Date Approved

3-30-2022

Embargo Period

5-20-2024

Document Type

Dissertation

Degree Name

Ed.D. Doctor of Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Ane Turner Johnson, Ph.D.

Committee Member 1

Yu-Chun Kuo, Ph.D.

Committee Member 2

Sarah Ferguson, Ph.D.

Keywords

Digital Literacy, Growth Mindset, Remote Instruction

Subject(s)

High school teaching; Digital divide; Computer-assisted instruction

Disciplines

Curriculum and Instruction | Curriculum and Social Inquiry | Secondary Education

Abstract

The purpose of this explanatory sequential mixed methods study was: (1) to explore the ways in which high school teachers use instructional practices that promote a growth mindset among their students, (2) how those practices are used to improve digital literacy, and (3) how these practices evolved during the transition from face-to-face instruction to remote instruction. This study aimed to explore not only how teachers are using instructional strategies to promote growth mindset, but how those strategies are helping to address students‘ digital literacy needs with the intent to narrow the digital divide. For this study, the case-selection variant of mixed message was used, placing a greater emphasis on the qualitative phase of the study. The survey for this study was used for the purpose of identifying participants for the qualitative interviews. The qualitative phase, which included in-depth, semi-structured interviews uncovered a number of themes relating to teachers‘ instructional practices that promote growth mindset, digital literacy development, remote learning, and the digital divide. In addition to the findings, implications for future research and recommendations are discussed.

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