No description available.

Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathematics teachers have different mindsets towards honors and regular students, while they have heard about mindset, they do not understand mindset deeply, and mathematics teachers do not know how to help their students develop a growth mindset.

Denna studies syfte var att erhålla en bättre förståelse om träning av dynamiskt mindset hoselever på gymnasiet ledde till bättre problemlösningsförmåga i matematik och om elevernaanvände sig av lärandemål i större utsträckning. Följande forskningsfrågor har undersöktsempiriskt: I vilken grad förstärks elevernas dynamiska mindset genom ett fåtal aktioner i litengrupp? Hur starkt är sambandet mellan dynamiskt mindset och matematisk problemlösningsförmåga?I vilken grad förändras elevernas lärandemål av träning av dynamiskt mindset? Studienbyggde på en kvantitativ interventionsmetod med en kontroll- respektive interventionsgrupp,med test av dynamiskt mindset, achievement goals och problemlösningsförmåga innan och efterintervention med gymnasieelever i en klass på ett teoretiskt program. Praktiskt genomfördes dettamed undervisning om dynamiskt mindset och genom praktiska moment där eleven fick erfara attdenne kunde förändra sin förmåga. Studiens resultat visade på att vissa aspekter av dynamisktmindset kunde förstärkas med små medel under kort tid med en liten grupp elever, men attkorrelationer kopplade till dynamiskt mindset, lärandemål och matematisk problemlösningsförmågaverkade svaga. För att mer ingående förstå konsekvenserna av dynamiskt mindsetspåverkan på lärandemål och matematisk problemlösningsförmåga krävs ytterligare studier.

Studien undersöker den inställning elever ger uttryck för i matematik. Det undersöks också hur elevers inställning till matematik speglar sig i förmågan att lösa problemlösningsuppgifter. Studiens material baseras på observationer där elever i årskurs 5 löser ett matematiskt problem. Materialet består även utav intervjuer med eleverna där de beskriver sin inställning till matematik och problemlösning. De teorier som används för att analysera studiens resultat är Dwecks teori om de statiska och dynamiska mindsetet. Denna teori används för att analysera elevernas inställning till matematik. Till att analysera elevernas förhållningssätt till problemlösning används Pólyas problemlösningsschema. Studiens resultat visade olika typer av statiskt och dynamiskt mindset. Resultatet visade även att de elever som förhåller sig till Pólyas problemlösningsschema har större chans att kunna lösa matematiska problem då de bland annat har en tydlig plan för hur lösningsstrategin ska se ut och även kontrollera att svaret är rimligt.

This dissertation explores why undergraduate music theory students may not be motivated in their classes and how we can begin to improve music theory pedagogy by addressing the negative preconceptions surrounding the subject and changing student motivation. I will investigate student motivation in the core curriculum of music theory by studying students’ self-theories (that is, the mindsets that they bring to the study of the subject, which dictate whether they view a construct like intelligence or ability as being either malleable or fixed) and detailing how an instructional design specific to music theory may influence that self-theory. By drawing upon research in fields outside of music theory, such as psychology, mathematics, and video game design, I will show how our classrooms can be more motivating and engaging through the adoption of an instructional design that ultimately helps our students develop a stronger ability in music theory. I theorize that a model for improving student motivation begins with the Instructional Design for Incremental Self-Theory Adoption (IDISTA). This model introduces a new way of designing a course through different levels of focus based on a student-centered approach to teaching. By using IDISTA, teachers can design their courses in a way that encourages students to adopt a more malleable mindset as they pursue their studies in music theory. Based on my theoretical model of motivation, I propose that students will adopt a more malleable mindset that will lead to a change in motivation, and also to an increase in their music theory ability. These robust models provide an important and significant contribution to the field of music theory pedagogy by transforming the way instructors design and conceptualize their curricula. Most importantly, these models and their application in music theory pedagogy will improve the learning environment for our students and help them gain a new fluency in understanding music.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Artes, Programa de Pós-Graduação em Design, 2018. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). / Aprender ao longo da vida é a única constante do mundo atual, uma vez que o planeta está em permanente estado de transformação. Tais mudanças são derivadas do estabelecimento da tecnologia digital e o mundo acompanha não apenas os avanços trazidos por ela, mas também a sua velocidade exponencial de metamorfose, logo exige dos cidadãos uma nova forma de pensar, uma nova maneira de aprender. Deste modo, esta pesquisa teve por objetivo encontrar no Design caminhos possíveis para este processo de aprendizagem contemporânea, identificando no mindset (modelo mental) de design a correlação com o mindset disruptivo que leva a aprendizagem alinhada ao modelo atual social. Para esta investigação, foi utilizado as abordagens do Design Participativo, do Design Circular e dos construtos da Aprendizagem Contemporânea em uma pesquisa aplicada. Como proposta prática, foi desenvolvido um workshop imersivo em design que se utilizou de instrumentos de construção dos dados como entrevista empática, quadro semântico (moodboard), matriz de possibilidades, mapa da persona, mapeamento da jornada de aprendizagem e canvas cards para organizar projetos. Os resultados foram bastante significativos, os quais demonstraram o Design como propulsor da aprendizagem contemporânea e a partir desses indicativos foi desenhado um framework de Design para processos de aprendizagem. / Lifelong learning is the only constant in the current world, since it is in permanent state of transformation. Such changes are derived from the establishment of digital technology and the world follows not only the advances made by it, but also its exponential speed of metamorphosis, thus requiring citizens a new way of thinking, a new way of learning. In this way, this research aimed to find in the Design possible paths for this contemporary learning process, identifying in the design mindset the correlation with the disruptive mindset that leads to learning aligned with the current social model. For this research, it was used the approaches of Participatory Design, Circular Design and Contemporary Learning constructs in an applied research. As a practical proposal, an immersive design workshop was developed, using data construction tools such as empathic interview, mood board, possibilities matrix, persona map, mapping of the learning journey and canvas cards to organize projects. The results were quite significant, which demonstrated Design as a propellant of contemporary learning and from these indicatives a Design framework for learning processes was designed.

