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You searched for subject:(Deficit thinking). Showing records 1 – 26 of 26 total matches.

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Texas A&M University

1. Wooldridge, Toron Jamaine. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.

Degree: 2016, Texas A&M University

 The purpose of this research study was to investigate the link between Bandura?s Self-Efficacy Theory and deficit thinking on principals? efforts to decrease dropout rates… (more)

Subjects/Keywords: gauging deficit thinking

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APA (6th Edition):

Wooldridge, T. J. (2016). Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157779

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wooldridge, Toron Jamaine. “Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.” 2016. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/157779.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wooldridge, Toron Jamaine. “Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.” 2016. Web. 19 Mar 2019.

Vancouver:

Wooldridge TJ. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/157779.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wooldridge TJ. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157779

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

2. Sharma, Manu. Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism.

Degree: 2009, University of Toronto

My thesis topic on deficit thinking, democracy and an ethic of care emerges as a result of the clashes that take place under political and… (more)

Subjects/Keywords: deficit thinking; philosophy of education

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APA (6th Edition):

Sharma, M. (2009). Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18094

Chicago Manual of Style (16th Edition):

Sharma, Manu. “Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism.” 2009. Masters Thesis, University of Toronto. Accessed March 19, 2019. http://hdl.handle.net/1807/18094.

MLA Handbook (7th Edition):

Sharma, Manu. “Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism.” 2009. Web. 19 Mar 2019.

Vancouver:

Sharma M. Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1807/18094.

Council of Science Editors:

Sharma M. Inner City Students: Stamped, Labled and Shipped Out! Deficit Thinking and Democracy in An Age of Neoliberalism. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18094


Texas A&M University

3. Reyna, Sylvia Ramirez. An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children.

Degree: 2009, Texas A&M University

 The purpose of this qualitative interpretive research study was to explore the perceptions and experiences of seven second- and third-generation U.S.-born Latino parents in a… (more)

Subjects/Keywords: Hispanic parent involvement; deficit thinking of Latino families

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APA (6th Edition):

Reyna, S. R. (2009). An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2338

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reyna, Sylvia Ramirez. “An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children.” 2009. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2338.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reyna, Sylvia Ramirez. “An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children.” 2009. Web. 19 Mar 2019.

Vancouver:

Reyna SR. An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2338.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reyna SR. An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2338

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

4. Mooney, Patricia 1960-. Middle Class and Middle School: Does Opportunity Knock for African American Students?.

Degree: 2012, Texas A&M University

 Closing the achievement gap between African American and White students continues to challenge educators in both urban and suburban contexts. Teachers and administrators in America… (more)

Subjects/Keywords: Culturally Responsive; Middle School; Deficit Thinking; Racism; Achievement Gap; African American

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APA (6th Edition):

Mooney, P. 1. (2012). Middle Class and Middle School: Does Opportunity Knock for African American Students?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mooney, Patricia 1960-. “Middle Class and Middle School: Does Opportunity Knock for African American Students?.” 2012. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/148273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mooney, Patricia 1960-. “Middle Class and Middle School: Does Opportunity Knock for African American Students?.” 2012. Web. 19 Mar 2019.

Vancouver:

Mooney P1. Middle Class and Middle School: Does Opportunity Knock for African American Students?. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/148273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mooney P1. Middle Class and Middle School: Does Opportunity Knock for African American Students?. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

5. Carrillo, Alicia A. A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son.

Degree: 2013, Texas A&M University

 The purpose of this study was to conduct an in-depth look into the perceptions of the college experiences of a male, Mexican-American student with Attention… (more)

Subjects/Keywords: ADHD; Postsecondary Education; Deficit Thinking; Self Determination; Self Advocacy

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APA (6th Edition):

Carrillo, A. A. (2013). A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151669

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carrillo, Alicia A. “A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son.” 2013. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/151669.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carrillo, Alicia A. “A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son.” 2013. Web. 19 Mar 2019.

Vancouver:

Carrillo AA. A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/151669.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carrillo AA. A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151669

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Syracuse University

6. Pitzer, Heidi Katherine. Deficit Discourse, Urban Teachers' Work and the Blame Game.

Degree: PhD, Cultural Foundations of Education, 2014, Syracuse University

  This dissertation explores how urban public school teachers navigate the contradictory social position of having little power over their work and considerable power over… (more)

Subjects/Keywords: Deficit thinking; Neoliberalism; Teacher labor; Urban education; Education

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APA (6th Edition):

Pitzer, H. K. (2014). Deficit Discourse, Urban Teachers' Work and the Blame Game. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/165

Chicago Manual of Style (16th Edition):

Pitzer, Heidi Katherine. “Deficit Discourse, Urban Teachers' Work and the Blame Game.” 2014. Doctoral Dissertation, Syracuse University. Accessed March 19, 2019. https://surface.syr.edu/etd/165.

