this is my next case study can you help me break it down to emphasis my prompts of- This assignment requires you to review and synthesize case studies to compose an analysis paper that examines theories of social psychology in learning, motivation and Analyze at least 1 case(s) for how learning, motivation are positively or negatively impacted by the conditions studied. I don't want cognitive because I already used it on my last case study this is my second case study

'THE CLEARING HOUSE 2020, VOL. 93, NO 5, 248-254 Inttpssi/doi.org/10-10B0"00098655,2020.1794771 Routledge Taylor & Francis Group M, chocttor upaates Preparing Middle School Teachers to Develop Growth Mindsets Lisa Andries D'Souza Education Department, Assumption University, Worcester, Massachusetts, USA ABSTRACT While research supports development af a growth mindset in middle level classrooms, it has not uncovered a single solution to developing such mindsets, This article presents a model supporting teachers on their journey to empower students to develop a growth mindset. Graunded in research on teaching and learning and coupled with best practices of middle level learning, the model structure Includes three facets: connecting a growth mind- KEYworDs Growth mindset; middle level education; teacher development; teacher preparation, acadesic performance 'set to everyday life, drawing connections to research, and highlighting teacher case studies cultivating growth mindsets. The model supports teachers as they embrace theory and implement action in their middle level classrooms, Ultimately, the goal is for teachers to support students in their ability to set challenging academic goals, understand learning as a process rather than an end destination, and accept failure as part of learning. This article presents a model for supporting mid- dle school teachers on their journey to empower students to take a growth mindset. Cognitive psychologist, Carol Dweck, has studied and for- mulated theories about mindsets, or individuals' self-perceptions about learning, for over twenty years. Her findings have created international attention as her research demonstrates how peo- ple can improve their intelligence and academic achievement through hard work and effort (Dweck 2010a). Dweck (2006) acknowledges that we do not have an unlimited ability to grow intellectually due to our intellectual range. Yet her research supports our ability to actually get smarter. In her book, Mindset, Caral Dweck (2006) coined the term \"growth mindset\" as the belief that you can cultivate your qualities through effort whereas in a \"fixed mindset\" you believe your qualities are permanent and cannot 'be changed through effort. The middle school years are ripe for discussion 'on fixed versus growth mindsets. Dweck (2010b) focused her research on the transition to middle school as it remains challenging for many stu- dents. Beginning in middle school, students inter- act with multiple teachers per day and receive letter grades evaluating their performance. Additionally, middle school students are often confronted with new challenges and setbacks inside and outside of school. As a result, Dweck and her colleagues conducted research demon- strating the need for middle school students to be taught to persevere in the face of setbacks. 'The research found increased perseverance meant students gained a greater sense of control over their learning and achieved higher performance (Romero et al. 2014), Another study demon- strated how adolescents with growth mindsets are likely to employ strategies demonstrating aware- ness and understanding in the tasks they under- take (Blackwell, Trzesniewski, and Dweck 2007). In addition, Yeager and Dweck (2012), argue middle school students need opportunities to build resilience through small failures that are just beyond their academic, social, or physical abilities. This fuels students' willingness to want to try again as the goal remains in reach. In essence, this process develops a growth mindset. The growth-minded model presented remains grounded in the seminal works of middle level education -Turning Points 2000 (Jackson et al. 2000), Turning Points 2000 was heralded as a framework for improving middle level education at the turn of the 21* century. Two decades later, CONTACT Lisa Andries D'Souza (@} Idsouzamassumptionedu (Education Department, Assumption University, Worcester, Massachusetts, USA. 1 2020 Taylor & Francis Growes LLC the ideas presented still resonate for building strong middle level education. The document provides a broad grounding for organizational change in middle schools. This study highlights the Turning Points 2000 principle of organizing relationships for learning to create a climate of intellectual development and a caring community of shared educational purpose (p. 5). With a sup- portive classroom community, students are more ing to take risks and fail in front of their peers. The model presented supports a caring classroom ready for intellectual challenge through clear explanations of what supports intellectual growth and how teachers can reward such growth. w Scope of project This model for supporting middle school teachers is grounded in research from the learning scien- ces coupled with best practices of middle level learning. James Lang's highly regarded book, Small Teaching (2016), served as a framework for the case study project. Lang's book highlights how small changes in teaching practice can create powerful changes in how teachers support stu- dent learning. In the spring of 2018, fifteen mid- dle school teachers participated in a case study project intended to identify \"Small Teaching\" strategies K-12 teachers use to improve the learn- ing outcomes of students. Prior to the observa- tion, teachers were provided with a description of Lang's principles (see Appendix A). During the observation, the researcher recorded lesson activ- ities and collected handouts. Following the obset- vation, interviews were conducted with each teacher, The interviews sought to clarify aspects of the observation and draw connections to the Atincinles While come nrincinles were immedi- THE CLEARING HOUSE () 249 everyday life, drawing connections to research, and highlighting teacher case studies cultivating growth mindsets. The model begins by exploring what a growth mindset looks like in everyday life. In his book Small Teaching (2016), Lang explains how learning new concepts can be par- ticularly difficult for students as they often have limited background knowledge about new topics. Lang argues connecting new concepts through stories about life outside the classroom can be particularly impactful. When considering an example to highlight a growth mindset in every- day life, the researcher selected her personal use of, Tom Brady, former quarterback of the New England Patriots with her own young children. Through Brady's example, the researcher hoped to help teachers, teacher candidates, middle school students, and even young children, iden- tify the power of a growth mindset: As Massachusetts natives our two clementary-age sons view Tom Brady, former quarterback of the New England Patriots, as an icon of success. However, as parents, we emphasize how his leadership in six Super Bowl Championships models more than athletic gifls highlighting the most important asset of all ~ Brady's work ethic 365 days a year. It became obvious, as parents, when we needed to revisit Tom Brady's example when our younger son recoiled from ice skating skills tested his competence. We shared how Brady did not give up in the year 2000 when ranked 199th and a 6th round draft selection. 'Taking our example one step further, we showed our son pictures of Brady's bady in 2000 and then again in more recent years. His 2000 draft lessons when the image compared to a recent photo provides a vivid representation of what hard work can do to one's physique as Brady morphed into a superior athlete through dedication to his training and healthy eating. We've considered putting Tom Brady's picture at the dinner table next to the broccoli! Yet we don't stop ur comparison with Brady's physical transformation; we pushed our sons te erasp how imnortant Brady's a if 'ao