Research article | Open Access
International Journal of Excellent Leadership 2023, Vol. 3(1) 2-23
pp. 2 - 23
Publish Date: June 30, 2023 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
The purpose of this study was to examine the parental mindset (fixed or growth) of middle school student parents; findings indicated a noticeable difference between growth mindset and fixed mindset in each of the participating school districts across three District Reference Groups (DRG) classifications. This study also investigated if there was pre-COVID to post-COVID change in student achievement; finding a significant difference between the 2021-2022 and 2018 -2019 Connecticut Smarter Balanced Test Scores in Math across DRG classification, with an overall 6% decrease in students who met or exceeded grade-level post-COVID, although no significant difference was found for ELA. Lastly, the overall findings support the concept of parental education mindset developed by the researcher for the purpose of this study; the researcher defined the concept of parental education mindset as the belief or expectation a parent has towards a school/school district’s resources and ability to teach knowledge, impacting student achievement. Thus, the implications for practice recommended in this study may provide school districts with insight into building a strong foundation for school/parent partnerships.
Keywords: Parental mindset, COVID-19 impact, student achievement
APA 7th edition
DeLucia, M.A., & Yavuz, O. (2023). An Examination of Education Mindset and the COVID-19 Pandemic Impact on Students’ Success. International Journal of Excellent Leadership, 3(1), 2-23.
Harvard
DeLucia, M. and Yavuz, O. (2023). An Examination of Education Mindset and the COVID-19 Pandemic Impact on Students’ Success. International Journal of Excellent Leadership, 3(1), pp. 2-23.
Chicago 16th edition
DeLucia, Michelle A. and Olcay Yavuz (2023). "An Examination of Education Mindset and the COVID-19 Pandemic Impact on Students’ Success". International Journal of Excellent Leadership 3 (1):2-23.