MLA Handbook (7th Edition):

Pitzer, Heidi Katherine. “Deficit Discourse, Urban Teachers' Work and the Blame Game.” 2014. Web. 19 Mar 2019.

Vancouver:

Pitzer HK. Deficit Discourse, Urban Teachers' Work and the Blame Game. [Internet] [Doctoral dissertation]. Syracuse University; 2014. [cited 2019 Mar 19]. Available from: https://surface.syr.edu/etd/165.

Council of Science Editors:

Pitzer HK. Deficit Discourse, Urban Teachers' Work and the Blame Game. [Doctoral Dissertation]. Syracuse University; 2014. Available from: https://surface.syr.edu/etd/165


University of Toronto

7. O'Connor, Linda Kathleen. Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma.

Degree: 2011, University of Toronto

This thesis examines weight-based stigma in schools, and examines body size as an issue of difference, subject to discrimination, from within a critical democratic framework.… (more)

Subjects/Keywords: obesity; stigma; weight; size; deficit thinking; discrimination; 0998

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APA (6th Edition):

O'Connor, L. K. (2011). Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30101

Chicago Manual of Style (16th Edition):

O'Connor, Linda Kathleen. “Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma.” 2011. Masters Thesis, University of Toronto. Accessed March 19, 2019. http://hdl.handle.net/1807/30101.

MLA Handbook (7th Edition):

O'Connor, Linda Kathleen. “Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma.” 2011. Web. 19 Mar 2019.

Vancouver:

O'Connor LK. Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1807/30101.

Council of Science Editors:

O'Connor LK. Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30101


University of Toronto

8. Crooks, Stacey Rae. Family Literacy and Colonial Logics.

Degree: PhD, 2017, University of Toronto

 This thesis is located in my relationship to Treaty 4 land, the traditional land of the Cree, Saulteaux, Lakota, Nakota, Dakota and Métis people. It… (more)

Subjects/Keywords: adult literacy; decolonization; deficit thinking; family literacy; settler colonialism; whiteness; 0515

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APA (6th Edition):

Crooks, S. R. (2017). Family Literacy and Colonial Logics. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79686

Chicago Manual of Style (16th Edition):

Crooks, Stacey Rae. “Family Literacy and Colonial Logics.” 2017. Doctoral Dissertation, University of Toronto. Accessed March 19, 2019. http://hdl.handle.net/1807/79686.

MLA Handbook (7th Edition):

Crooks, Stacey Rae. “Family Literacy and Colonial Logics.” 2017. Web. 19 Mar 2019.

Vancouver:

Crooks SR. Family Literacy and Colonial Logics. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1807/79686.

Council of Science Editors:

Crooks SR. Family Literacy and Colonial Logics. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79686


Texas A&M University

9. Ragsdale, Laura Anne. An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District.

Degree: 2013, Texas A&M University

 A large majority of research portrays the achievement gap as an outcome and a primary focus of what is wrong in American schools when instead… (more)

Subjects/Keywords: Black males; assistant principal; perceptions; academic achievement; deficit thinking; opportunity gaps; educational debt

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APA (6th Edition):

Ragsdale, L. A. (2013). An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ragsdale, Laura Anne. “An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District.” 2013. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/149576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ragsdale, Laura Anne. “An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District.” 2013. Web. 19 Mar 2019.

Vancouver:

Ragsdale LA. An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/149576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ragsdale LA. An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

10. Butler, Pamela W. Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area.

Degree: 2013, Texas A&M University

 The decision to drop out of high school is a serious problem for the individual making the decision to drop out, but it also has… (more)

Subjects/Keywords: Dropout; Recovery; Urban; High School; Hispanic; Deficit thinking; Prevention; Adult Perceptions; Student Perceptions

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APA (6th Edition):

Butler, P. W. (2013). Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151955

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Butler, Pamela W. “Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area.” 2013. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/151955.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Butler, Pamela W. “Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area.” 2013. Web. 19 Mar 2019.

Vancouver:

Butler PW. Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/151955.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Butler PW. Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151955

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

11. Davy, Eulite Lyn. Culturally Responsive Leadership:How Principals Employ Culturally Responsive Leadership to Shape the School Experiences of Marginalized Students.

