Collective mindset: developing beliefs about intelligence in the dynamic social context of a school

Implicit beliefs that we hold about intelligence are influential, especially our beliefs about its malleability (Sauce and Matzel, 2018). Is intelligence unchangeable, or can it be grown and developed? Existing research suggests that an individual’s implicit belief about malleability of intelligence can support the development of a mastery-approach goal orientation through growth Mindset, which can positively impact on achievement and outcomes (Dweck and Yeager, 2019). This appears to be a simple and logical conclusion, but it can be problematic putting theory into practice in real-world, social primary school settings. This presentation shares new research that engages critically with Mindset Theory to understand how teachers might practically ameliorate for challenges associated with implementation in real-world sociocultural contexts. It will then particularly focus on practical implications this has for children’s knowledge acquisition (Speer, 2005) and our own practice in teaching and teacher education. This research is a case study of a primary school where teachers were deliberately and collaboratively adopting a pedagogical approach for the development of individual’s growth Mindset. It set out to investigate characteristics of the learning environment using ethnographic approaches that combined participatory observation, interviews and focus groups with teachers and children (Walsh and Seale, 2018). Ongoing thematic analysis (Braun and Clarke, 2019) explored incongruences, congruence and alignment between behaviours and espoused beliefs as the research evolved. Findings identify characteristics that support a new social model of pedagogy informed by Mindset Theory. The interdependence of six key practices is important to the model’s structure, with the centrality of ‘metacognition’ and ‘negotiation of meaning’ making it distinctive. These two central practices focus on accurate interpretation of Mindset Theory and acknowledging complexity of beliefs. Dialogue and self-social regulation play a pivotal, integrative role in the development of these practices, which encourage teachers and children involved to critically challenge each other’s understanding of Mindset Theory. As this research evolved a substantive- theory of ‘Collective Mindset’ developed to explain the relationship between the practices, principles and beliefs that underpin the model. In this context, ‘Collective Mindset’ is defined as a shared belief held by teachers and children in their capacity to take action together to develop growth Mindset (Leslie, 2021, p. 177). This is a shared belief in their conjoint capabilities to execute the courses of action required to develop intelligence; where they believe that together they have agency to cultivate and sustain practices that develop growth Mindset for themselves and each other. Key References: Braun, V. and Clarke, V. (2019) ‘Reflecting on reflexive thematic analysis’, Qualitative Research in Sport, Exercise and Health, 11(4), pp. 589-597. Dweck, C. and Yeager, D. (2019) ‘Mindsets: A view from two eras’, Perspectives on Psychological Science, 14(3), pp. 481-496. Leslie, P. (2021) Collective Mindset: The role of culture, community and metacognition in the development of shared beliefs about intelligence. Lancaster University. Sauce, B. and Matzel, L.D. (2018) ‘The paradox of intelligence: Heritability and malleability coexist in hidden gene-environment interplay’, Psychological Bulletin, 144(1), pp. 26-47. Speer, N. M. (2005) ‘Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs’, Educational Studies in Mathematics, 58(3), pp. 361-391. Walsh, D. and Seale, C. (2018) ‘Doing ethnography’ in C. Seale (ed.) Researching Society and Culture, 4th edn. London: Sage, pp. 257-284

Teacher mediation of classroom learner response technology

As adults we will all have experienced the use of smart phones to gather and share responses from a large lecture audience. This study investigates how teachers and young children mediate similar technology in their primary school classrooms. With research funding from the Bowland Trust, thirty-six teachers in University of Cumbria partnership primary schools were provided with a class set of handheld robust ‘pods’ with mini keyboard and small screen and associated software to allow children to respond to multi-choice but also to send open text responses. The technology is clearly popular with the vast majority of teachers and children but the analysis identified a significant tension in using the classroom learner response technology between developing the pupils as learners and preparing them to perform in national tests. We considered this tension to focus on the contested object of learning, the purpose of education, between the classroom level and the wider national policy framework. The technology needs to be used with care and with critical pedagogical thinking by teachers

Multiple novel prostate cancer susceptibility signals identified by fine-mapping of known risk loci among Europeans

