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Building a Compendium of Teaching Strategy Resources that Foster Growth Mindset and Belonging

  • Author(s): Beaubien, Jacquie
  • Advisor(s): Anderson-Levitt, Kathryn
  • Ramirez, Gerardo
  • et al.
Abstract

This study used document analysis and basic qualitative research methods to compile an evidence-based compendium of links to online, open-access resources that can help educators learn strategies for fostering belonging and a growth mindset in their classrooms—two social psychological factors known to improve academic equity, engagement, and achievement. The literature provides guidance for five general teaching principles that can foster belonging and a growth mindset; however, previously there was no consolidated set of evidence-based resources to guide educators on how to implement these principles in different grade levels and content areas. A wide range of relevant online resources exist, but many have limitations such as being difficult to find, mislabeled, or not linked to research evidence. The original goal of collecting 30 resources was exceeded; in total, 83 videos, text materials, podcasts, blogs, and vlogs (blogs with embedded videos) of teachers modeling strategies or concisely describing how they enact a strategy were collected. These are modeled across a wide range of grade levels, content areas, school types, and ethnically diverse contexts. Despite this success, important gaps were identified such as resources for: Growth Mindset Language in high school and college contexts; Effective Feedback in college contexts; any resources for science content areas; and key Teacher Caring strategies that may be especially important for improving teacher-student trust in contexts where stereotype threat may be activated (e.g. between white teachers and students of color, or between male science or math teachers and female students). Because resources for college contexts were the most limited, community college faculty (n=9) were interviewed to learn about their perceptions of opportunities and challenges when modifying a strategy that is modeled in a different grade level, subject area, or school context. All participants expressed excitement about the compendium and provided valuable insights on conceptual and logistical considerations for translating the strategy in the reviewed resources for use in their own contexts.

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