Kinasevych (2016). Time To Learn: Doing Away With Deadlines In Post-Secondary Education.

The assessment of learning was merged with time limits, “a compromise for the sake of administrative efficiency” (Wesman, 1949, p. 51). Deadline performance became a proxy for actual learning, thereby diminishing learner autonomy, motivation, and creativity (Deci & Ryan, 2012).

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Hulleman & Barron (2015). Motivation Interventions in Education: Bridging Theory, Research, and Practice.

“… growth mindset (i.e., belief that intelligence increases over time by engaging in challenging learning activities) … By helping students understand that being challenged can facilitate their learning, an intervention that targets growth mindsets enhances confidence in the ability to learn and achieve performance outcomes.” (p 12)

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Hulleman & Barron (2014). Motivation Interventions in Education: Bridging Theory, Research, and Practice.

“… growth mindset (i.e., belief that intelligence increases over time by engaging in challenging learning activities) … By helping students understand that being challenged can facilitate their learning, an intervention that targets growth mindsets enhances confidence in the ability to learn and achieve performance outcomes.” (p 12)

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Truchon (2007). Challenging Stereotypes about First Nations Children and Youth.

“… when asked to document what they like and dislike in their community, the participants mainly chose to photograph and comment on positive aspects of their lives. The relational nature of the annotated photographs and the editorial choices of the participants highlights the responsibility of both mass media and academic literature to balance their reporting with young people’s input.” (p 254)

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