Genome-wide association studies (GWAS) have identified numerous common prostate cancer (PrCa) susceptibility loci. We have fine-mapped 64 GWAS regions known at the conclusion of the iCOGS study using large-scale genotyping and imputation in 25 723 PrCa cases and 26 274 controls of European ancestry. We detected evidence for multiple independent signals at 16 regions, 12 of which contained additional newly identified significant associations. A single signal comprising a spectrum of correlated variation was observed at 39 regions; 35 of which are now described by a novel more significantly associated lead SNP, while the originally reported variant remained as the lead SNP only in 4 regions. We also confirmed two association signals in Europeans that had been previously reported only in East-Asian GWAS. Based on statistical evidence and linkage disequilibrium (LD) structure, we have curated and narrowed down the list of the most likely candidate causal variants for each region. Functional annotation using data from ENCODE filtered for PrCa cell lines and eQTL analysis demonstrated significant enrichment for overlap with bio-features within this set. By incorporating the novel risk variants identified here alongside the refined data for existing association signals, we estimate that these loci now explain ∼38.9% of the familial relative risk of PrCa, an 8.9% improvement over the previously reported GWAS tag SNPs. This suggests that a significant fraction of the heritability of PrCa may have been hidden during the discovery phase of GWAS, in particular due to the presence of multiple independent signals within the same regio

Application of Ligninolytic Enzymes in the Production of Biofuels from Cotton Wastes

The application of ligninolytic fungi and enzymes is an option to overcome the issues related with the production of biofuels using cotton wastes. In this dissertation, the ligninolytic fungus and enzymes were evaluated as pretreatment for the biochemical conversion of Cotton Gin Trash (CGT) in ethanol and as a treatment for the transformation of cotton wastes biochar in other substances. In biochemical conversion, seven combinations of three pretreatments (ultrasonication, liquid hot water and ligninolytic enzymes) were evaluated on CGT. The best results were achieved by the sequential combination of ultrasonication, hot water, and ligninolytic enzymes with an improvement of 10% in ethanol yield. To improve these results, alkaline-ultrasonication was evaluated. Additionally, Fourier Transform Infrared (FT-IR) and principal component analysis (PCA) were employed as fast methodology to identify structural differences in the biomass. The combination of ultrasonication-alkali hydrolysis, hot liquid water, and ligninolytic enzymes using 15% of NaOH improved 35% ethanol yield compared with the original treatment. Additionally, FT-IR and PCA identified modifications in the biomass structure after different types of pretreatments and conditions. In thermal conversion, this study evaluated the biodepolymerization of cotton wastes biochar using chemical and biological treatments. The chemical depolymerization evaluated three chemical agents (KMnO4, H2SO4, and NaOH), with three concentrations and two environmental conditions. The sulfuric acid treatments performed the largest transformations of the biochar solid phase; whereas, the KMnO4 treatments achieved the largest depolymerizations. The compounds released into the liquid phase were correlated with fulvic and humic acids and silicon compounds. The biological depolymerization utilized four ligninolytic fungi Phanerochaete chrysosporium, Ceriporiopsis subvermispora, Postia placenta, and Bjerkandera adusta. The greatest depolymerization was obtained by C. subvermispora. The depolymerization kinetics of C. subvermispora evidenced the production of laccase and manganese peroxidase and a correlation between depolymerization and production of ligninolytic enzymes. The modifications obtained in the liquid and solid phases showed the production of humic and fulvic acids from the cultures with C. subvermispora. The results of this research are the initial steps for the development of new processes using the ligninolytic fungus and their enzymes for the production of biofuels from cotton wastes

Using ethnographic approaches with multiple methods to investigate a complex and dynamic social process within a real-world context

