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Created with Fabric.js 1.4.5 Deficit Thinking in Teacher Preparation *Mindful interpretation = Efforts to accurately understand, rather than judge, the behavior of others.*Reflective conversations=Opportunities to challenge our own assumptions.*Interactions=Field experiences thatallow us to interact with those we might label as "other." What does deficit thinking look like? ' Impact on students Generacion internacionalnacida entre 1995 y el primerlustro de la decada del 2000 Generacion internacionalnacida entre 1995 y el primerlustro de la decada del 2000 Deficit Thinking refers to thepractice of blaming school failure of poor or minority students on the students and their families, rather than examining the multiple factors which can contribute to school performance. La educacion y el trabajo desempenan un rol poco importante en sus vidas. Relevant policies Change... What is it? These beliefs factor into a cycle of lowered expectations, which contribute to less effort on that part of teacher to educate them to the same level as their peers. As noted by educational critic Jonathan Kozol, students pick up on those cues and the unwillingness of educators to invest in them. double click to change this title text! Sources: Click here for a list of sources used in this presentation. Experts weigh in Dr. Sara Hamerla Dr. Gloria Ladson-Billings Jonathan Kozol K Higgs-CoulthardNovember 2014EDUC 7243Final Project This infographic is interactive. Click the links to view additional documents and videos. AlbuquerquePublic School Students Deficit thinking refers to judgments about the abilities,motivations, and effort of minority students and their families (Walker, 2011). Although accountability measures and federal programs like The No Child Left Behind Act have drawn attention to the needs of traditionally marginalized learners, some teachers and school administrators continue to harbor the belief that there are cultural or racial aspects which inhibit some student from learning (McKenzie & Scheurich, 2004). Deficit Thinking refers to the practice of blaming school failure on a student's social, economic, or cultural background.
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