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dc.contributor.authorRobertson, Sarah L.
dc.date.accessioned2018-02-08T20:29:07Z
dc.date.available2018-02-08T20:29:07Z
dc.date.issued2017
dc.identifier.otherDOI: 10.25316/IR-416en
dc.identifier.urihttp://hdl.handle.net/10613/5468
dc.identifier.urihttp://dx.doi.org/10.25316/IR-416
dc.description.abstractThe effect of a growth mindset intervention for students with learning disabilities in a classroom setting is explored in this single case intervention study. Through the process of direct mindset instruction along with explicit growth mindset language used by the teacher, students in a grade three classroom were observed during this three-week intervention. The application of using direct instruction along with explicit language relating to growth mindset is examined amongst the four students in the intervention. Findings suggest that growth mindset intervention seemed to depend on the student, having a positive effect for one student with a learning disability and a flat effect for the other student with a learning disability. Further research on the effect of the teachers’ mindset on student mindset, the effect of an observer in the classroom, the potential use of a control group, and use of language over longer time frames is warranted.en
dc.format.extent59 p.en
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherElectronic version published by Vancouver Island Universityen
dc.subject.lcshLanguage acquisitionen
dc.titleThe effects of using specific language to develop a growth mindset in students with learning disabilitiesen
dc.typeThesisen
dc.ThesisDegree.nameMaster of Educationen
dc.ThesisDegree.levelMaster'sen
dc.ThesisDegree.disciplineEducationen
dc.ThesisDegree.grantorVancouver Island Universityen
dc.description.fulltexthttps://viurrspace.ca/bitstream/handle/10613/5468/Robertson.pdf?sequence=3&isAllowed=yen
dc.identifier.doi10.25316/IR-416


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