of intelligence and student motivation. Three themes emerged as a result of this study: building relationships, student motivation, and ongoing professional development and support. Results indicate that although many of the participants found growth mindset to be beneficial in encouraging student achievement and grit, the participants had mixed feelings on the place growth mindset had in encouraging student motivation. The participants also agreed that professional development is an essential ingredient in creating a culture of growth mindset in the classroom.

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