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William G. Ruff
Researcher at Montana State University
Publications - 10
Citations - 113
William G. Ruff is an academic researcher from Montana State University. The author has contributed to research in topics: Mindset & Educational leadership. The author has an hindex of 6, co-authored 10 publications receiving 99 citations.
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Journal Article
When western epistemology and an indigenous worldview meet: Culturally responsive assessment in practice
Jioanna Carjuzaa,William G. Ruff +1 more
TL;DR: In this paper, the authors examine issues of culturally-sensitive assessment, specifically within the context of preparing a female American Indian doctoral candidate in Educational Leadership, and explore criteria for evaluating a student's understanding from an alternative perspective.
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Exploring the Relationship between School Growth Mindset and Organizational Learning Variables: Implications for Multicultural Education
TL;DR: This paper examined the content validity of the school growth mindset construct using SPSS to perform correlation analysis with multicultural relevant, organizational learning variables from the literature that were shown to explain improved school outcomes.
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A Validation Study of the What's My School Mindset? Survey.
TL;DR: The What's My School Mindset? (WMSM) survey as discussed by the authors is purported to operationalize teachers' beliefs of their school's ability to help all children learn and grow.
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Investigating the Relationship between School Level and a School Growth Mindset
TL;DR: The authors explored the relationship between school level and the psychosocial construct of a growth mindset school culture and found a significant decrease in the What's My School Mindset (WMSM) mean between elementary school and high school level participant self-reports.
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American Indian English Language Learners: Misunderstood and under-served
Jioanna Carjuzaa,William G. Ruff +1 more
TL;DR: English Language Learners (ELLs) represent the fastest growing segment of pre-K-12 students in the United States as mentioned in this paper, and their academic English skills are inadequate to support content mastery.