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Teachers' Knowledge, Perceptions, and Practices About Mindset in the Northern Mariana Islands Bobby Cruz Walden University

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Teachers' Knowledge, Perceptions, and Practices About Mindset in the Northern Mariana Islands Bobby Cruz Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Teachers' Knowledge, Perceptions, and Practices About Mindset in the Northern Mariana Islands Bobby Cruz Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Administration and Supervision Commons, and the Educational Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Bobby Cruz has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. David Weintraub, Committee Chairperson, Education Faculty Dr. Mary Hallums, Committee Member, Education Faculty Dr. Kelly Hall, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract Teachers’ Knowledge, Perceptions, and Practices About Mindset in the Northern Mariana Islands by Bobby James Aguon Cruz MA, Framingham State University, 2012 BS, University of Guam, 2010 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2018 Abstract The problem studied was the poor academic achievement of middle school students in the Commonwealth of the Northern Mariana Islands (CNMI). Research indicates that a growth mindset positively affects a student's academic achievement and motivation to learn. However, despite the importance of mindset in fostering student success and enhancing learning, mindset remains underexplored in the CNMI. The purpose of this generic qualitative study was to fill this gap in knowledge by investigating teachers' knowledge, perceptions, and practices concerning mindset in the CNMI. Three research questions examined teachers’ knowledge and perceptions of mindset in the CNMI and how teachers described and demonstrated the use of mindset in their practices. Dweck’s seminal work on mindset served as the conceptual framework. Social constructivism guided the study process. Qualitative data were collected from 15 purposively sampled teachers at a local CNMI middle school. Data were analyzed through categorization and codification, from which emerging themes were used to answer research questions. Results indicated that teachers in the local middle school have limited knowledge and inaccurate perceptions regarding the mindset concept. Accordingly, the analysis recommended the need for and served as the basis for the design of a professional development workshop about mindset for teachers throughout the CNMI to enhance teacher instruction and improve student learning, thus promoting positive social change. Teachers’ Knowledge, Perceptions, and Practices about Mindset in the Northern Mariana Islands by Bobby James Aguon Cruz MA, Framingham State University, 2012 BS, University of Guam, 2010 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2018 Dedication This study is dedicated to my family. It is for my mother, Patricia Aguon-Cruz, who is my greatest supporter and whose love for me is unconditional. It is for my Dad, who although has since passed away, would have been very proud and overjoyed for my achievement - I love you, dad! It is for my grandfather, Santiago Aguon, who is the patriarch of our family and a role model of hard work. This one is for you too pop! It is for my husband, Daniel Brown, who has stood by me through this entire journey, endured my difficulties, and given me the encouragement and love to keep going. It is for my one and only sister, Bonny Cruz, who means the absolute world to me and who has always been my cheerleader. It is for my brother-in-law, Billy Grow, who is a gentle giant and voice of positivity. To my extended family, you all were proud of me before I completed this degree. Your love and faith in me has made my success evitable. I love you guys. I love you all more than words can express. This study is dedicated to my friends. It is for Lorraine Catienza and Annette Pladevega, who has helped me personally and professionally throughout this long journey. It is for my dear friends, Hazel Tudela and Cherlyn Cabrera, both of whom have stood in faith with me through difficult times. It is also dedicated to Yvonne Pangelinan, my boss and friend, who has urged me on and motivated me to keep going. It is for Lynette Villagomez, who is my dear friend and mentor. To you all, I would not have made it to this point without your love and support. This study is ultimately dedicated to my God, my Heavenly Father, who has kept me firmly in His grasp through each moment of this challenging process. Acknowledgments I would like to acknowledge my current chair Dr. David Weintraub, former Chair Dr. Tom Cavanagh, second member, Dr. Mary Hallums, my University Research Reviewer, Dr. Kelly Hall, and my Program Coordinator, Dr. Judith Blakely. Thank you all for your very special roles in supporting me through each step of this worthwhile process. And, most importantly, for believing in me so I could finish strongly. In my native tongue I express, Si Yu’us Ma’ase (Sincerest thanks & God bless). I would also like to acknowledge my very hardworking teammates of the Marianas Outrigger Club. To Dino, Jack, Jose, Vince, Rich, James, Billy, Mav, Bano, Mel, Paolo, Tom, Tark, Tim, and Rodney, your brotherhood has kept me motived to achieve in all areas of my life, and your friendship over the years has infused my life with joy throughout this process. You have taught me to work hard and stay humble! To my fabulous friends, Nette, Stella, and Vanessa, our friendship has been longstanding, and it has given me the courage to keep going. Also, to Wendel, Jocelyn, Mikey, and Mark, your support and friendship has urged me on. I appreciate your encouragement and love over more than you know! I also acknowledge my Marianas March Against Cancer Family, all of whom given me a perspective that urges me to add value to my community. To all the members of my loving Marinas community, thank you all for cheering me on. Your words of encouragement fueled my fire to keep going. To my colleagues in the Commonwealth of the Northern Mariana Islands who so passionately work to ensure that all students live meaningful lives, I thank you for always reminding me of the power of education. Table of Contents List of Tables.................................................................................................................. vi Section 1: The Problem.................................................................................................... 1 The Local Problem .................................................................................................... 1 Background ..........................................................................................................4 Rationale ................................................................................................................... 5 Definition of Terms ................................................................................................... 8 Significance of the Study ........................................................................................... 9 Research Questions .................................................................................................. 12 Review of the Literature .......................................................................................... 13 Conceptual Framework ...................................................................................... 14 Review of the Broader Problem ............................................................................... 16 Precedents for Mindset Theory ........................................................................... 16 Brain Research and Mindset ............................................................................... 18 Mindset and Academic Performance .................................................................. 20 Teacher Mindset and Classroom Impact ............................................................. 22 Mindset Practices and Interventions ................................................................... 24 Mindset on Student Achievement ....................................................................... 26 Efforts to Address Mindset ................................................................................. 27 Leadership for Teaching and Learning Mindset .................................................. 29 Implications ............................................................................................................. 31 Summary ................................................................................................................. 33 i Section 2: The Methodology .......................................................................................... 35 Qualitative Research Design and Approach.............................................................. 35 Participants .............................................................................................................
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