Date of Award

Winter 2-20-2020

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Barbara Weschke, Ph.D.

Second Advisor

Maggie Broderick, Ph.D.

Third Advisor

Donna Brackin


The objective of this study was to explore how parents and teachers collaborate with one another during monthly consultations in regard to fostering a growth mindset among students within their respective learning environments. The study was conducted at an alternative learning environment in the Pacific Northwest of the United States over a 12-week period, using a sample consisting of five parents and five teachers teaching in the elementary grades―from kindergarten up to the sixth grade. Dweck’s (2006) mindset theory was the conceptual framework for this study and served as the foundation for data analysis. Data were collected via preprofessional development interviews, 90-minute professional development, final thoughts sheet, observations, and postprofessional development interviews. The following eight major themes emerged after the data had been collected and coded: persistence, mindset transferability, growth mindset language, elementary levels and foundation, collaboration and growth mindset, social-emotional aspects, embracing challenges and self-talk, and encouragement. Participants noticed a shift in students’ motivation and confidence after fostering a growth mindset within their respective learning environments. The results indicated that teachers and parents should consider using a growth mindset approach within their respective learning environments in elementary education to help students develop a growth mindset to assist with their social-emotional development. In addition, the results indicated that teachers and parents should consider collaborating with one another when it comes to implementation, as this provides them with a common platform for teaching growth mindset in their respective learning environments.

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