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Article
Publication date: 29 January 2025

Shiri Kashi and Yotam Hod

This study aims to address the complexities of fixed and growth mindsets within educational settings and critique traditional assessment methods and interventions used in mindset…

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Abstract

Purpose

This study aims to address the complexities of fixed and growth mindsets within educational settings and critique traditional assessment methods and interventions used in mindset research. It aims to develop a comprehensive approach – encompassing methodology, conception and practice – that incorporates mindsets within a broader growth orientation framework.

Design/methodology/approach

This research uses a holistic case study analysis of 14 higher education students, emphasizing their personal growth narratives. A uniquely designed course draws on person- and idea-centered principles that provide a rich environment to facilitate students’ growth. The analytical approach moves beyond standard mindset questionnaires by integrating self-awareness, cognitive biases and personal growth factors into a multidimensional growth orientation framework.

Findings

Results suggest that traditional mindset metrics may be indirectly related to actual growth orientations due to the influence of cognitive biases. This study finds that typical short, focused interventions may fail to reflect true changes in mindset, as they often do not engage with the broader personal growth orientations of the individuals involved.

Originality/value

This research is original in its application of a holistic and comprehensive approach to studying growth in education. By contextualizing mindsets within enriched learning environments that promote deep reflection and knowledge building, it provides new insights into how educational practices and research methodologies can better support authentic and sustained growth in learners.

Details

Information and Learning Sciences, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-5348

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Article
Publication date: 20 September 2022

Yotam Hod and Ornit Sagy

Enculturation is a central and defining idea within socioculturally minded research that informs the design of school learning environments. Now, three decades since the idea has…

252

Abstract

Purpose

Enculturation is a central and defining idea within socioculturally minded research that informs the design of school learning environments. Now, three decades since the idea has emerged in the field, the authors believe it is time to reflect on it because of several ambiguities that have emerged from its use, which is the purpose of this study

Design/methodology/approach

The authors carried out a metasynthesis of learning scientists’ school enculturation discourse. This included reviewing the concept within 84 articles found in six leading and relevant learning sciences journals.

Findings

This study’s findings show that school enculturation discourse is divided between those that view it unidirectionally, bidirectionally or both, and that three reifications of associated cultures (authentic, designed and traditional) together with various conduits frame the way learning environments are designed to facilitate enculturation.

Research limitations/implications

This metasynthesis can help advance sociocultural research in schools by clarifying the meaning and conceptualization of a central idea in the field.

Practical implications

This study can help teachers and educational researchers clarify the role that culture has in the designs of their learning environments.

Social implications

Culture is a vital facet of learning; designers of learning environments need to understand the way culture interplays with learning.

Originality/value

As this research shows, current school enculturation discourse is vague and often appears to be applied inconsistently. It is vital for any field to reflect on its own discourse to sharpen the conceptual tools that it uses so that it can advance.

Details

Information and Learning Sciences, vol. 123 no. 9/10
Type: Research Article
ISSN: 2398-5348

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