This talk focuses on evaluation of ethnographic approaches applied in a recent case study research project, and aims to provoke a wider discussion around research in real-world, social contexts. Sustained immersion of the researcher in the field using participatory observation is a hallmark of ethnographic studies. However, contemporary ethnographic studies also often combine methods that focus on social interaction, maintain iterative interaction between differ-ent parts of the research, and acknowledge the role of researcher as a primary instrument in the research process (Walsh and Seale, 2018). I set out to design a flexible, qualitative approach that would offer opportunities to deepen understanding of the dynamic and complex interactions in a social context through richly detailed descriptions and explanations. I incorporated these reflexive, educational ethnographic approaches into a case study design to investigate the dynamic nature of the social and physical learning environment in a single primary school setting. My research was of a case study primary school that had been working to develop children’s beliefs about intelligence for several years prior to my engagement with them. The school staff were trying to develop an approach to teaching that encouraged the belief that intelligence is malleable (Dweck and Yeager, 2019). Problems that ignited my interest included possible misinterpretation of theory and the complexity of the influences of the social learning context. I intend to focus this talk on three methodological aspects of my experience in developing ethnographic approaches within this study; combining multiple methods, ethical challenges and reporting a non-linear research process. First, I will explain how I adopted a multimethod approach, to bring together information from a variety of sources in the real-world context, to investigate these problems from various angles and perspectives. However, there is a danger in this type of iterative, multimethod approach that the volume of field notes and other data can become overwhelming. I will share how I learned to create some order in this complex, problematic and sometimes contradictory process. I will then go on to highlight some of the other challenges that sustained engagement, developing relationships in the field and the fluid nature of the research design offered. I will share some of the complex ethical implications, in terms of both procedures and practices, that were provoked by my decision to adopt these ethnographic approaches (Guillemin and Gillam, 2004) and some of the strategies that helped me to navigate this terrain and report my findings

Collective Mindset: The role of culture, community and metacognition in the development of shared beliefs about intelligence

The beliefs that we hold about intelligence are influential, especially our beliefs about its malleability. Is our intelligence unchangeable and fixed, or is it possible to grow it? Perhaps even more importantly, in a school context, how might the ‘collective’ beliefs about intelligence developed between teachers and children influence their beliefs about their capabilities and their learning behaviours? Research suggests that an individual’s implicit belief about the malleability of intelligence supports the development of a mastery-approach goal orientation, which can positively impact on achievement and outcomes. While this may appear to be a simple and logical conclusion, this study suggests that it may be more problematic putting this theory into practice in the real-world social setting of a primary school. It seeks to engage critically with Mindset Theory to understand how teachers might acknowledge and ameliorate for challenges associated with implementation in a socialcultural context. This case study uses an ethnographic approach to investigate a primary school in England in which teachers are deliberately and collaboratively adopting a pedagogical approach that aims to support the development of growth Mindset for individual learners. This study aims to contribute to Mindset Theory by investigating interactions in real-world social learning contexts with a multimethod, qualitative approach. Focusing on the social and physical learning environment, data were generated through participatory observation, interviews and focus groups involving practical activities with teachers and children. Thematic Qualitative Analysis suggests that teachers in the case study school are developing a culture that encourages beliefs about the malleability of intelligence and strategies for mastery goal setting. Findings point to the importance of features in the learning environment of community, metacognition, challenge and goal setting, which underpin key practices cultivated in the case study school through sustained and collaborative professional learning. They highlight the value of dialogue and shared metacognitive processes interactions between teachers and children. Analysis indicates the importance of teachers and children recognising that beliefs about intelligence are complex and influenced by an individual’s experiences and interactions within and beyond the classroom environment. It suggests the possibility of understanding a new, social model of pedagogy informed by Mindset Theory

Mindsets for formative feedback processes in higher education

Presented in the 'Excellence in Learning & Teaching' theme at this conference

Using ethnographic research approaches to investigate complex social processes within a real-world school context

