Writing - Student Agency

Writing / Agency -using a variety of tools and genre

On the day of our Slipper Party reward we brainstormed words to describe their slippers

The children worked with a buddy to think of a simile and I wrote these up as they shared them.

They also drew replicas of their slippers

Over the last two weeks the children have been able to choose to write about their slippers

They have been able to use the i-pad or paper and felts or their writing book.

They have been able to work alone and with each other

The children also expressed their ideas using a variety of genere, some wrote poems, some recounts and some descriptions

Having the list of words and the similes on display as supported them with doing this..

Providing the children with a range of choices has enabled them to use their agency and select medium they feel motivated to use.
Approximately a third of the class engaged in slipper writing.  

 What now -   How to make it more appealing so more of the children engage in this?
I would like to provide a greater range of choices, ideas etc

 

Writing -

Writing

The children self select a goal to focus on as a "next step"
These goals are discussed and displayed this provides a visual reminder for the children.
The children buddy check their goal and highlight where they have done their goal i.e. the evidence
This term the Proof reading part of the writing process has been introduced and the children are developing independence with doing this with a buddy.
We proof read a piece of writing together and made corrections with a red pen and then displayed this as a prompt and example of what to do. The children often refer to this. They enjoy using a red pen to proof read and make corrections

This Week we are working on Excellence- This is the E part of the Eskdale school values
CARE. This value was selected after discussion with the children and they voted for Excellence as the value that best fitted with persevering and working hard.




Providing the children with multiple experiences to build up their ideas and vocabulary ver a period of time before writing is proving successful. After reading the story about Manukura the white kiwi the children became interested in Kiwi so I went with their interest. Over a period of 4 weeks we have read a lot of Kiwi books, collected Kiwi facts - Written kiwi facts and painted Kiwi.

This week we have been pretending to be a Kiwi out on a typical night's foraging.
The children role played this using their knowledge and imagination. This gave me great insight into their learning. We brainstormed interesting words with a focus on verbs and adjectives.
When the children came to write they were very motivated and focused.

Highlighted Evidence of personal goal


Next steps to get the children tracking the achievement of their goal using the adapted LLps for Junios

Writing -Appriasial

Tuesday 29 May
Tristan Observing Writing in Kea Class

Link To Appraisal Doc
https://docs.google.com/document/d/1n3tkZDL2_yhl3KHhLs6z9HfEPTnSSEzaS0hGpLGVyAg/edit

The class were writing imaginary stories pretending to be Kiwi.
We have had a literacy focus on Kiwi as the children were very interested in Kiwi after reading the story Manukura. We have read several books and identified facts about Kiwi as well as looking closely and painting Kiwi.
Today we were imagining we were a Kiwi out at night and Role playing this.  It was pleasing to see the children demonstrating their understanding through role play of how a Kiwi would behave and move.
The Focus has been on generating and extending ideas and vocabulary. Building up knowledge of vocab and examining the clever things Authors do to make their stories has been great for facilitating this.

Things Going Well
Children selecting own goal
Children monitoring own goals
Children beginning to follow the writing process and prof read independently
Integration of ideas across curriculum areas

Next Steps after reflection from Observation

Ensuring the children can express clearly how they know they are achieving their goal
there is a real miss match between the language used in the questions asked by the observer and the language used in Kea class. I am sure this affects the children's responses.

Three Student Responses:

What are you learning? Why?

• Writing- To use new and interesting words and precise nouns - we chose the goals we think we need to work on. Also picture plans for today. 
• Writing- To add and, but and because to add more information to my writing. 
• Writing- Learning to use Capital letters and fullstops. It’s my goal-because I needed to work on it.

How are you going? How do you know?

• Good- cause I have been seeing good work in my work. 
• Good- because I am doing the right things. 
• Good- Because I am one of the best learners in my class. 

What choice/s do you get to make with your learning?
Yes- If we work or we don’t work hard, To pick your goal, sometimes what we write about.
Yep- We get to choose if we do the right things or not the right things.
On my writing goal and what I play with in class.

Learning Through Play Syndicate Meeting 29 May

A Group of us meet to discuss play learning after school.

Mike shared a part of the video clip in my previous play blog and we looked at how Tony Brown's research on play has informed the principals of innovation at Stanford university 

https://dschool.stanford.edu/classes/from-play-to-innovation

"From Play to Innovation is a class focused on enhancing the innovation process with playfulness. We will investigate the human “state of play” to reach an understanding of its principal attributes and how important it is to creative thinking. We will explore play behavior, its development, and its biological basis. We will then apply those principles through design thinking to promote innovation in the corporate world. Students will work with real-world partners on design projects with widespread application"

It seems play needs to be seen in a serious light.

We  discussed what play is and what it is not and thought about what we are already doing and finding as we see play in our classes.

We started a play inquiry as a collaborative team Link to inquiry spiral

https://docs.google.com/document/d/1G1NCtW1RpQl3byQoqjtbgJ35AONTA8_Ds4noQr_ZWLQ/edit

For me I can see the children are choosing to play during choices time and this play encompass a wide range of activities, e.g. drawing, making towers with blocks, role play. It is engaging the children and I observe them in a state of flow. 

When I keep them in teacher directed lesson mode for too long I observe them in their seats complying with the expectation of working on set tasks however they are really playing in their seats.

I am now giving them more freedom to choice play.

A next step will be developing their self management to ensure a reasonable level of noise so I can continue to teach small groups and also to get them to time manage so they complete set reading, writing and math's within their zone of proximal development. 

Further Reading after the meeting _ The elements of play, Toward a philosophy and a definition of play Scott G Ederle

https://files.eric.ed.gov/fulltext/EJ1023799.pdf

key thinking expressed is that play is very hard to define as we are looking at it through a set of ingrained values that prejudice us.

Handy diagram 

Also discovered the following web site with lots of interesting readings etc about play

http://www.museumofplay.org/collections/archival-study-play

Future action to read more during holidays

Professional development-learning through Play

Learning Through Play
May 26 2018

As a member of the junior team we visited The Nest an early childhood center in Clive.
This was a magical place inside the building was like visiting grandmas character cottage. It almost resembled a museum a window on a past era. Outside the grounds were purpose built and landscaped to provide endless choices for children to engage in imaginative play. This was also evident with the equipment inside as well. There was a peacefulness and tranquility about the environment and  wondered if the environment was also impacting on the children's behavior as I noted they were calm. A further factor to note was the ratio of space per child and equipment.

Kimberly Crisp http://www.kimberleycrisp.com/    is The Nest it is her vision and her creation.Searching the web sit of the nest I was unable to find Kimberly's qualifications. However the nest is based on a well presented philosophy originating from Emmi Pikler Budapest.

https://www.thenestnz.com/about/#what-we-do 

We then visited Nelson Park School

Once again the stand out factors were the physical environments did not resemble a typical class room, the indoor out door flow was seamless and the outside play equipment was engaging most of the children. They had space. Very few children were actually inside. A teacher aide was employed to monitor the children outside and intervene when some coaching was necessary.

We were given a talk in the staff room as there was also a group from Palmerston North looking at play learning. We were given some handouts to take away as well. Reading these it is clear that the Key competencies and Values of our curriculum are at the core of play learning. This highlights the importance of developing ways of seeing these in action and capturing them and assessing them. nelson park ore undertaking a three year long inquiry in to play learning. From the hand out it is evident the have gathered robust data as a bench mark to compare with data gathered in 2019. To measure and evaluate the impact of play learning.












Research: Penny and Kimberly were mentioned in the hand out.
As well as Stuart Brown, John Holt
I was able to locate further info on Penny (once again Emmi Pikler philosophy, features strongly).

Stuart Brown - Physiologist and researcher of the importance of play, This is begining to be researched and understood. "play is more than fun"  Has researched criminal and found a link between lack of play in early years and criminal behaviour. Also link between students who have not done stuff with their hands they have difficulity solving problems. and  https://www.ted.com/talks/stuart_brown_says_play_is_more_than_fun_it_s_vital
KEY THINKING Play is a separate biological entity it has a function just like sleep and dreaming 
It is hugely important in crafting and growing the brain

John Holt-John Caldwell Holt Interested in school reform and how young children learn.  Unschooling proponent , Home schooling advocate and writer. "Learning all the time." How children fail"  "How children learn"
https://www.youtube.com/watch?v=V-NgFN3gl3I

Penny Brownlee 
She has an early childhood teacher and educator and she has a weebly. A feature of this Weebly is a collection of articles written by her. These are her ideas however she has supported her thinking with quotes from well respected people e.g Enstien and has quoted researchers.
A quick read of the article below also throws up questions about our environment and our equipment
Plastic - is improvishing a childs imagination and more open ended equipment seems to be urgently needed to engage a child's imagination.

https://penniebrownlee.weebly.com/uploads/1/0/4/3/10437917/cultural_blindness.pdf

Questions to investigate further - How does the physical environment impact on the child?
Do we need to be paying more attention to constructing tranquil zen like environments that have amazing indoor out door flow? What do I need to eradicate from my class? How do I ensure I am teaching the NZ curriculum and keeping achievement on track to meet the Eskdale school expectations?  Can achievement expectations and the play philosophy sit together in harmony?

Rich Contexts Inquiry Team

Throughout Term One I worked collaboratively as a Member of the Rich tasks with a focus on
looking at rich tasks with an EFS and Maths focus. There are 4 members of staff on this team from different levels throughout the school. These meetings have provided us with the opportunity to find and read professional readings and to clarify our understanding of what a rich task is.
As we discussed our understanding and developed new knowledge we decided to rename rich tasks as RICH CONCEPTS,.
We also realized that we are already providing many rich concepts for learning and to capitalist on them we need to be thinking about the concept and ensuring we have several of the criteria present to enable the children to run with the concept from their current understanding as well as ensuring they can take the concept in a direction they find motivating.
See notes from Minutes of Meetings


We developed a presentation to share our new understanding and knowledge with the staff
Link to view our presentation
https://docs.google.com/presentation/d/1nq3EefYbq9qjx-3npeffgJD3nJOH6NFYFTYVK8dwL0M/edit#slide=id.p



It has been good to make connections from Rich Concepts to Key Competencies, Eskdale School profile, 21st learning and  Learning dispositions.

This is an area we hope to further develop our understanding.

The challenge is going to be to narrow our focus to develop a usable dynamic matrix without compromising on key attributes

Slipper Party Reward

On Friday 18 May Kea class had a fun day as a Reward. 

 The Reward was earnt by listening to instructions and following instructions straight away.

Each child had a dollar chart and every time they were using listening five or were following instructions they were rewarded with a pretend dollar. This Reward system worked very well over a 10 day period to put a focus on positive behaviours. 

The rewards were selected and agreed on by the children. They were very motivated to earn enough dollars to have all of the rewards. We all had fun on slipper day. This helped to build relationships between the children and myself as we had the chance to interact in a fun environment. may parents also commented and thanked me for making a fun day. 

I Y training golden nugget "You get more of what you focus on."

Carolyn Webster-Stratton,PHD

This reward also fitsthe Incredible years Teaching pyramid  building positive relationships between teacher, children and parents,  as well as motivation through incentives and giving attention and praise to desired behaviors as a way of decreasing inappopriate behaviours

Teaching as Inquiry Growth Mindset Focus (Post Grad January 2017)

Link to my teaching as inquiry readings& research done over December -January 2016-2017
It also includes feedback from colleagues also undertaking post grad studies and changes I made in response to their feedback.

It also contains surveys& a Matrix developed by myself showing links between

OECD & Principals of learning

They all need to be present.

“Their force & relevance derive from what they add up to as a whole.”  (OECD 2010 p. 11

Effective pedagogy in mathematics

“All children have capacity to become  powerful mathematical learners.”

(Anthony & Walshaw, 2007 p. 1

Growth Mindset

“..everyone can change and grow through application and experience.” (Dweck, 2010, p. 7)

Focus Area for Inquiry

Using challenging tasks to provide learning opportunities for target group

https://docs.google.com/document/d/1UfAFqfjvh5_R51txW4ATFV684YOEsR3CYY8R7tNHfmM/edit

Growth Mindset Literature Review January 2017 (Post Grad Study )

Context

Growth mindset is becoming an acceptable professional development focus within New Zealand Schools.
There are numerous ways of going about this from using a  mindset works facilitator to opting for integrating the
growth mindset focus into teaching as inquiry (Flannery, 2016). Growth Mindset is a popularised term for an
incremental theory of intelligence. Incremental theory is derived from implicit theories of intelligence. Implicit
theories of intelligence are focused on how people perceive intelligence (Donohoe, Topping, & Hannah, 2012).
 Implicit theory of intelligence has been researched and developed by Carol Dweck (2006), over the past three
decades. Implicit theories of intelligence offer two lenses through which to view two opposing perspectives of
intelligence. The theory of malleable or incremental intelligence,also known as growth mindset, is the belief that
you can always improve your intelligence. The opposing perspective is the belief that you are born with a certain
fixed amount of intelligence, an entity theory of intelligence, also known as fixed mindset. It is important to note
that these opposing perspectives need to be viewed as opposite poles of a continuum where your beliefs can
vary depending on the context, e.g. swimming, reading, maths, Kapa Haka and environment.
(Yeager, & Walton, 2011; Dockterman, & Backwell, 2014; Dweck, 2006).

Purpose

The purpose of this literature review is to investigate the literature around growth mindset to determine if it is
worthy as a professional development focus to promote increased engagement, motivation and self efficacy of
students. This review investigates the question; How might growth mindsets impact on student engagement
motivation and self efficacy? This review looks at the impact of teachers on student mindsets, engagement,
motivation, and self efficacy. And the impact of students mindsets on engagement, motivation and self efficacy,
in all aspects of learning?

Teacher’s impact on student mindsets and consequent engagement and motivation

Praise

Research by Mueller, & Dweck, (1998), found children praised for effort, the strategies, and the positive behaviours
they engaged in while working on a task were less likely to attribute failure to ability, and to continue to show
enjoyment of the task. They found children praised for ‘effort’ also achieved greater accuracy after failure and had
a high preference for learning goals, focussed on growing their competence.  Praise for ability appeared to have a
detrimental effect on motivation by influencing children’s goal orientation. Children praised for ability e.g.
“you are clever at maths”, were more likely to attribute failure to a lack of ability and consequently have
decreased enjoyment for the task, especially a challenging task. Children praised for ability also showed a
preference for easy tasks, and performance goals, focused on demonstrating their ability.

Caution needs to be applied when transferring these findings to the classroom as using effort praise in a manner
that implies it is a fixed trait “e.g. You must be a hard worker,” may also have hidden negative effects. All of this
research was carried out by trained researchers and they interacted with each child one on one which is not the
dynamic of a typical primary classroom (Mueller,, & Dweck, 1998).  

Teacher Instructional practices and pedagodgy

Rattan, Good, & Dweck, (2012)  found teachers holding an incremental theory used strategies that engaged
students and focussed on improving students learning. Teacher feedback tended to be strategy orientated which
increased student engagement. Teachers holding an entity theory of math intelligence  were significantly more
likely to attribute a poor test result to low ability and to use pedagogical practices like giving easier work. They
also gave more consolation feedback to low achieving students e.g. Not everyone can be good in all subjects.
Both of these actions resulted in a decreased motivation and engagement with maths. Through these actions
teachers communicated an entity perception of intelligence to the student and lead students to lower their
expectations for future achievement. A disturbing finding was teachers expectations for students future
achievement can be formed at the beginning of the year after the first test score!  Study 1 and 2 of this research
was conducted by asking undergraduates to imagine they were teachers giving feedback to a student who had a
low test score. Due to the imaginary scenario the results may not be valid. The research did not elaborate on
consoling feedback or on the teaching strategies that could reduce engagement in math.

Park, Gunderson, Tsukauama, Levine, & Beilcock, (2016) found 6 and 7 year olds,were already holding beliefs
about intelligence and showing preferences for easy or challenging tasks. These preferences were linked to their
math achievement over the year. They found the instructional practices used by the teacher influenced the
students preference for easy verses challenging work. Using mastery based teaching practices, may promote
the development of incremental theories of intelligence and incremental framework of motivation,
(preference for challenge and deep learning). This research relied on teachers self reporting their instructional
practices and could be improved by adding teacher observations, also the students opted in so sample
may be biased. They found that the teacher's theory of intelligence did not influence the students it was
the teachers instructional practices.  

Donohoe et al., (2012) studied the impact of the Brainology programme on a small group of students.  
After the programme five of the members had shifted to a growth mindset. However they followed up three
months later and found the intervention group had shifted back towards their post intervention mindset.
However, Schmidt, Shumow & Kackar-Cam, (2015) followed two teachers implementing the Brainology
programme with their classes and followed up post intervention several months later. They found the teacher’s
daily practices appeared to influence the durability of the growth mindset message. The teacher whose students
maintained the growth mindset orientation linked the growth mindset message to learning, used mastery goals,
taught for deep understanding and conceptual development and taught learning strategies. This teacher also
linked the growth mindset intervention to her appraisal. As this was a small sample size, only 2 teachers, further
research is needed to confirm the above possible contributing factors and to generalise these findings.

Emerging issues; The possibility that teachers can view early success or failure as an indication of future
achievement and respond to a low score with low expectations. What teachers say and do can affect students
self beliefs and teacher held beliefs about intelligence, weather a student can learn or not, influences how teachers
respond, consequently limiting or extending the opportunities for learning (Yeager & Dweck, 2012: Rattan et al.,  
2011). Teachers need to be aware of the students motivations and feelings of self efficacy. The importance of
relationships and knowing the learner in a holistic sense is highlighted. (Park et al., 2016; Deakin-Crick, &
Goldspink, 2014). Growth mindset is developed when students engage in challenging tasks, therefore we need
to ensure we are providing challenging tasks for all students even high achievers as research has shown many
high achieving students suffer setbacks, especially those with a fixed mind set when they encounter a challenge
for the first time.

             

Student mindsets and their impact on engagement and motivation

Engagement and Motivation

Students theories of intelligence influence their responses to challenge, even when they show equal ability.
Research by, Blackwell, Trzesniewski, & Dweck (2007) followed students for 2 years and showed students with
an incremental theory of intelligence had higher achievement at the end of each year. They identified a relationship
between holding an incremental theory of intelligence and greater perseverance and engagement.
This research highlighted interventions  teaching students intelligence is malleable have the greatest impact
on students who hold an entity theory. Teacher reports indicated students in the growth mindset intervention
group showed greater engagement and effort in class.  However this research has small effect sizes and also
taught study skills and anti stereotypic thinking. More data may have been gained by seeking parents input.

Deakin-Crick et al., (2014) found self theories shape engagement and consequently influence learning outcomes.
Holding a fixed mindset predicted low engagement. Dweck, & Leggett, (1988),  found growth mindset holders to
be more motivated than entity theorists, because growth mindset holders focussed on learning and were able to
learn from mistakes. They , developing adaptive strategies that enabled them to overcome challenges . This
adaptive response to errors is supported by Moser, Schroder, Heeter, Moran, & Lee, (2011) measured the brain's
response to errors and found differences in how the brain responded depending on the person's implicit theory of
intelligence. Adults holding a growth mindset paid greater attention to self monitoring and correcting errors.
Further research needs to be done to ascertain if applying a growth mindset intervention to a person with a fixed
mindset can visibly alter the brain function and to generalise these results to different age groups.

Students holding a fixed mindset may think, I’m just not good at…, when they encounter a challenging task.
They see having to apply effort or failing, as implying they are not intelligent and this can lead to disengagement
(Dockterman, & Blackwell, 2013; Donohoe, et al., 2012).  Haimovitz, Wormington, & Corpus (2011), found children
holding an entity theory of intelligence, experienced a significant decline in intrinsic motivation over a school year
and a consequent decline in grades. This study used students actual grades However, this research focussed on
ability validation goals rather than performance or mastery goals of previous research (Dweck, & Leggett, 1988),
and only had a small sample size. It did highlight the need for further research to explain the relationship between
theories of intelligence and the different goal types.   

Self efficacy

Research by Blackwell et al,. (2007), found incremental theorists showed higher self efficacy than entity theorists
who were prone to low engagement and helplessness.  Diseth, Meland, & Breidablik, (2014), found an entity
theory of intelligence did not appear to affect self efficacy negatively, but it did affect achievement.
This was not a longitudinal study. Self reported achievement grades, were used. There is debate regarding the
validity of self reporting as a tendency has been identified for low achieving students to inflate their grades,
(Dweck 2006, Cole & Gonyea, 2010).  Further, this research highlighted the paradox of girls having lower self
efficacy than boys even though girls academically outperformed performed boys. This may be attributed to
reference bias. Most of the implicit theories of intelligence research has relied on self report surveys to measure
the students beliefs and attitudes. Using self report measures are prone to reference bias and consequently
could result in misleading data. However,  reference bias may be less of an issue with measuring implicit theories
of intelligence as this is an internal belief (Moulden, & Dweck, 2006; West, Kraft, Finn,, Martin,
Duckworth,Gabrieli. C, and Gabrieli. J, 2016).

Growth mindset research shows the link between an individual's implicit theory of intelligence and their preference
for learning or performance goals (Mueller & Dweck 1998). Fixed mindset individuals want to look smart.
They prefer, performance goals that prove their intelligence.  They are less likely to seek our challenges and use
feedback from mistakes. (Dweck & Leggett 1988). Learning goal orientations are more prevalent amongst
individuals holding a growth mindset. Learning goals emphasise a mastery response, you are on a learning
journey, mistakes or failure are learning experiences, consequently these individuals seek out challenges with the
intention of stretching and growing.They are prepared to apply effort with an emphasis on improving their abilities.
(Elish-Piper, 2010; Dweck 2006; & Deakin- Crick, & Goldspink 2014).  

New Zealand research has shown Maori students are more performance orientated and more likely to attribute
success at school to inherent ability, than European students. Maori students also felt current expectations were
too high.  (Rubie-Davies, Peterson, Garrett, Watson, Flint, O’Neill, & McDonald, 2012). This research highlighted
the need for further investigation and possibility of adapting growth mindset to individual or group differences.

Growth in ability comes about by engaging and persisting with challenging tasks. A growth mindset influences how
you engage and interact with learning opportunities. (Dweck, 2014). Further research is needed to determine the
relationship between self efficacy and implicit theories of intelligence (Diseth et al., 2014).

An emerging issue is the social implication of changing mindset and embracing hard work as it can lead to
being stereotyped as a “geek” (Donohoe, et, al 2012).

Maori

Mindsets have been identified as interventions to lift achievement. Their effect has been particularly beneficial for
underachieving students. Often these underachieving students are from a  minority culture (Aronson et al., 2009;
Good, Aronson, & Inzlicht: 2003). As Maori students are underperforming in our education system a link can be
made to the concept of stereotype threat which is defined as a “fear among members of a group of reinforcing
negative stereotypes about intellectual achievement.”  (Aronson et al., 2009, p. 2). Research in America using
implicit theory of intelligence interventions have achieved positive outcomes, increasing student motivation and
achievement. Good et al., (2003), make a clear link between stereotype threat and fixed beliefs about intelligence.
They make a strong case that students achievement improved after the stereotype threat and after the
incremental theory of intelligence intervention. But combining the 2 interventions in one package did not
increase the achievement outcomes. Therefore, they argue, both interventions enabled students to attribute their
difficulties more accurately to the real causes of their underachievement.  They highlighted the need to be wary
of making judgments about a student's ability from standardized tests.

Ruby-Davis et, al (2012) found Maori students were more inclined to hold entity views of intelligence and that
teachers held lower expectations of achievement for Maori in reading and math.  An element of stereotype threat
may be at play in our education system. This is supported by the concept of ‘deficit theorising’ by teachers in
Te Kotahitanga.

The Effective Teaching Profile promotes the development of a growth mindset in teachers and consequently
akonga, to foster effective relationships, a sense of belonging, and effective pedagogy focussed on raising maori
achievement.

Conclusion

The evidence strongly supports teaching students that the brain is like a muscle and can grow with exercise.
This can alter how students think and feel in school, and consequently lead to increased self efficacy, engagement
and motivation towards improving their capabilities. (Dweck and Leggett 1988, Yeager & Walton, 2011).  Although
Growth Mindset interventions have a powerful impact on student self beliefs and motivation they do not work
in isolation from other factors (Park et al 2016; Yager & Walton 2011). Teachers practices can affect students,
opportunities for learning and their self beliefs. Students still need to have high quality and engaging learning
and teaching experiences.  (Aronson, et, al 2009; Flannery., 2016). Professional development of growth mindset
needs to begin by focusing teachers on scrutinising their beliefs and expectations of students to ensure their
practices are focussed on growing capabilities rather than limiting opportunities. (Rubie-Davies, Hattie & Hamilton
2006: Blackwell et al., 2007).

An emerging issue is the need to develop improved ways to measure non-cognitive skills.

Deakin et,al (2014) highlight the paramount importance of relationships in responding effectively to each learner's
sense of self, their thoughts, beliefs and ideas. They see relationships as being pivotal to achieving growth
mindset and enhanced, engagement, self efficacy and self beliefs. This is also reflected in te Kotahitanga as
it points the way towards a holistic view of the learner. Bishop, Berryman, Cavanagh & Teddy 2009: &,
Ruby-Davis, et al. , 2012, also emphasise the importance of further research to explore the ‘interrelationships of
psychosocial variables and their relationship to achievement.

Further research needs to be undertaken within New Zealand to inform and guide educators at all levels about
the effectiveness of implementing theories of intelligence interventions as school wide, professional development
focus to enhance outcomes for all akonga. Especially within primary schools and for Maori students.  

References

Aronson, J., Cohen, G., & McColskey, W. (2009). Reducing Stereotype Threat in Classrooms:
A Review of Social-Psychological Intervention Studies on Improving the Achievement of Black Students.
Issues & Answers. REL 2009-076. Regional Educational Laboratory Southeast.

Bishop, R. , Berryman, M., Wearmouth, J. ,  Peter, M. , & Clapham. S., (2011) Te Kotahitanga:
A SUMMARY Of maintaining, replicating and sustaining change in Phase 3 and 4 schools.
Faculty of Education, University of Waikato. Ministry of Education.

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007).
Implicit theories of intelligence predict achievement across an adolescent transition:
A longitudinal study and an intervention. Child development, 78(1), 246-263.doi0009-3920/2007/7801-0014

Cole, J. S., & Gonyea, R. M. (2010). Accuracy of self-reported SAT and ACT test scores
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Deakin Crick, R. & Goldspink, C. , "Learner dispositions, self-theories and student engagement."
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Diseth, Å., Meland, E., & Breidablik, H. J. (2014). Self-beliefs among students:
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Dockterman, D. & Blackwell, L (2013, July 1). Growth Mindset in Context Content and Culture Matter Too.
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Donohoe, C., Topping, K., & Hannah, E. (2012). The impact of an online intervention (Brainology)
on the mindset and resiliency of secondary school pupils: a preliminary mixed methods study.
Educational Psychology, 32(5), 641-655. doi:10.1080/01443410.2012.675646

Dweck, C. (2006). Mindset: The new psychology of success. Random House.

Dweck C. (2014, Dec 17). The power of believing that you can improve. [Video File]. Retrieved from

https://www.ted.com/.../carol_dweck_the_power_of_believing_t…

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality.
Psychological review, 95(2), 256- 273.

Elish-Piper, L., (2014). Parent involvement in Reading. Illinois reading
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