Date of Award

2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Jennifer Putnam

Abstract

The employment of academic risk-taking and growth mindset instructional practices in educational fields, though supported in literature, is limited and not commonly documented in the classroom. The purpose of this action research case study was to determine the impact of facilitation of growth mindset through modification of instructional practices in athletic training clinical courses at an Institution of Higher Learning. Constructive failure and growth mindset theories supported the mixed-methods research approach and the modification of instructional practices made during the study. Data were collected through growth mindset and academic risk-taking instruments and through semi-structured survey questions. The data analysis was performed through thematic coding and descriptive statistics. The findings of this case study revealed that even small adjustments to instructional practices generated improvements in participant views of their abilities and responses to challenging situations. When participants were provided with immediate feedback during applied decision-making activities, they reported the feedback helpful and supportive in critical thinking. Allowing small choice in challenging situations provided ownership for the participants, which in turn resulted in the selection of challenging activities. Small classroom adjustments to allow for formative participation opportunities where accuracy was not the focus were successful at providing participants with supportive environments where learning was not feared, and knowledge was the primary objective. The researcher suggests applying the instructional methods utilized in the present research study, such as academic risk-taking activities through formative activities where the focus of the outcome is to increase learning rather than accuracy.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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