Growth Mindset and the Gospel Community

Since publication in 2006, noted Stanford psychologist Carol Dweck’s research on mindset has influenced P-12 curriculum and instruction, helping pre-school, elementary and secondary educators create learning environments that help children and adolescents achieve more rigorous learning outcomes. This essay poses the question of whether it should create an equal impact on higher education, and, more specifically, on Christian teacher preparation programs. The article first reviews the differences between fixed and growth mindsets, misconceptions of the two, and how the two models affect learning at all levels. The essay then gives five scripturally grounded reasons for encouraging a growth mindset in Christian higher education as well as reasons why fixed mindset often prevails. Finally, the author offers three strategies for modeling growth mindset in teacher preparation programs, using examples from Christ’s own teaching that reflect characteristics of growth mindset teaching as well as specific classroom examples from one Christian teacher preparation program

Framing Group Projects: Leadership and Style in Small Group Dynamics

The purpose of my Capstone was to look at small group dynamics and the factors that have a profound impact upon them. I used Bryant University’s IDEA Program as the template for my project for, and arena from which I collected my research. The IDEA Program is a three-day ideation and innovation program that all first-year students are required to participate in. I observed, filmed and questioned twenty-five of the first-year students participating in the program. After my research and analysis, I found that there were four factors that greatly influenced the dynamics of a small group, as well as its overall success. Those four factors include leadership style, the ability to play to the strengths of others, comfort with creativity and the detrimental effect of minimal contributors on the group

The Transformation of Tessie Hutchinson: A Character Analysis

The short story “The Lottery” by Shirley Jackson, is not the ordinary lottery we are all used to today. In the beginning it may seem that way but, in the end, it turns into a sort a sacrifice. The main character in this short story is Mrs. Hutchinson (Tessie) and she shows no fear of this lottery like her neighbors do. In my paper, The Transformation of Tessie, I argue that Tessie does not take the lottery seriously until she has a chance as being chosen as the sacrifice. To defend my position, I used support from three literary critics who analyzed the story who deepened my understanding of Tessie. Faculty Sponsor: Robert Dixon-Kola

Accessing the Past as Landscape: The Danish Bog Bodies and Modern Memory

This article will investigate variations on place-making involving the museum presentation of the well-preserved bodies of Danish bog sites. While any museum site holds the potential for such a critical analysis, bog bodies have a unique role in the narrative nature of place-making: they are individuals who experienced the story being told (assuming, of course, that the story is “true”). They are, in essence, characters in the created story of the “place-world.” Well-preserved bodies are fully recognizable as humans, with recognizably human faces and, sometimes, discernible facial hair. They seem almost ready to tell the story of the past themselves. By telling these individuals’ stories, museum exhibits and visitors alike imagine and create place in a seemingly more real way: by imagining individuals’ lives, they transform the past into a relatable and accessible place where other humans acted, thought, and made meaning. The past landscape can, after all, have no significance if no one was there to experience it

