The Unity of Affectivity and Learning: Characteristics in Vocalized Responses of Adolescents and Adults

Johnny Saldaña’s unique and invaluable manual demystifies the qualitative coding process with a comprehensive assessment of different coding types, examples and exercises. The ideal reference for students, teachers, and practitioners of qualitative inquiry, it is essential reading across the social sciences and neatly guides you through the multiple approaches available for coding qualitative data.</p> <p>Its wide array of strategies, from the more straightforward to the more complex, is skillfully explained and carefully exemplified providing a complete toolkit of codes and skills that can be applied to any research project. For each code Saldaña provides information about the method′s origin, gives a detailed description of the method, demonstrates its practical applications, and sets out a clearly illustrated example with analytic follow-up. <br> <br> Now with a companion website, the book is supported by: </p> <ul> <li>SAGE journal articles showing coding being applied to real research </li> <li>Sample transcripts highlighting coding techniques </li> <li>Links to CAQDAS sites to introduce relevant software </li> <li>Practical student exercises Links to video and digital content </li> </ul> <p>This international bestseller is an extremely usable, robust manual and is a must-have resource for qualitative researchers at all levels.<br> <br> Click here for a listing of Johnny Saldaña′s upcoming workshops.</p>

The growth mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about growth mindset, such as: Does a growth mindset predict student outcomes? Do growth mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a growth mindset in students? After exploring the important lessons learned from these questions, the article concludes that large-scale studies, including preregistered replications and studies conducted by third parties (such as international governmental agencies), justify confidence in growth mindset research. Mindset effects, however, are meaningfully heterogeneous across individuals and contexts. The article describes three recent advances that have helped the field to learn from this heterogeneity: standardized measures and interventions, studies designed specifically to identify where growth mindset interventions do not work (and why), and a conceptual framework for anticipating and interpreting moderation effects. The next generation of mindset research can build on these advances, for example by beginning to understand and perhaps change classroom contexts in ways that can make interventions more effective. Throughout, the authors reflect on lessons that can enrich metascientific perspectives on replication and generalization. (PsycInfo Database Record (c) 2020 APA, all rights reserved).