Impacts of Teachers’ Mindsets on Their Ways of Teaching Students in High Needs Schools
Bibliographic Data
| ID | 16913080 |
|---|---|
| Authors | Serigne Mbaye Gningue (0000-0002-9387-0608, Emirates College for Advanced Education), Gaoyin Qian (City University of New York), Jennifer M Robinson (Emirates College for Advanced Education), Evrim Erbilgin (0000-0002-7737-2238, Emirates College for Advanced Education, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 2 |
| Publication date | 2024-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440241259355 |
| OpenAlex | W4399714900 |
| Language | EN |
| References cited | 28 |
This study sought to examine the kinds of mindsets that the participating teachers demonstrated in their teaching and the impact of teachers’ mindsets on their ways of teaching mathematics and science. Seven teachers who were teaching science or mathematics in high-needs schools in the urban context of the Bronx, New York were the participants of the study, with interview data and analysis provided for three participants representing the low, medium, and high mindset groupings. Qualitative research method was used to analyze the data. The data were collected through three different questionnaires, lesson observations, and interviews. Data analysis revealed that six participating teachers demonstrated a growth mindset with different degrees and one teacher seemed to have a fixed mindset. Teachers with a growth mindset adopted instructional practices that are more aligned with those that are recommended in the growth mindset literature
Mathematics education · Mindset · Pedagogy · Qualitative property · Qualitative research · Social science · Sociology · Computer Science · Education, Achievement, and Giftedness · Educational Strategies and Epistemologies · Psychological and Educational Research Studies · Psychology
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Mindsets That Promote Resilience
Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work
Improving adolescents' standardized test performance
Towards fostering growth mindset classrooms
In search of a growth mindset pedagogy
The aging teacher
Stereotype Threat in High School Classrooms
Student Engagement in U.S. Urban High School Mathematics and Science Classrooms
First-Year Urban Mathematics and Science Middle School Teachers
Clarifying Achievement Goals and Their Impact
Phases of inquiry-based learning
Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition
| Highly cited | No |
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