Although the concept of mindsets is relatively ubiquitous in the common press and well-studied in the education literature, the idea of a growth mindset, rooted in implicit theories is less represented in human resource development (HRD) scholarly literature. Given that absence, the purpose of this paper is to investigate the effects of a growth mindset on HRD outcomes. To achieve this purpose, we conducted a scoping literature review including research conducted globally and in a wide variety of organizations. Based on the empirical findings, we discuss three categories of HRD outcomes of mindsets: (a) individual-level outcomes (e.g., work engagement, creativity, task performance, job satisfaction), (b) dyadic-level outcomes (e.g., supervisor-employee relationship and conflict resolution), and (c) organizational-level outcomes (e.g., organizational citizenship behaviors and organizational growth mindset). We synthesize several suggestions for growth mindset interventions emphasizing career development, training and development, and organizational development for HRD practitioners. Research implications and future research suggestions for HRD scholars are presented.

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Evidence-based instructional practices (EBIPs) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (STEM) courses. Further, linking EBIPs with integrated learning assessment is rarely discussed in the literature, even though principles of continuous course design for quality higher education assume the connection of learning outcomes, teaching practices, and assessment. This qualitative action research study documents faculty attempting to utilize EBIPs and authentic assessment when they were provided support and accountability over multiple semesters. We document participants' current practices and encourage shifts in both teaching and assessment practices targeting greater student success in STEM general education courses. Narrative data drawn from interviews and written reflection describe the impact of structured faculty observation and cross-disciplinary conversation on participants' pedagogical and assessment choices. The faculty participants' voices vividly illustrate our findings: incentives, reflection, mentorship, and collaboration over multiple semesters support changing pedagogical practices and integrating outcomes assessment. While STEM-based, the study findings are applicable across the general education curriculum.

This inquiry research builds on the theory of presence in teaching (Rodgers & Raider-Roth, 2006) adding nuanced understandings of how school contexts play into teachers' abilities to support students' learning. Findings are drawn from multiple interviews with five veteran middle school teachers, teachers' written work, and field observations. Illustrating these findings is the compelling story of an exemplary teacher's negotiations of her practice in response to the school's relational environment. Our findings point to the teacher's sense of isolation and vulnerability-indicators of the relational context in the school as a threat to undermining her presence. They also create a compelling argument for the importance of a healthy relational context to support teachers' most powerful teaching, hence students' learning. "I just…I do feel like sometimes that I am like in a little boat alone. And I'm not sinking. I'm rowing just fine, but I'm rowing really hard. And a little wind in my sails wouldn't be unwelcome. You know." (Tamar, 3/2009) 1 Meet Tamar, a seasoned and skilled teacher who is actively seeking feedback on her teaching. She hopes that she might gain "a little wind in her sails" if the school principal would come to her classroom, observe her teaching, "make a useful comment" or perhaps to "be another set of eyes." This simple desire is embedded in a complex relational web that makes fulfilling this need difficult. This brief vignette represents the essential question guiding this study: How does the relational web of school shape teachers' capacities to implement innovative practice? To address the question, this article reports on a subset of findings from a two year research study which followed the trajectory of five veteran middle school teachers' thinking about their teaching and explores the ways that the relationships and contexts of the school can support and undermine teachers' practice (Stieha, 2010). Picking up their story almost two years after the teachers were engaged in a week-long Summer Teachers Institute (Institute), the study focused primarily on stories of teachers' practice. Considered in the contexts that hold them-a small independent Jewish day school-the participants' narratives present a compelling argument for the importance of a healthy relational context to support teachers' most powerful teaching, hence students' learning. To illustrate the workings of the relational web in school, this article focuses on Tamar, one of the five teachers involved in the study. 2 We build this analysis using Patton's notion of a "critical case" (Patton, 2002) to exemplify the findings. Although all of the teachers' stories are compelling, Tamar's story is especially rich in detailing the dynamics of relationship that impact her practice. Inspired by Sara Lawrence-Lightfoot (1997), we trace our findings through a singular storyline permitting us illuminate "resonant universal themes" by focusing on the particular (p. 14). Internationally, the public discourse of educational policy focuses on st...

The authors conducted a formative evaluation of an iteratively evolving career‐coaching course. All 11 master's students who had enrolled in the course between Winter 2016 and Fall 2017 participated in the evaluation. Our evaluation addressed three research questions: (1) To what extent does participation in the career‐coaching course affect participant confidence? (2) To what extent did participants attain their stated course goals? (3) To what extent did career coaching contribute to participants' current job situation? Analysis of quantitative and qualitative survey responses indicated that participants consistently reported increased levels of confidence after career coaching in terms of their ability to identify appropriate job positions, pursue job opportunities, and reflect on their own development and their overall career readiness. Most participants also reported that they had met their goals and valued their career‐coaching experience. At the time of the survey, five of the participants reported that they had found jobs within the field.

2015. Donna's current interests center around education issues in general, and in particular on increasing access and success of those traditionally under-represented and/or under-served in STEM higher education.

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