Growth Mindset & Intellectual Risk-Taking: Disentangling Conflated Concepts

Autor/inn/en	Clark, Shelby; Soutter, Madora
Titel	Growth Mindset & Intellectual Risk-Taking: Disentangling Conflated Concepts
Quelle	In: Phi Delta Kappan, 104 (2022) 1, S.50-55 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217221123650
Schlagwörter	Risk; Intellectual Development; High School Students; High School Teachers; Teacher Attitudes; Student Attitudes; Discussion (Teaching Technique); Teaching Methods; Observation; Cognitive Development; Self Concept; School Safety; Student Needs; Classroom Techniques + Suchen Sie Ihr Suchwort? Risiko; Mental development; Geistige Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Kognitive Entwicklung; Selbstkonzept; Klassenführung
Abstract	Although most teachers are familiar with growth mindsets, many conflate it with other terms or concepts or have difficulties understanding how to best foster growth mindsets in their students. Shelby Clark and Madora Soutter describe how growth mindsets are related to, yet distinct from, intellectual risk-taking and share strategies for fostering both in students. The strategies come from their yearlong research project observing classes and interviewing students and teachers at a high school that uses a discussion-based pedagogy known as the Harkness method. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01