This ontologically qualitative research study was conducted at Central China University (CCU, pseudonym). The purpose of this research was to (a) explore student narratives regarding their educational experiences in the CCU Business School's at-home internationalization programs; (b) provide an in-depth narrative analysis of student learning challenges and achievements; and (c) add valuable research-based knowledge of student-described experiences at CCU for use by program administrators. The findings focused on student-identified links between the challenges they encounter and their achievements. Additionally, student performance level and sex were closely associated with the challenges and achievements that students reported. In understanding the results, the concepts of student learning found in the approaches of learned optimism, growth mindset, and grit provide potentially fruitful insights. The findings of this research have powerful, instructive implications for administrators at CCU for determining how student challenges should be strategically chosen and shaped to generate specific, positive student achievements.

The problem studied was the poor academic achievement of middle school students in the Commonwealth of the Northern Mariana Islands (CNMI). Research indicates that a growth mindset positively affects a student's academic achievement and motivation to learn. However, despite the importance of mindset in fostering student success and enhancing learning, mindset remains underexplored in the CNMI. The purpose of this generic qualitative study was to fill this gap in knowledge by investigating teachers' knowledge, perceptions, and practices concerning mindset in the CNMI. Three research questions examined teachers' knowledge and perceptions of mindset in the CNMI and how teachers described and demonstrated the use of mindset in their practices. Dweck's seminal work on mindset served as the conceptual framework. Social constructivism guided the study process. Qualitative data were collected from 15 purposively sampled teachers at a local CNMI middle school. Data were analyzed through categorization and codification, from which emerging themes were used to answer research questions. Results indicated that teachers in the local middle school have limited knowledge and inaccurate perceptions regarding the mindset concept. Accordingly, the analysis recommended the need for and served as the basis for the design of a professional development workshop about mindset for teachers throughout the CNMI to enhance teacher instruction and improve student learning, thus promoting positive social change.

Cornerstone is a United Methodist congregation in Coweta County, Georgia, with a desire to reach its changing community, but which has stagnated recently in doing so. This project thesis builds upon Carol Dweck’s mindset research, which emphasizes an intermediate step between the desire to reach a goal and the realization of that goal breaking the hold of a fixed mindset by introducing key aspects of a growth mindset. This thesis articulates and analyzes the design of a curriculum for lay leaders implemented at Cornerstone that develops this new mindset so that the church can reconnect more fully with its community.

A growing body of literature and research emphasizes the importance of developing student mindsets and social and emotional learning (SEL) competencies (metacognitive learning skills) across the prenatal (P) to graduate school (20) (P-20) continuum to increase student motivation, engagement, achievement, and overall well-being. There is, however, an absence of research investigating the impact of braiding growth mindset, SEL, and mindfulness principles and practices together on early elementary student and teacher outcomes. The purpose of my dissertation is to measure the impact of a new PreK–3rd curriculum called Growing Early Mindsets (GEM™) (Coates, in publication) on student and teacher outcomes across the K–3rd continuum in two districts in Oregon. Data collected during the 2014–15 Mindset Works’ study of Growing Early Mindsets (GEM™) was used. Classrooms were assigned to experimental (implemented GEM™) and control groups and given pretest and posttest measures to measure the impact of GEM™ on students’ approaches to learning, social and emotional learning (SEL) competencies, and literacy skills as well as on teacher mindsets, perceptions, confidence, and motivation. Results were statistically significant for students’ approaches to learning and SEL competencies as measured by Teacher Reports and teacher’s beliefs as measured by the Teacher Mindset Survey. Results were not statistically significant for students’ approaches to learning and SEL competencies as measured by Student Surveys, nor students’ oral reading fluency as measured by district-administered oral reading fluency measures. All experimental teachers reported that GEM™ changed their perceptions of their own and others’ learning and growth, increased their confidence to integrate growth mindset and SEL practices, and increased their motivation to improve their overall teaching practices. While the results are somewhat promising, the findings raise many questions that need further exploration. / 10000-01-01

The purpose of this study was to examine general education teachers' knowledge and experiences regarding a growth versus a fixed mindset while teaching students with disabilities in Grades K-2. The conceptual framework that was used to guide this study was Dweck's implicit theories of mindsets. Research questions were developed to explore teachers' knowledge and experiences about teaching with a growth mindset versus fixed mindset and how they assessed themselves in terms of teaching with a fixed or growth mindset. The research design was a basic qualitative study that included semi structured interviews and a teacher assessment using a Mindset Quiz. A convenience sampling method was used to recruit 10 general education teachers at a northeastern U.S. elementary school. Data were analyzed through open coding and thematic analysis. The following themes were identified: all participants received no training on how to teach with a growth mindset versus a fixed mindset, all participants were interested in attending professional development on this topic, there was some knowledge of the terms growth versus fixed mindset, and all participants use some type of strategy to help improve student mindsets. The results of this study contribute to positive social change by making educators and administrators more aware of fixed versus growth mindset strategies used in classrooms. This study may bring attention to the concept of mindsets and make educators aware of the need to promote growth mindsets. Additionally, results support the need for professional development for teaching with a growth mindset for students with disabilities. Increased teacher understanding of teaching with growth mindsets can lead to better learning experiences for students in the classroom.

The purpose of this study was to gain insight into the factors of resilience that educators could replicate to increase the number of socio-economically disadvantaged students that successfully complete high school and continue to become successful adults. An examination of the factors that socio-economically disadvantaged individuals attribute to their success was conducted in this study. This study used interview data from 15 participants ranging in age from 21 to 80 years old. Nine themes emerged from the interview data that affects the resilience of socio-economically disadvantaged students. The 9 themes identified were 1) Definition of success is different for each individual, 2) Individual’s mindset, 3) Resilience and perseverance, 4) Evolving family structure and circumstances, 5) Limited family resources, 6) Increase in abusive/risky behaviors, 7) Caregiver’s educational support and high expectations, 8) Community support, and 9) School support. The themes presented are backed by the analysis of the data collected. Recommendations for educators and future research were made in hopes of replicating these factors to increase resilience in socio-economically disadvantaged students allowing them to become successful adults.

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