This study aims of examining how pupils in first year of school thinks of mathematics, what motivation they have for learning about it and how that affect their learning in mathematics. It also includes describing how special teachers can strengthen student’s mathematical development based on research as well as students’ thoughts and motivation. Qualitative methods were used in this study. Semi structured interviews were done with ten children in year one of school and the analysis of the pupil’s mathematics learning were made by using National Agency for Education's (2018) National Assessment Support in number perception. The study shows that most of the pupils likes mathematics in year one of school and that the pupils in this study overall have more positive thoughts then negative thoughts about mathematics. This study also shows that the pupil’s thoughts and motivations seem to affect the learning in mathematics. It turns out that the more positive thoughts and the higher inner motivation seems to lead to higher mathematic learning. The more negative thoughts and the higher external motivation seems to lead to lower mathematic learning.

Dr. Bethany Novotny, an assistant professor in ETSU’s Department of Counseling and Human Services, discusses grit, mindset and self-efficacy and their application for individuals in helping roles.

abstract: This mixed methods action research dissertation examines the effects of implementing growth mindset teaching practices in third grade math as a means to improve student math self-efficacy, math mindset and student achievement. Since the transition to the Pennsylvania Core Standards, students across the state including those in this district have been experiencing a decrease in math achievement in grades three through eight according to the Pennsylvania System of School Assessment (PSSA) the standardized achievement test all public school students take. Locally, traditional interventions such as worksheets, boxed programs, computer-based programs and extra practice have not yielded gains so this intervention focused on developing growth mindset teaching practices in math to answer four research questions. Framed in Dweck’s Implicit Theories of Personal Attributes (1995), Bandura’s description of self-efficacy (1997) and Hall and Hords’ work with teachers in bridging research into practice (2011), this study used Jo Boaler’s, Mathematical Mindset (2015) in a book study with the third-grade teachers. The dissertation study analyzed pre and post survey data from the third-grade class (n=57) on both mindset and self-efficacy. The study also analyzed pre and post survey data from the teachers (n=2) on mindset along with pre and post intervention interviews with the teachers. Qualitative and quantitative data analysis revealed the intervention had a positive effect on teacher mindsets and practices, a positive effect on student mindsets and a positive effect on student math self-efficacy. While the study did not reveal the intervention to have a positive impact on student achievement at this time, previous research included in the literature review cites improvement in student achievement through developing growth mindset thinking. This gives reason to predict that with more time, these students will experience improved achievement in math. Implications from this study include that we should train all math teachers in incorporating growth mindset practices, and that administrators should build the bridge between research and practice for teachers as they implement new teaching practices in effort to positively affect student performance. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

<p>How is it possible for organizations to manage the fast paced changes and imperative demands that increased globalization implies? In order to become successful in the global market, it is vital to be aware of cultural influence on business and how to approach diversity. Consequently, management plays a significant role, and the challenge is therefore to cultivate a global way of thinking among managers.</p><p>The main purpose of this thesis, which is to create a deeper understanding of a company’s global approach has lead to the following question:</p><p>How can managers increase their global mindsets so as to improve a company’s global approach?</p><p>As Permobil is an international company eager to expand, we have focused on understanding their global approach using a hermeneutic perspective. In order to do this, ten interviews with managers at Permobil have been conducted. A comparison between managers in Sweden and the United States has been performed, and furthermore we have searched for signs indicative of a global mindset. The method of reasoning has been deductive, which implies that the empirical results have been analyzed together with recognized theories.</p><p>This research shows that managers in Sweden and the United States possess a number of valuable qualities that contribute to a global way of thinking, although there are differences between the two countries. A prerequisite is that managers understand the value of a global way of thinking. In order to stay successful internationally, the Permobil Corporation should for instance increase the global communication, strive for a more diverse workforce and attain a better balance between local and global focus. Our conclusion is that the managers more actively have to look for improvements and stay open-minded when facing diversity. This would contribute to the development of their global mindsets, which in turn would meliorate the company’s global outlook.</p>