Date of Award
Certificate of Advanced Study
Dr. Charles Britton
Research indicates that there are classroom practices teachers can implement to help students develop non-cognitive skills such as the ability to persevere and tackle challenging work. After consulting the literature, there is a clear lack of research measuring teacher attitudes and beliefs about pedagogical practices that promotes resilience and perseverance. Research suggests that teachers’ beliefs and attitudes shape the learning environment and impact student outcomes (Brackett et al., p. 232). Therefore, it is critical to understand teacher comfort and commitment to initiatives, as well as their perceptions on how school culture supports such practices. Understanding teacher attitudes and beliefs can help administrators make decisions on the timing, type, and amount of teacher training if the school is committed to efforts to teach these skills (Brackett et al., p. 232). I conducted this mixed methods action research study using a cross-sectional survey design to gather and evaluate quantitative and qualitative data on variables regarding Grade 7-12 teacher attitudes and classroom practice aimed at promoting increased student effort. The data suggests real-life obstacles faced by teachers and provides valuable discussion points on assessment and grading practices. Study limitations, implications for practice, and suggestions for further research are discussed.
Egan, C.A. (2017). Teacher Attitudes on Assessing Student Effort. Unpublished Certificate of Advanced Study Thesis, Sacred Heart University, Fairfield, CT. Retrieved from http://digitalcommons.sacredheart.edu/edl/17
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