000			02151nam a22002057a 4500
005			20240508070516.0
008			240508b |||||||| |||| 00| 0 eng d
022			_a0022-0973
100			_aBarron, Kenneth E.
245			_aUsing a Networked Improvement Community Approach to Design and Scale Up Social Psychological Interventions in Schools _b(Journal Article)
260			_aPhiladelphia, USA _b: Taylor and Francis Group and Routledge _c,May 2024
300			_a287-311p.
440			_aThe Journal of Experimental Education _vVolume 92: Number 2, 2024
500			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: In this article, we describe a researcher-practitioner partnership (RPP) that used a networked improvement community (NIC) approach to translate social-psychological interventions into educational practices to enhance student motivation and learning. Specifically, we highlight one of our first collaborative projects to develop and scale up an intervention to teach middle school students about adopting a growth mindset (Dweck, Citation2006) to address our practitioners’ concern that many of their students lacked the belief that they could learn. Using Plan-Do-Study-Act cycles, we show how we (a) successfully adapted a previously used growth mindset intervention designed for college students into a computer app appropriate for middle school students, (b) embedded using the app in different middle school contexts to promote growth mindset thinking, and (c) linked students’ growth mindset thinking to improved academic performance. We also discuss how this work was conducted as part of a networked improvement community sponsored by the Carnegie Foundation for the Advancement of Teaching called the Student Agency Improvement Community.
650			_aResearcher-practitioner partnership| networked improvement community| continuous improvement| improvement science| Plan-Do-Study-Act cycles| growth mindset| motivation
700			_aHulleman, Chris S. | Hartka, Thomas A. | Inouye, R. Bryce
856			_uhttps://doi.org/10.1080/00220973.2023.2202832
942			_cPER
999			_c45753 _d45752