Date of Award

Fall 9-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Lynda Leavitt

Second Advisor

Dr. Laura Grayson

Third Advisor

Dr. John Long

Abstract

This study examined a possible relationship between grit, growth mindset, and reading scores. The study also examined the influence of grit and growth mindset on closing the achievement gap. Reading was an essential skill all students needed to achieve in order to be successful in school and life. Historically, schools implemented numerous academic interventions to ensure all students were proficient readers and to close achievement gaps in reading, yet the gaps continued to exist. The literature on noncognitive skills such as grit and growth mindset indicated teaching students these skills would increase academic achievement. The study collected teacher frequency of instruction of the concepts of grit and growth mindset along with anecdotal teacher information regarding instruction of the concepts. The information was utilized to determine if a relationship existed between teacher instruction on grit and growth mindset and student grit and growth mindset scores. The results of the study indicated no relationship existed between teacher instruction on grit and growth mindset and student grit and growth mindset scores. However, the study did provide useful information regarding how teachers taught the concepts which possibly explained why no relationship existed and provided insight for improvements in the area of instruction. The results of the study also revealed no relationship existed between student grit and growth mindset scores and reading scores. The scope of the study was limited; the researcher recommended additional studies be pursued to investigate the relationship between grit, growth mindset, and reading scores further.

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