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UNIVERSITY of CALIFORNIA Development of a Growth Mindset Approach to Reading Instruction a Dissertation Submitted in Partial

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UNIVERSITY of CALIFORNIA Development of a Growth Mindset Approach to Reading Instruction a Dissertation Submitted in Partial UNIVERSITY OF CALIFORNIA Development of a Growth Mindset Approach to Reading Instruction A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Education by Rosemary Anne Miller 2019 © Copyright by Rosemary Anne Miller 2019 ABSTRACT OF THE DISSERTATION Development of a Growth Mindset Approach to Reading Instruction by Rosemary Anne Miller Doctor of Education University of California, Los Angeles, 2019 Professor Diane Durkin, Co-Chair Professor Kimberley Gomez, Co-Chair This action research study guided teachers in the development of a growth mindset approach to reading instruction during 4 pivotal years of reading development. To address the academic and cognitive needs of emerging readers, teachers developed an approach to reading instruction with specific growth mindset applications by adapting existing programs and research. Kindergarten through third grade teachers were asked to examine their own mindsets toward their readers, among them English Learners (ELs). The approach was researcher-guided and teacher-created. Teachers implemented new teaching practices based on growth mindset programs and research, reflected with their colleagues on the process, and refined their approach. Data collection methods included recorded and transcribed planning sessions with teachers, 17 classroom ii observations, analysis of documents produced in the sessions, and survey responses from teachers after each session. Six teachers also participated in a voluntary post-study interview. The results of this study detail the key components of a growth mindset approach to reading instruction, examine changes in teacher pedagogy across subject areas, and discuss challenges to its implementation. It can be concluded that participating in the development of such an approach has a profound impact on the way educators instruct and interact with students. This study also found that growth mindset practices formerly thought to be most successful with older students can be adapted and applied successfully with children as young as kindergarten age. Future research should focus on linking growth mindset practices with K-3 readers to reading achievement and identifying the specific growth mindset needs of ELs. iii The dissertation of Rosemary Anne Miller is approved. Alison Bailey James Stigler Diane Durkin, Committee Co-Chair Kimberley Gomez, Committee Co-Chair University of California, Los Angeles 2019 iv DEDICATION For my amazing husband, thank you for your love and countless inspiring post-it notes that kept me motivated through many long days and nights. To my parents and entire family, you have provided me with endless support, patience, love, and good food throughout this process, and I will be forever grateful. I could not have accomplished this without you all. v TABLE OF CONTENTS LIST OF TABLES .....................................................................................................................ix LIST OF FIGURES .................................................................................................................... x ACKNOWLEDGEMENTS .......................................................................................................xi VITA ....................................................................................................................................... xii CHAPTER ONE: INTRODUCTION ...................................................................................... 1 Statement of the Problem ..................................................................................................... 1 Background of the Problem .................................................................................................. 2 Contribution of this Effort to the Current Literature.............................................................. 3 The Project ........................................................................................................................... 4 Research Questions ....................................................................................................... 4 Research Design ............................................................................................................ 5 Data Collection ............................................................................................................. 6 Site Selection ................................................................................................................ 7 Public Engagement and Significance .................................................................................... 8 CHAPTER TWO: REVIEW OF THE LITERATURE .......................................................... 9 Reading Achievement in the United States ........................................................................... 9 Statewide and Nationwide ............................................................................................. 9 English Learners ......................................................................................................... 10 History of Early Reading .................................................................................................... 10 Reading Development of English Learners ......................................................................... 12 History of Research ..................................................................................................... 12 Specific Needs of English Learners ............................................................................. 12 Existing Interventions ................................................................................................. 14 Socio-Emotional Approaches ............................................................................................. 15 Growth Mindset ................................................................................................................. 17 History of Mindset ...................................................................................................... 17 Mindset and Achievement ........................................................................................... 20 Transforming Student Mindsets through Teacher Practices ......................................... 23 Professional Learning ......................................................................................................... 27 The Study........................................................................................................................... 28 Conclusion ......................................................................................................................... 29 CHAPTER THREE: METHODOLOGY .............................................................................. 30 Research Design and Rationale .......................................................................................... 30 Strategies of Inquiry ........................................................................................................... 32 Research Site............................................................................................................... 32 Population ................................................................................................................... 33 Overview of Teacher Participants ....................................................................................... 33 Action Research Meetings .................................................................................................. 35 vi Data Collection Methods .................................................................................................... 38 AR Session Observations ............................................................................................ 38 Classroom Observations .............................................................................................. 38 Document Analysis ..................................................................................................... 39 Post-Session Surveys................................................................................................... 40 Post-Study Interviews ................................................................................................. 40 Data Analysis Methods ...................................................................................................... 40 Development of Instructional Approach ...................................................................... 41 Changes in Teacher Pedagogy ..................................................................................... 41 Analysis ...................................................................................................................... 42 Ethical Issues ..................................................................................................................... 43 Role of the Researcher ................................................................................................ 43 Consent and Confidentiality ........................................................................................ 43 Credibility and Trustworthiness.......................................................................................... 44 Summary............................................................................................................................ 47 CHAPTER FOUR: FINDINGS .............................................................................................. 48 Summary of
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