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dc.contributor.advisorWeinburgh, Mollyen_US
dc.creatorAmyett, Monica
dc.date.accessioned2022-05-03T18:08:25Z
dc.date.available2022-05-03T18:08:25Z
dc.date.issued2022-05-03
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/52828
dc.description.abstractThis study explored how instructional guide documents and high school engineering teachers understand the concept of mindset and the instructional practice of feedback as students engage in classroom problem-solving activities. From data analysis, several important conclusions were made. High school engineering teachers create a classroom climate wherein students believe in their ability to grow in learning through positive teacher-student interactions such as respectful relationships, holding high expectations for student achievement and creating an inclusive environment. Teachers may need guidance in creating a classroom where student persistence is supported, however. Through data analysis, conclusions around feedback were made. Teachers provide feedback through questioning students, making suggestions and explanations, re-directing misconceptions, and encouraging student work that is effective in solution-finding. Student motivation was confirmed to be an important aspect of engaging in engineering problems and teachers were found to motivate students by selecting problems that pique student curiosity through relevance or novelty.en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoenen_US
dc.subjectScience education [0714] - primaryen_US
dc.subjectEducational leadership [0449]en_US
dc.subjectFeedbacken_US
dc.subjectHigh school engineeringen_US
dc.subjectIntelligenceen_US
dc.subjectMindseten_US
dc.subjectProblem solvingen_US
dc.subjectSTEMen_US
dc.titleUnderstanding mindset and feedback during classroom problem solving: a case study with instructional guide documents and high school engineering teachersen_US
dc.typeTexten_US
etd.degree.levelDoctor of Philosophyen_US
local.collegeCollege of Educationen_US
local.departmentEducationen_US
dc.type.genreDissertationen_US


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