Date of Award

10-19-2017

Document Type

Thesis and Dissertation

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: Educational Administration

First Advisor

Dianne Renn

Abstract

Traditional school models perpetuate limited notions of ability. Established in systems designed to label and sort, educators must examine their beliefs about ability and the ways culture and power structures impact expectations and student achievement. By adopting a growth mindset lens and applying distributed leadership to systems within a school, educational leaders can enhance opportunities for all children. The Growth Mindset School Community describes an organization committed to growth and reflective processes intended to monitor thinking and procedures impacting learning and growth. Teacher expectations, feedback, assessment, and grading practices, behavior management, special education, teacher evaluation, and leadership models are all systems that can encourage or limit. This text examines each component through a growth mindset frame and makes recommendations to current or aspiring educators.

Comments

Imported from ProQuest Hild_ilstu_0092E_11102.pdf

Page Count

227

Available for download on Thursday, June 18, 2020

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