Growth mindset &amp; intellectual risk-taking: Disentangling conflated concepts

Clark, Shelby; Soutter, Madora

doi:10.1177/00317217221123650

Cited by 2 publications

(2 citation statements)

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“…This paper was informed by the notion of creative agency and advocates that teachers can accomplish the goals of this standards-driven environment, all while becoming intellectual risk-takers (Beghetto et al, 2021;Clark & Soutter, 2022) by addressing targeted populations (Lesbian, Gay, Bisexual, Transgender Queer, plus [LGBTQ+], English Language Learners [ELL]), and implementing content beyond English Language Arts (ELA) and math by intentional integration of the visual and performing arts in innovative (and necessary) ways . We recommend that teachers become intellectual risk-takers by rethinking standardized content through revolutionary, disruptive, and authentic practice by interrogating curriculum and even developing their own that address the needs of these targeted populations and content that is often ignored.…”

Section: Discussionmentioning

confidence: 99%

“…This paper is informed by the notion of creative agency and advocates that teachers can accomplish the goals of this standards-driven environment, all while becoming intellectual risk-takers (Beghetto et al, 2021;Clark & Soutter, 2022). We recommend that teachers become intellectual risk-takers by rethinking standardized content through revolutionary, disruptive, and authentic practice (Achinstein & Ogawa, 2006;Cohen, 2017;Theobald, 2001) by interrogating curriculum and even developing their own.…”

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confidence: 99%

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Disruptive Teaching: Elementary School Teachers as Intellectual Risk-Takers

García¹,

Clifton²,

Burstein³

et al. 2023

Proceedings of the 6th International Academic Conference on Education

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Standards-driven reform shaped the latter part of the last century. As a result, elementary schools in the United States typically center on content and assessment-focused measurable outcomes. This compels schools and the teachers within them to be constrained by and focused on standardized assessment (almost exclusively Language Arts and Mathematics) and curriculum aligned with content standards. In addition, many teacher preparation programs are guided by this same environment and steer new teachers toward best practices in plan-instruct-assess-reteach models aimed at meeting their own standards in the teaching profession. This is in direct contrast to what the current research suggests: that schools have killed creativity and the ability to 'think'. We propose that teachers challenge this trend and suggest that educational systems move toward fostering creative agency in schools and the larger society. This paper is informed by this creative agency and advocates that teachers can accomplish the goals of this standards-driven environment, all while becoming intellectual risk-takers. We recommend that teachers become intellectual risk-takers by rethinking standardized content through revolutionary, disruptive, and authentic practice by interrogating curriculum and even developing their own. While many possible entry points to this disruptive practice, we suggest teachers can have the creative confidence to address targeted populations (Lesbian, Gay, Bisexual, Transgender Queer, plus [LGBTQ+], English Language Learners [ELL]), promote culturally responsive practices, and implement content beyond English language arts and math (visual and performing arts) in innovative ways that better meet the needs of 21st Century students.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Disruptive Teaching: Elementary School Teachers as Intellectual Risk-Takers

García¹,

Clifton²,

Burstein³

et al. 2023

Proceedings of the 6th International Academic Conference on Education

View full text Add to dashboard Cite

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Student-Led Individualized Education Programs: A Gateway to Self-Determination

McNaught,

Biegun,

Swartzentruber

2024

LSHSS

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Purpose: The purpose of this study was to explore the experiences of I'm Determined youth leaders with learning disability who have enrolled in higher education within 1 year of graduating high school to better understand if and how their experience participating in the I'm Determined project led to their participation in their Individualized Education Program (IEP) meetings. Method: The intent of the narrative inquiry methodology applied to this study was to create a unified story of collective experiences that described or explained the factors leading to participation in their IEP meeting. Although each of the eight narratives is unique to the individual, common themes emerged that were reflected in the literature and consistent across the time continuum of life before and life during participation in I'm Determined . Results: One experience that was consistent was the importance of participating in and leading their IEP meeting. A narrative timeline led to our findings presented here within a continuum of experiences before and during participation in I'm Determined. We made the decision to present the findings in such a way that highlights common themes specific to IEP participation across moments in time while honoring individual narratives through supportive text from the data. This is a study of people's perceptions of their experiences best told by direct quotes from the participants. The IEP experience is just one component of the self-determination experience. Conclusions: This study provided insight into the educational experiences of the eight I'm Determined youth leader participants and examined the importance of both their participation in I'm Determined and the development of self-determination skills deemed essential to participate and lead their IEP meeting. Their unique perspective documented in this study served to both inform and push the field forward.

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Growth mindset & intellectual risk-taking: Disentangling conflated concepts

Cited by 2 publications

References 15 publications

Disruptive Teaching: Elementary School Teachers as Intellectual Risk-Takers

Disruptive Teaching: Elementary School Teachers as Intellectual Risk-Takers

Student-Led Individualized Education Programs: A Gateway to Self-Determination

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