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A comparative case study of teachers who support an entity versus incremental view of intelligence.

机译：教师支持实体的比较案例研究，而不是增量智能视图。

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摘要

A comparative case study was used to understand how the experiences of teachers who support an entity view of intelligence (i.e., teachers believe that intelligence is a fixed trait) compare with teachers who support an incremental view of intelligence (i.e., teachers believe that intelligence is malleable) as they evaluate students' written work. Three entity teachers and four incremental teachers were interviewed from career-focused colleges, and each shared samples of their feedback to students. Using thematic analysis, several themes emerged from each case and were then compared. This study's findings indicated that entity and incremental teachers shared similar experiences when evaluating students' written work, but also experienced differences. When students failed, the most remarkable finding was that entity teachers cited the cause as inadequate skills of students, whereas incremental teachers explained that it was challenges facing students (i.e., other non-school responsibilities). Further, entity teachers used feedback as a tool for students to learn more about their performance, while incremental teachers preferred to use feedback as a dialogue, supported by encouragement. While some similarities were found with regard to the evaluation process and the role of feedback, it was less clear if these similarities were due to: (a) teachers' more professional stance on feedback, (b) self-presentation motivations, or (c) the possibility that teachers' views of intelligence do not significantly impact how teachers evaluate students' written work. The findings of the study suggest that teachers may benefit from an exploration of their views of intelligence and feedback practices. By teachers understanding their implicit views of intelligence and the subtle messages that students may perceive in their feedback markings, teachers may be able to adjust their methods to better support students.
机译：进行了比较案例研究，以了解支持实体的智力观（即，老师认为智力是固定的特质）的老师的经验与支持渐进式的智力（即老师认为智力是一种智力的老师）的体验相比可延展性），以评估学生的书面作品。接受了以职业为重点的大学的三名实体教师和四名增量教师的采访，每人都将反馈的样本分享给学生。使用主题分析，从每个案例中出现了几个主题，然后进行了比较。这项研究的结果表明，在评估学生的书面作品时，实体教师和增量教师共享相似的经验，但也经历了差异。当学生不及格时，最显着的发现是实体老师将原因归咎于学生技能不足，而渐进式老师则解释说这是学生面临的挑战（即其他非学校职责）。此外，实体教师使用反馈作为学生学习其表现的工具，而渐进式教师更喜欢将反馈作为对话，并受到鼓励。尽管在评估过程和反馈的作用方面发现了一些相似之处，但这些相似之处是否是由于以下原因尚不清楚：（a）教师对反馈的专业立场，（b）自我表达动机或（c） ）教师的智力观不会显着影响教师评估学生的书面作品的可能性。研究的结果表明，教师可能会从他们对智力和反馈实践的观点探索中受益。通过教师理解他们对智力的隐含观点以及学生在反馈标记中可能会感知到的微妙信息，教师可能能够调整其方法以更好地支持学生。

著录项

  • 作者

    Calisto, Kathryn S.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 177 p.
  • 总页数 177
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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