Term
Spring 2020
Capstone
Thesis
Degree Name
MALED
Abstract
This capstone addresses the following research question: How can using growth mindset language impact students’ beliefs about their literacy ability in Kindergarten? It follows one teacher’s experience with teaching and modeling growth mindset language to a classroom of Kindergarten students. The author examines the research around the growth mindset philosophy (Dweck, 2006) and the benefits of using growth mindset language with students. This qualitative study examines how using growth mindset feedback with students affects their ability to believe in themselves as a literacy learner. Data for the study includes a pre and post interview with participants and observation data. The findings suggest that 1) students’ beliefs can be positively impacted by being in an environment that focuses on growth mindset strategies; and 2) previous experiences with literacy appear to impact how positively students view themselves as literacy learners.
Research Methodology
action research
Keywords
growth mindset, literacy, language, kindergarten
Recommended Citation
Helfinstine, Kari, "Growth Mindset Language and Literacy in the Kindergarten Classroom" (2020). School of Education and Leadership Student Capstone Theses and Dissertations. 4483.
https://digitalcommons.hamline.edu/hse_all/4483
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations