Reading Summary - Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence. Learning and Individual Differences, 35, 1-8.

Summary Page:

Diseth, Å., Meland, E., & Breidablik, H. J. (2014). Self-beliefs among students: Grade level and gender
differences in self-esteem, self-efficacy and implicit theories of intelligence. Learning and Individual
Differences, 35, 1-8.

Aim was to investigate to see if there was a relationship between self esteem, self efficacy and implicit theories of intelligence. Norwegian students. In Norway students do not get grades in primary school! Surveyed 2,082 students but only 68% did the survey.

Data suggested that younger students do not form clear differentiation between incremental and entity theories of intelligence.
The theories become more defined as students age (high school) (pg6)

This study offered little support for assumption that an entity theory of intelligence is related to low vulnerable self esteem, as suggested by
Molden and Dweck (2000) Supported previous findings that self efficacy is a better predictor of performance than self esteem.
Found a positive relationship between implicit theory of intelligence and academic achievement Girls levels of self esteem were lower than
boys in 8th grade. Supports previous research findings which have also shown a decline in self esteem amoung girls (Robins & Trzesniewski, 2005)

Paradox girls have weaker self esteem and self efficacy than boys but they achieve better. hypothesized that boys  self beliefs are less
attached to their academic performance (pg6) also there is research that supports idea that boys elevate their self esteem as a compensatory
effect for lower achievement.(pg 6) research Tendency for people to have a bias towards identifying items representing incremental theory
this is a attributed to social desirability and

persuasiveness of these items (Molden and Dweck, 2006)

Future research needs to look into age and gender differences as the negative relation between entity and incremental theories of
intelligence seems to be less strong among younger students. Further investigation needs to be done regarding implicit theories of
intelligence and the relationship to self esteem and self efficacy.

Findings an incremental theory of intelligence is related to self efficacy, self esteem and academic achievement.
However an entity theory of intelligence did not appear to affect self esteem, self efficacy negatively. However it did affect academic
achievement. (pg 7)

Moulden and Dweck (2006) suggested that students with an entity view of intelligence may have low self esteem.

Research has failed to support this (Hong, chiu, Dweck, Lin, & Wan 1999) This research also failed to support this

Transition to secondary school is a time when students experience a decline in self beliefs (Arens, Yeung, Craven, Waterman,
& Hasselhorn, 2013)  esp self esteem among girls (Robins & Trzesniewski, 2005).future research

Self efficacy is described by (Bandura 1997) as students conception of their capacity to execute courses of action to achieve a desired
outcome.

Assumptions

Researches have assumed a negative relationship between having an entity view of intelligence and self-esteem as their self worth is contingent on external validation. (Burhans & Dweck, 1995: Dweck, 1999: Molden & Dweck, 2000.

Findings

Girls more self-efficacious but other studies have found the opposite (e.g. Anderman & Young,1994)

Entity theories of intelligence may be neutral with influencing the components of self belief -
self efficacy, self esteem.

Academic achievement was positively correlated.

Conflict

Research has found decline in self efficacy beliefs from 6th to 8th grade (Gungoren and Sungur 2009)
Guvercin (2008) also noted a decline.

Implicit self theories have been uncorrelated with self esteem in previous research (Hong et al 1999)

Robins and Pals (2002) found entity theorists declined in self esteem during college. Incremental
theorists increased in self esteem.

No change in students implicit theories of intelligence

Russian study showed academic self concept predicted academic achievement and found no
relationship between self concept and implicit theories of intelligence.
(Kornilova,Kornilov, & Chumakova, 2009)

Was not a longitudinal study, achievement grades were self reported, actual grades may have been
more valid. Pg7 quote research that supports this however its in conflict with Dweck’s findings that
low grades plus an entity theory of intelligence = tendency when self reporting to  enhance your grade
i.e.not tell truth.

Strong relationship between self efficacy and achievement. Students beliefs about their academic capabilities become an inner resource of their academic
engagement and performance (Levpuscek & Zupancic, 2009) (Valentine et al 2004

A meta-analysis by Burnette, et al (2013) concluded implicit theories of intelligence are modestly
related to achievement in some studies but this effect is indirect

Kaupapa Maori research and reconciling this with G Mindset Research

Kaupapa Maori Research

According to the Rangahau website, there are 8 key elements or principles of Kaupapa Māori research:

• Tino Rangatiratanga - The Principle of Self-determination
• Taonga Tuku Iho - The Principle of Cultural Aspiration
• Ako Māori - The Principle of Culturally Preferred Pedagogy
• Kia piki ake i ngā raruraru o te kainga - The Principle of Socio-Economic Mediation
• Whānau - The Principle of Extended Family Structure
• Kaupapa - The Principle of Collective Philosophy
• Te Tiriti o Waitangi - The Principle of the Treaty of Waitangi
• Ata - The Principle of Growing Respectful Relationships

http://www.rangahau.co.nz/kaupapa-maori-articles/

Implications for lit review of growth Mind set that I saw

Many Maori students undertake tertiary study to “give back to their community” i.e. they are social outcome motivated.

Links to maori working as a collective

Maori are working hard every day to arrive in the pakeha world and then depart to their world.Lots of reconciling to be done.

Dominant culture factor

Maori research can not be neatly fitted into current research paradigms - it needs a more holistic approach,

Maori world view different to pakeha need to recognise what Maori value, how they view the world, and acknowledge and value difference. Our understandings need to be developed as Maori understandings do not fit the dominant Pakeha way. Assessments are also not  developed to gather data from a Maori perspective. They do not fit Maori Tikanga.

Rameka. L.  (2011) Being Maori: Culturally relevant assessment in early childhood education, Early years, 31:3, 245-256, DOI: 10.1080/09575146.2011.614222.  

Important to Note The concept of the growth mindset is becoming increasingly prevalent in education today,with a number of education influences advocating for the implementation and teaching of the mindset (Edutopia, 2016; Schwartz, 2015). Referred to in academia as either the “incremental theory of intelligence” (Dweck & Leggett, 1988, p. 262) or the “theory of malleable intelligence” (Dweck, 2000, p. 3), holders of growth mindsets recognise that their intellectual capacity can be developed, with effort and determination. This is in contrast to a fixed mindset, or “entity theory of intelligence” (Dweck & Leggett, 1988, p.262)  – those who possess this type of mindset believe their intellectual capacity is unalterable.

Growth Mindset Readings 2017

Link to more of Duckworth http://angeladuckworth.com/publications/  I have not been able to
locate original article the info below  came from Sparks. S. D. "Scholars: Better Gauges Needed for
'Mindset,' 'Grit'; Scholars note flaws in current methods." Education Week, 20 Apr. 2016, p. 6.
Academic OneFile,

	Duckworth in Scholars: Better Gauges needed for Mindset, Grit: Scholars note flaws in current methods.	Maori Achievement Set 2 2009 pg 43--50	BES CASES Establish culturally responsive relationships with students to reduce educational disparities and raise achievement Case no 7	Being maori: culturally relevant assessment in early childhood education L Rameka	Barnes: What Pākeha can learn from engaging in Kaupapa Māori educational research
Main idea A Concept of Tuakana Teina	Students who acted as mentors to other students(younger) persisted on math tasks longer after the ‘grit’ intervention. This effect was strongest for students who were low performing in maths	Managing self rangatiratanga Whanaungatanga Taking responsibility for, and control of one’s own learning, whereby individual agency is acorded by belonging to a group	http://tekotahitanga.tki.org.nz/		Multiple identities (ethnic/gender/class/sexuality/disability) travel with us at all times Monocultural identities were unsettled by working with maori at a deeper level on educational issues Pakeha privilege - choices
Main idea B Psychology is western discipline		Western paradigm of thinking. Important to check it fits Maori    Te Pikinga ki Runga assessment and planning framework to guide us Whanau at the core they need to guide decision making tataritanga For maori belonging to a group very important. Having a commitment to supporting the group important Pg 47 Whaiwahitanga: attaining a sense of space & place as Maori To participate and contribute	Idea of culturally responsive pedagogy suggested that this will be accomplished when educators create learning contexts within their classroom; where power is shared between self-determining individuals within non-dominating relations of interdependence; where culture counts There is research findings that showed increased achievement When teachers had PD in the ETP and te kotahitanga principles	Whakapapa establishes personal and collective identities and connectedness. It is at the core of what it means to be Maori and it functions as an epistemological template as a fundamental form of knowing (pg 248)	The communicative space of Maori and Non-Maori working on educational research is complex and unique More research needed to affirm and push edcuational aspirations for the future
Main idea C Growth mindset links		Protecting and enhancing self concept of children imp Focus on potential Maori who are more secure in their self concept have higher aspirations/achievement	Low achievement of Maori often attributed to teachers fixed mindsets - deficit theories Some teachers respond by giving students  work with a low level of challenge Teachers had to change mindset and take on the challenge of raising Maori Achievement by taking action (not making fixed M S excuses)	Need to build the  Mauri of each child in our care, do we do things to damage it in a small way each day? Mauri--spark of life, an attribute of the self. Important to nurture and respect this to keep it in a healthy state of balance.(pg 249)

Literacy - Learning Buddy work

 Self Selected - Buddy Activities During Reading 

Students engaged in independent word work from their box of independent activities, which is a must do during reading time.
Children are able to choose the buddy they want to work with the the activity they want to practise.
All the activities shown in the photos are aimed to reinforce reading and writing of CVC words.



Many of the activities are designed to reinforce phonics knowledge. There is often a reading and writing component as the buddy reads the word and the other writes the word and then they check and swap roles.
The children enjoy being a "learning buddy," and supporting each other.








Practising reading simple CVC words.
This game engages the children to continue practicing the same skill in another context.
 

Te Reo Development - Sharon Fabish

Friday 18 May
Professional Development as a member of the Junior Team.
We met with Sharon Fabish and discussed our goals which we set in Term Two after meeting with Sharon.

Appraisal Reflection -

What is going well

I am using instructions in Te Reo more and I am more conscious about ensuring I continue to do this about this.  I am enjoying learning more Te Reo each Tuesday with Tineke.  I have now reached the point where I need more time between each lesson to consolidate and embed what I have learnt so far.

The students in my class are having a go with using greetings, farewells and many are keen to try leading our morning waiata e.g. the Tohora nui, colour song, one day a taniwha, tena koe. The students enjoy having these available as independent reading choices.

Use of visual cues , posters and Velcro cards that can me manipulated are great prompts for myself and the students. The students are beginning to engage with these as well during can do activities.

The children enjoy hearing about what I have learnt and what I am finding difficult to master e.g. singing and doing the actions.

Selecting picture books that provide the opportunity to explore and discuss New Zealand's history and cultural concepts is also proving a great way of integrating and including a bi cultural perspective within daily programe. e.g. Kiwi Moon, and Manukura, the white kiwi. Students are developing a deeper understanding of what a whakatauaki are as they explored wise words and the author's message in fables and stories during instructional reading time. making links and connections throughout the day is going well as well as integrating focus into writing describing Maui. I need to continue to remember to think how I am going to do this so that I keep this going.

I have also been using te reo explicitly to welcone older students and to ask them how they are, "Kei te Peha koe?" When they come into our room. Most of them are responding in Te Reo and my class are observing. Hopefully this will evolve to a point when the children in my class will be able to greet our visitors independantly.

Continuing to count to tekau (for counting in Maths) as many of the children are not yet counting up to twenty in English.
Learnt some new phrases for everyday use e.g. Rārangi ki te pere/line up by the bell.
Next Step/s

Use 2 new phrases

Encourage the children to greet each other and ask ke te peha koe to each other

keep working on establishing independent challenges or Te Reo goals for the children