This workshop is focused on using ethnographic approaches in collaborative research with teachers to investigate complex social and dynamic processes in a real-world context such as a school. To illustrate the key ideas, I will use my recent case study research project in a primary school where the staff were working collaboratively to develop children’s beliefs about intelligence for two or more years prior to my engagement with them. The school staff were trying to develop an approach to teaching that encouraged the belief that intelligence is malleable (Dweck and Yeager, 2019). The aim of the workshop is for teacher educators to take away some principles and strategies for ethnographic research approaches including: sustained immersion, focus on social interaction, participatory observation, visual and creative methods, ethically important moments, managing the volume and multiple sources of rich data, reporting on a non-linear research process, and the role of the researcher as a primary instrument (Walsh and Seale, 2018; Agar, 2004; Guillemin & Gillam, 2004; McGowan, 2020). Participants will take away some key principles and strategies for adopting ethnographic approaches in their research and which may also inform professional inquiry by their student teachers. Key References: Agar, M. (2004) ‘We have met the other and we're all nonlinear: Ethnography as a nonlinear dynamic system’, Complexity, 10(2), pp. 16-24. Dweck, C. and Yeager, D. (2019) ‘Mindsets: A view from two eras’, Perspectives on Psychological Science, 14(3), pp. 481-496. Guillemin, M. and Gillam, L. (2004) ‘Ethics, reflexivity, and “ethically important moments” in research’. Qualitative Inquiry, 10(2), pp. 261-280. McGowan, W. (2020) ‘If you didn’t laugh, you’d cry’: Emotional labour, reflexivity and ethics-as-practice in a qualitative fieldwork context, Methodological Innovations, 13(2), pp. 1-10 Walsh, D. and Seale, C. (2018) ‘Doing Ethnography’, in Seale, C. (ed.) Researching society and culture. 4th edn. London: Sage Publications Ltd., pp. 257-274

How student perceptions of academic ‘ability’ at the beginning of a primary education programme (3-11) informed module design

Defining the nature of ‘ability’ is complex, and the use of the term in relation to children’s learning and grouping has been a sustained and contested focus of research (Yarker, 2011; Marks, 2013; Education Endowment Foundation, 2018). Previous research has also suggested that learner’s beliefs about their own ‘ability’ can impact on learning behaviours (Dweck and Yeager, 2019), and that social interactions of the classroom influence this (Leslie, 2022). Understanding student perspectives is important when developing trainee teachers’ knowledge about such complex concepts. The purpose of this study was therefore to gain understanding of student perceptions in relation to concepts of ‘ability’ and capability to inform programme design. This study considered students to be an expert source of information about their own experience (Patton, 2015). It sought to rigorously analyse student perspectives on ability and capability and how they consider they have been developed/influenced by their own experiences and observations of teaching and learning. It asked what students’ perceptions were and what experiences had influenced their views. It aimed to particularly investigate how they related this to academic ‘ability’ and the organisation of grouping in classrooms. Data generation included an online survey of a large purposive sample of student teachers. followed by interviews with a convenience sample of six respondents who were willing to volunteer and were available for interview. The study was conducted with fifteen student groups across three of the University’s campuses and satellite schoolbased training provision. A combination of qualitative methods ascertained depth and rich data pertinent to curriculum planning in this specific cohort and transferable to other contexts. Likert scale prompt survey questions, drawn from previous studies, were combined with open prompt free text and interview questions informed by a theoretical framework relating to the concept of ‘ability’. During data generation, an interpretative phenomenological analysis approach has been an iterative process, creating a hierarchy of conceptions and understand the influences of lived experience on perspective. Findings point to student perspectives being bounded by their own personal learning experiences, despite acknowledgement of other contextual factors, which often led to incongruent statements of current understanding. Further to this, notions of intelligence were constructed in relation to speed of recall or processing, as well as proof of intelligence or ‘ability’ only being made manifest through examination outcomes. This presentation probes further into nuances and contradictions that emerged to discuss full implications of findings for programme design. Key References: Dweck, C. and Yeager, D. (2019) ‘Mindsets: A view from two eras’, Perspectives on Psychological Science, 14(3), pp. 481-496. Leslie, P. (2022) ‘Growth Mindset, dialogue and Philosophy for Children’, in Cooper, H. and Elton-Chalcraft, S. Professional studies in primary education. 4th edn. London: Sage, pp. 265-285. Marks, R. (2013) ‘’The blue table means you don’t have a clue’: The persistence of fixed ability thinking and practices in primary mathematics in English schools’, Forum: For Promoting 3-19 Comprehensive Education, 55(1) pp. 31-44. Patton, M.Q. (2015) Qualitative research & evaluation methods: Integrating theory and practice. 4th edn. Thousand Oaks, CA: Sage. Yarker, P. (2011) ‘Knowing your mind: Teachers, students and the language of ability’, FORUM: for promoting 3-19 comprehensive education, 53(2) pp. 225-234