This study followed mindset changes in elementary teachers as they transitioned from traditional grading to standards based grading during the earliest stages of the change process. A pre- and post-survey of mindsets of participants, individual interviews, and a focus group interview were conducted. While the results of the pre- and post-survey did not reveal a significant mindset shift, interviews with participants revealed the role of hands-on professional development and interaction with instructional coaches in transitioning teachers to standards based grading and were accompanied by participant examples of shifts in mindsets. Future research recommendations include following this change process through the entire implementation phase, a study of parents’ understanding of standards based grading, a review of other factors that contribute to a shift from a fixed mindset to a growth mindset, and finally, analyzing the unleashing phase of change to determine if it creates change initiatives beyond standards based grading.
|Advisor:||Phillips, Barbara J.|
|Commitee:||McGarry, Joan E., Zimmer, Lynnette R.|
|School:||Concordia University Chicago|
|School Location:||United States -- Illinois|
|Source:||DAI-A 79/03(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational leadership, Educational administration, Elementary education|
|Keywords:||Change, Instructional coaches, Leadership, Mindset, Reform, Standards based grading|
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