Browsing by Author "Bangert, Arthur"
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Item Exploring the Relationship between School Growth Mindset and Organizational Learning Variables: Implications for Multicultural Education(2016-12) Hanson, Janet; Bangert, Arthur; Ruff, William G.According to school growth mindset theory a school’s organizational structure influences teachers’ beliefs in their collective ability to help all students grow and learn; including those from diverse cultural, religious, identity, and socioeconomic demographics. The implicit theory of growth mindset has been quantified for a school’s culture on the What’s My School Mindset scale. This exploratory study was an initial effort to examine the content validity of the school growth mindset construct using SPSS to perform correlation analysis with multicultural relevant, organizational learning variables from the literature that were shown to explain improved school outcomes. Regression analysis tested the hypothesis that the independent variables would explain variations in a school’s growth mindset mean. Data was collected from a random stratified sample of middle and high school teachers (n = 64) and administrators (n = 5) in a large northwestern state. Responses were collected on the 19-question Likert-style WMSM survey. The overarching research question was, Is there a relationship between principal openness to change, faculty openness to change, work locus of control, and a school growth mindset? The results revealed organizational learning variables significantly correlated with a growth mindset culture and explained significant variations in the WMSM mean. The results have positive implications for providing school administrators with a way to measure their school’s culture and to provide feedback to teachers that can challenge their beliefs and inform improvements in culturally responsive teaching practices.Item Investigating the Relationship between School Level and a School Growth Mindset(2016-12) Hanson, Janet; Ruff, William G.; Bangert, ArthurThis study explored the relationship between school level and the psychosocial construct of a growth mindset school culture. Data was collected on the What’s My School Mindset (WMSM) Survey from a stratified random sample of PK-12 faculty and administrators (n = 347) in 30 schools across a large northwestern state. The overarching research question was, “Is there a relationship between school level and a school’s growth mindset?” Results revealed a significant decrease in the WMSM mean between elementary school level and high school level participant self-reports. Therefore, the results of this study could be used to create opportunities for faculty dialogue and reflection to changes perspectives, inform future practice, provide realistic ways to implement change by using research-based evidence to challenge assumptions; and give sound reasons for new practices.Item A Validation Study of the What’s My School Mindset? Survey(2016-12) Hanson, Janet; Bangert, Arthur; Ruff, William G.The What’s My School Mindset? (WMSM) survey is purported to operationalize teachers’ beliefs of their school’s ability to help all children learn and grow. In today’s data driven educational climate it is important to select a reliable instrument for collecting teacher perceptions about their school culture. Accurate data is necessary to support development of realistic continuous improvement goals and to measure progress toward those goals. This study collected teacher and administrator responses (n = 348) from a stratified random sample of 31 PK-12 public schools in a large northwestern state. A split-half exploratory factor analysis (n = 178) was used to identify a proposed factor structure model. The proposed model was tested using the second half confirmatory factor analysis sample (n = 174) and confirmed the model revealing school mindset is a second order, unidimensional factor with three subfactors. The results of this study are useful for school leaders and researchers who seek to use the What’s My School Mindset? scale to measure growth mindset within a school’s culture. Accurately interpreting the measurement of one’s school culture can increase administrator effectiveness and provide a foundation for opening realistic dialogues with teachers about their self-reported beliefs. A useful discussion of the background of school growth mindset, development of the What’s My School Mindset? instrument, and theoretical framework of learning organization theory is provided.Item Women's perceptions of health, quality of life, and malaria management in Kakamega County, Western Province, Kenya(2017-07) Dunkel, Florence V.; Hansen, Leanna M.; Halvorson, Sarah J.; Bangert, ArthurWe assess women's perceptions of health risks in relation to quality of life concerns, with attention to variables viewed as central to maintaining or improving health and well-being. In this paper, we specifically underscore how a life-threatening disease--malaria--is experienced and bio-cyclically understood and managed in relation to seasonal hunger, food insecurities, and livelihood vulnerabilities. The study, conducted June-July 2013, draws on field data and interviews with 60 women farmers of the Luhya community along the Yala River in Kakamega County, Western Province, Kenya. Major findings suggest the following: (1) women\'s perceived desired quality of life is shaped by priorities for children\'s education, nutrition, food security, and economic security in their rural communities; (2) malaria emerged as a challenging household health problem that curtails livelihood opportunities for most study participants; and (3) local understandings of malaria transmission, particularly how and when female mosquitoes become infected with malaria-causing protozoans, was low, but malaria symptoms were relatively well-understood. The interest and motivation to institute new malaria risk reduction practices at the community level are explored, including attention to building upon the Luhya tradition of oral storytelling in order to promote actions to eliminate malaria. This analysis of local narratives of health risks illustrates these points and demonstrates how women\'s constructions of health risks and well-being provide a basis for developing interventions targeting income generation and microloan opportunities that could support Kenyan women in their intersecting approaches to malaria, securing nutritious diets, and enhancing the local health environment.