Degree: 2016, University of Toronto

This qualitative study research examines how 2 elementary principals in Ontario schools employ culturally responsive leadership (CRL) to shape the school experiences of marginalized students.… (more)

Subjects/Keywords: cultural responsive leadership; cultural responsive pedagogy; deficit thinking; equity; marginalization; social justice leadership; 0514

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APA (6th Edition):

Davy, E. L. (2016). Culturally Responsive Leadership:How Principals Employ Culturally Responsive Leadership to Shape the School Experiences of Marginalized Students. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/76387

Chicago Manual of Style (16th Edition):

Davy, Eulite Lyn. “Culturally Responsive Leadership:How Principals Employ Culturally Responsive Leadership to Shape the School Experiences of Marginalized Students.” 2016. Doctoral Dissertation, University of Toronto. Accessed March 19, 2019. http://hdl.handle.net/1807/76387.

MLA Handbook (7th Edition):

Davy, Eulite Lyn. “Culturally Responsive Leadership:How Principals Employ Culturally Responsive Leadership to Shape the School Experiences of Marginalized Students.” 2016. Web. 19 Mar 2019.

Vancouver:

Davy EL. Culturally Responsive Leadership:How Principals Employ Culturally Responsive Leadership to Shape the School Experiences of Marginalized Students. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1807/76387.

Council of Science Editors:

Davy EL. Culturally Responsive Leadership:How Principals Employ Culturally Responsive Leadership to Shape the School Experiences of Marginalized Students. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76387


Penn State University

12. Wood, Michael. Using Narrative Inquiry to Investigate Persistence Challenges for African American Males in Education.

Degree: 2017, Penn State University

 Many of the socioeconomic barriers facing minority students begin with a lack of preparation or under-preparedness at the elementary and secondary levels. Statistically, 80% of… (more)

Subjects/Keywords: African American Males; Anti Deficit Thinking; Persistence; Non-Cognitive Development; PWI's; HBCU's; Narrative Inquiry

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APA (6th Edition):

Wood, M. (2017). Using Narrative Inquiry to Investigate Persistence Challenges for African American Males in Education. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13667mcw220

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wood, Michael. “Using Narrative Inquiry to Investigate Persistence Challenges for African American Males in Education.” 2017. Thesis, Penn State University. Accessed March 19, 2019. https://etda.libraries.psu.edu/catalog/13667mcw220.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wood, Michael. “Using Narrative Inquiry to Investigate Persistence Challenges for African American Males in Education.” 2017. Web. 19 Mar 2019.

Vancouver:

Wood M. Using Narrative Inquiry to Investigate Persistence Challenges for African American Males in Education. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Mar 19]. Available from: https://etda.libraries.psu.edu/catalog/13667mcw220.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wood M. Using Narrative Inquiry to Investigate Persistence Challenges for African American Males in Education. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13667mcw220

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

13. Reid, Jennifer. Barriers To Maori Student Success At The University Of Canterbury.

Degree: Sociology and Anthropology, 2006, University of Canterbury

 This thesis explores how the University of Canterbury has responded to the Tertiary Education Strategy's (2002-2007) concerns vis-à-vis declining Maori participation and unsatisfactory rates of… (more)

Subjects/Keywords: Maori; marginalization; deficit thinking; barriers; cultural capital

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APA (6th Edition):

Reid, J. (2006). Barriers To Maori Student Success At The University Of Canterbury. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reid, Jennifer. “Barriers To Maori Student Success At The University Of Canterbury.” 2006. Thesis, University of Canterbury. Accessed March 19, 2019. http://hdl.handle.net/10092/903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reid, Jennifer. “Barriers To Maori Student Success At The University Of Canterbury.” 2006. Web. 19 Mar 2019.

Vancouver:

Reid J. Barriers To Maori Student Success At The University Of Canterbury. [Internet] [Thesis]. University of Canterbury; 2006. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10092/903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reid J. Barriers To Maori Student Success At The University Of Canterbury. [Thesis]. University of Canterbury; 2006. Available from: http://hdl.handle.net/10092/903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Ellison, Bruce. Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs.

Degree: Education (leadership), 2015, University of Canterbury

 The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively,… (more)

Subjects/Keywords: student voice; student agency; teachers’ beliefs; culturally responsive practice; coaching conversations; provocative statements; teachers’ reactions; teacher reflection; deficit thinking; respect.