Egypt in January 2011: Social Media as a Tool and not a Cause of the Revolution

Overview: On January 28th, 2011 Al Jazeera English broadcasted an image of hundreds of Egyptian citizens massed on the Nile Bridge facing armed police forces (“Police attack praying Egyptians”). In order to prevent the citizens’ advance, the police arrived in tanks and pelted them with water cannons and tear gas. However, these deterrents did not dampen the Egyptians’ drive. They continued to advance by organizing themselves in rows in order to endure the obstacles as one. Ultimately, the Egyptians forced the drastically more equipped police forces to withdraw and gained access to the other side of the bridge. Their noble demonstration was among countless others whose participants risked imprisonment, torture and even death to challenge a rooted authoritarian regime. They all partook in Egypt’s January 2011 revolution against authoritarian figure Hosni Mubarak. Egypt’s uprisings and consequently, the successful overthrow of Mubarak, came as an inspiring shock to most individuals (“Hosni Mubarak Resigns as President”). Previously, many possessed a fatalist attitude towards authoritarian governments in the Middle East, and specifically in Egypt, which oppressed and afflicted people for decades. Understanding the tools used to topple such a well established and debauched leadership provides useful information for future revolutions and campaigns for human rights. Further, Egypt, as a leader in cultural and media growth in the Middle East, has the potential to provoke others to follow its example. The country boasts the second largest economy in the region due to assets such as the Suez Canal and developments such as increased privatization. This combined with the diversification of the media by previous presidents and open policies with the West modernized Egypt and positioned the nation in its place of leadership (BBC Egypt Country Profile). Egypt could potentially set a precedent for the region and the findings of this research thus have important consequences for the broader domain of Middle Eastern political structure and stability. Because of the unprecedented nature of this revolution, it immediately generated abundant commercial discussion, particularly in regard to social media’s contribution to the events. History proves media an effectual tool and affirms the value of this discussion. From 15th century Europe, when the invention of the printing press lead to an unheard-of dissemination of ideas (Kreis), all the way to Barack Obama’s utilization of the Internet to obtain equally unparalleled campaign donations in 2008 (Vargas), the media has powerfully influenced culture, politics and public opinion. Modernly, the Internet and social media devices dominate the media scene and integrate further into society each year, as does their potential impact on world order

Editorial

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Young Children's Mathematical Patterning

YOUNG CHILDREN'S MATHEMATICAL PATTERNING Jillian Fox Queensland University of Technology, Brisbane, Australia Mathematical patterning is fundamental to the development of mathematics. Steen (1990), in fact, argued that "Mathematics is the science and language of patterns" (p. 5). The years prior to formal schooling (pre-compulsory education and care services) are widely recognised as a period of critical development where the salient role of patterning features significantly. In a multi-case study children’s engagement in mathematical patterning experiences was investigated as was the teachers’ involvement in, and influence on these experiences. The study was conducted in one preschool and one preparatory year setting. These sites were typical learning environments for Queensland children in the year prior to compulsory schooling. Multiple sources of data were collected. These data comprised semi-structured interviews with each teacher, copies of their daily programs and video-taped observation of the classes. Ten episodes of mathematical patterning were identified and categorised as teacher-planned, teacher-initiated, or child-initiated. Two episodes were initiated by children and the other eight were guided by the teachers. The nature of the teacher intervention in the child-initiated activities was of particular interest. Frameworks were developed to guide the examination of these episodes, with these frameworks being informed by the conceptual framework of Stein, Grover and Henningsen (1996). The findings of this case study suggest that child-initiated episodes containing mathematical patterning are productive learning occurrences. During unstructured play times, children initiated activities that explored repeating patterns, pattern language, and the elements of linear patterns. These episodes were rich opportunities where children shared, refined, and developed their knowledge of patterns. Thus, child-initiated experiences can be powerful learning opportunities with the potential to develop children’s knowledge of mathematical patterning in meaningful contexts. The findings also suggest that teachers’ understanding of patterning as well as their engagement in, and influence on child-initiated episodes impacts significantly on the outcomes of the event. Teachers play a myriad of salient roles to assist the development of mathematical patterning. The role of the teacher in questioning, providing resources, being involved, and offering encouragement has the potential to enrich mathematical patterning experiences and extend the children’s existing knowledge. Likewise, teachers’ limited knowledge of patterning concepts and processes, and the confines of their teaching competencies can hinder the outcomes of patterning events. The poster will illustrate some of the above findings and will include a focus on how teachers’ intervention can either extend or inhibit children’s development of mathematical patterning. Many early childhood professionals now agree that children should be "guided if not taught" to do some mathematics (Ginsburg et. al., 1999). When teachers understand what to teach, when to teach, and how to teach, they can provide rich opportunities for children to engage in patterning experiences, and capitalise on child-initiated learning activities. Ginsburg, H. P., Inoue, N. & Seo, K. H. (1999). Young children doing mathematics: Observations of everyday activities. In J. Copely (Ed.). Mathematics in the early years (pp.88-99). Reston, VA. National Council of Teachers of Mathematics. Steen, L. A. (Ed.). (1990). On the shoulders of giants: New approaches to numeracy. Washington DC: National Academy Press in Stein, M. K., Grover, B. W. & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Education Research Journal, 33, 455-488