Mindset (book) Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University.[1] She graduated from Barnard College in 1967 and earned a Ph.D. from Yale University in 1972. She taught at Columbia University, Harvard University, and the University of Illinois before joining the Stanford faculty in 2004. Contributions[edit] Professor Dweck has primary research interests in motivation,[2][3][4][5][6][7] personality, and development. She teaches courses in Personality and Social Development as well as Motivation. Her key contribution to social psychology relates to implicit theories of intelligence, per her 2006 book Mindset: The New Psychology of Success.
According to Dweck, individuals can be placed on a continuum according to their implicit views of where ability comes from. "In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. Selected publications[edit] Dweck, C. Sources[edit] The Case Against Grades. November 2011 The Case Against Grades By Alfie Kohn [This is a slightly expanded version of the published article.] "I remember the first time that a grading rubric was attached to a piece of my writing….Suddenly all the joy was taken away. I was writing for a grade -- I was no longer exploring for me. -- Claire, a student (in Olson, 2006) By now enough has been written about academic assessment to fill a library, but when you stop to think about it, the whole enterprise really amounts to a straightforward two-step dance. You say the devil is in the details?
Why tests are not a particularly useful way to assess student learning (at least the kind that matters), and what thoughtful educators do instead, are questions that must wait for another day. The Effects of Grading In the 1980s and ‘90s, educational psychologists systematically studied the effects of grades. . * Grades tend to diminish students’ interest in whatever they’re learning. Why Grading Is Inherently Problematic. Habits of Mind | Learning Through Failure - Getting Unstuck. "Spectacular failure is better than moderate success. " - Faste, Stanford Dept Mechanical Engineering How many of us can say this after a spectacular failure? For those whose jobs day-to-day innovation, this often is one of their secrets of success. One of the books I'm reading now is To Engineer is Human. It doesn't take long to get Petroski's message - failure is involved in any successful design. One of the most pernicious things about hiding failure for students is that it discourages healthy risk-taking and can have profound intellectual and creative stunting consequences in adulthood.
Resilience and optimism may not come easy for some kids, so it's important to know how to encourage in a way that is credible but also constructive. Technorati Tags: learning, motivation, engineering, creativity, innovation, mistakes, education, perfectionism, gifted, entrepreneurship, optimism, EQ Sustaining Motivation and Learning Through FailureENL: Walt Disney & Build This!