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APA (6th Edition):

Ellison, B. (2015). Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10496

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ellison, Bruce. “Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs.” 2015. Thesis, University of Canterbury. Accessed March 19, 2019. http://hdl.handle.net/10092/10496.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ellison, Bruce. “Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs.” 2015. Web. 19 Mar 2019.

Vancouver:

Ellison B. Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10092/10496.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ellison B. Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/10496

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – Berkeley

15. Lopez, Gerry. Migrant Strength-Based Protocol (MSBP): A Strength-Based Approach Tool to Guide Migrant School Liaisons in Their Family Development Interaction.

Degree: Educational Leadership, 2016, University of California – Berkeley

 Many Latino students continue to experience low academic achievement across educational contexts. Despite programmatic efforts, few academic or school-based interventions in the recent past have… (more)

Subjects/Keywords: Education; Educational leadership; Avoiding Deficit Thinking; Human Capital; Migrant Liaisons; Parent Involvement; Social Capital; Strength-Based Approach

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lopez, G. (2016). Migrant Strength-Based Protocol (MSBP): A Strength-Based Approach Tool to Guide Migrant School Liaisons in Their Family Development Interaction. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3d3977k1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lopez, Gerry. “Migrant Strength-Based Protocol (MSBP): A Strength-Based Approach Tool to Guide Migrant School Liaisons in Their Family Development Interaction.” 2016. Thesis, University of California – Berkeley. Accessed March 19, 2019. http://www.escholarship.org/uc/item/3d3977k1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lopez, Gerry. “Migrant Strength-Based Protocol (MSBP): A Strength-Based Approach Tool to Guide Migrant School Liaisons in Their Family Development Interaction.” 2016. Web. 19 Mar 2019.

Vancouver:

Lopez G. Migrant Strength-Based Protocol (MSBP): A Strength-Based Approach Tool to Guide Migrant School Liaisons in Their Family Development Interaction. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2019 Mar 19]. Available from: http://www.escholarship.org/uc/item/3d3977k1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lopez G. Migrant Strength-Based Protocol (MSBP): A Strength-Based Approach Tool to Guide Migrant School Liaisons in Their Family Development Interaction. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/3d3977k1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

16. Lomeli, Cynthia Leticia. [email protected] and Latino English language learners.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The purpose of this study was to further understand the perceptions of [email protected] teacher candidates and how their perceptions and previous experiences affect the educational… (more)

Subjects/Keywords: preservice teachers; English language learners; Latino students; teacher education programs; teacher perceptions; teacher beliefs; deficit thinking; [email protected] program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lomeli, C. L. (2012). [email protected] and Latino English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/99897/rec/3969

Chicago Manual of Style (16th Edition):

Lomeli, Cynthia Leticia. “[email protected] and Latino English language learners.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/99897/rec/3969.

MLA Handbook (7th Edition):

Lomeli, Cynthia Leticia. “[email protected] and Latino English language learners.” 2012. Web. 19 Mar 2019.

Vancouver:

Lomeli CL. [email protected] and Latino English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Mar 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/99897/rec/3969.

Council of Science Editors:

Lomeli CL. [email protected] and Latino English language learners. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/99897/rec/3969

17. Bieneman, Paula. Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 This study examined the collective teacher efficacy in selected elementary schools, specifically exploring the extent to which those schools demonstrate collective efficacy, the nature of… (more)

Subjects/Keywords: Collective Efficacy; Deficit Thinking; School Improvement

…attainments” (Bandura, 1997). Deficit model thinkingDeficit thinking is a person… …test specific content. Urrieta (2004) argues that deficit thinking models undergird… …these assistance models. A deficit thinking model asserts that students who underperform or… …environment. Deficit thinking argues that poor school performance is “rooted in students’ alleged… …that shapes educators’ expectations and subsequent practice is that of deficit thinking (… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bieneman, P. (2012). Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34362

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bieneman, Paula. “Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed March 19, 2019. http://hdl.handle.net/2142/34362.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bieneman, Paula. “Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students.” 2012. Web. 19 Mar 2019.

Vancouver:

Bieneman P. Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/2142/34362.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bieneman P. Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34362

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Eiland, Deanna. Whiteness in a hidden space—unspoken but still there, in a private space, the classroom.

