An Examination of the Relationship among Teacher Growth Mindset, Student Growth Scores, and Teacher Demographics

Autor/in	Beard, David Kelly
Titel	An Examination of the Relationship among Teacher Growth Mindset, Student Growth Scores, and Teacher Demographics
Quelle	(2023), (191 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Neumann University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4432-4
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Beliefs; Academic Achievement; Teacher Student Relationship; Teacher Characteristics; Correlation; Positive Attitudes; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Belief; Glaube; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation
Abstract	Dweck and her colleagues (Diener & Dweck, 1978, 1980; Dweck, 1975, 2006; Dweck & Blackwell, 2021; Dweck & Leggett, 1988; Dweck & Reppucci, 1973), have conducted decades of research on growth mindset, specifically related to results indicating a significant positive relationship between student growth mindset and achievement. What remains unknown is the relationship between teacher mindset and student growth, and to what extent a relationship exists between teacher growth mindset and student growth, as measured by the Pennsylvania Value Added Assessment System (PVAAS) one-year growth index. This study used a quantitative correlational study to explore this gap in the research. A survey approach was used to study 40 Eastern Pennsylvania teachers through a self-reported survey during the winter of 2022. Specifically, the Teacher Mindset Scale (TMS) was utilized to measure teacher mindset and the Pennsylvania Value-Added Assessment System (PVAAS) data for student growth. Data was analyzed using Pearson's Correlation, Bivariate Linear Regression, Independent-samples t-tests, and One-Way ANOVA. The tested hypotheses did not find a significant relationship between teachers' growth mindset and their PVAAS one-year growth index score. Because no significant correlation was found, a regression model did not exist. Lastly, there were no significant differences in teachers' growth mindset scores and their PVAAS one-year growth index by the level of education, gender, grade level, and subject taught. However, there was a significant difference in teachers' PVAAS scores and their years of teaching experience as teachers with 11-15 years of experience had higher PVAAS student growth scores than teachers with 6-10 years of experience. The findings from this study indicate avenues of future study connected to teacher growth mindset and value-added growth measures to identify student success. Furthermore, additional examination is needed to determine the relationship between years of experience and student growth scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01