Degree: Educational Leadership and Policy Studies, Department of, 2016, University of Houston

 The purpose of this study was to address what it means that so many Black students are taught by White female teachers. Specifically, this study… (more)

Subjects/Keywords: Cultural Mismatch; opportunity gap; achievement gap; Whiteness; colorblindness; deficit thinking

…this achievement gap. Deficit thinking. Some of the research suggests there are specific… …deficit thinking. This occurs when the focus for the opportunity gap is placed on things like… …segregation persists in many schools and a real deficit still exists between the academic… …students (Good, 1979, p. 52). Educational Deficit - The amount by which the sum total… 

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APA (6th Edition):

Eiland, D. (2016). Whiteness in a hidden space—unspoken but still there, in a private space, the classroom. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Eiland, Deanna. “Whiteness in a hidden space—unspoken but still there, in a private space, the classroom.” 2016. Thesis, University of Houston. Accessed March 19, 2019. http://hdl.handle.net/10657/1484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Eiland, Deanna. “Whiteness in a hidden space—unspoken but still there, in a private space, the classroom.” 2016. Web. 19 Mar 2019.

Vancouver:

Eiland D. Whiteness in a hidden space—unspoken but still there, in a private space, the classroom. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10657/1484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eiland D. Whiteness in a hidden space—unspoken but still there, in a private space, the classroom. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

19. Cormier, Bret D. Deconstructing the deficit-thinking paradigm in district and campus level leadership to close the achievement gap.

Degree: Educational Administration, 2009, University of Texas – Austin

 District and campus leaders face enormous challenges as they try to address the ever-widening achievement gap. With increased accountability, the achievement gap – which exists between… (more)

Subjects/Keywords: Achievement gap; minority students; district leadership; Effective Schools Correlates; Blue Ribbon Schools; Creating a Culture of Success for Students of Color and Students of Poverty; minority districts; deficit-thinking paradigm

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cormier, B. D. (2009). Deconstructing the deficit-thinking paradigm in district and campus level leadership to close the achievement gap. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/29586

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cormier, Bret D. “Deconstructing the deficit-thinking paradigm in district and campus level leadership to close the achievement gap.” 2009. Thesis, University of Texas – Austin. Accessed March 19, 2019. http://hdl.handle.net/2152/29586.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cormier, Bret D. “Deconstructing the deficit-thinking paradigm in district and campus level leadership to close the achievement gap.” 2009. Web. 19 Mar 2019.

Vancouver:

Cormier BD. Deconstructing the deficit-thinking paradigm in district and campus level leadership to close the achievement gap. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/2152/29586.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cormier BD. Deconstructing the deficit-thinking paradigm in district and campus level leadership to close the achievement gap. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/29586

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Budd, Eric Eugene. The perceptions and experiences of white special education teachers certified through an ACP program at a HBCU.

Degree: Special Education, 2010, University of Texas – Austin

 This research study explored and analyzed the perception and attitudes of first year White special education teachers’ experiences as they successfully matriculated through an alternative… (more)

Subjects/Keywords: ACP; White teachers; Special education; Multiculturalism; Diversity; Deficit thinking

…29 Deficit Thinking… …Deficit Thinking as a Transitional Stage… …the deficit thinking 6 model. This model became a tool to understand the participants… …educational system is deficit thinking, color blindness and insufficient distribution of resources… …Deficit thinking begins to impact an 7 individual’s potential for success because of… 

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APA (6th Edition):

Budd, E. E. (2010). The perceptions and experiences of white special education teachers certified through an ACP program at a HBCU. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-891

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Budd, Eric Eugene. “The perceptions and experiences of white special education teachers certified through an ACP program at a HBCU.” 2010. Thesis, University of Texas – Austin. Accessed March 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-891.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Budd, Eric Eugene. “The perceptions and experiences of white special education teachers certified through an ACP program at a HBCU.” 2010. Web. 19 Mar 2019.

Vancouver:

Budd EE. The perceptions and experiences of white special education teachers certified through an ACP program at a HBCU. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-891.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Budd EE. The perceptions and experiences of white special education teachers certified through an ACP program at a HBCU. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-891

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Simone, Joseph. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.

Degree: EdD, 1760, 2012, University of Illinois – Urbana-Champaign

 As federal mandates purport to improve the academic achievement of all students, the achievement gap between White students and their marginalized peers has not closed.… (more)

Subjects/Keywords: Deficit thinking; dialogue; tracking; inclusive; transformative leadership; case study; marginalizing; equity; education; Access

…pervasiveness of deficit thinking. They claimed that factors outside of their control, such as the… …If the most dedicated teachers suffer from deficit thinking, then it can be assumed that… …deficit thinking exists within the teaching mindset and pedagogical practices of other staff… …x28;2004) found deficit thinking was pervasive in contemporary schools across the world. It… …the United States. Teachers who operate through a lens of deficit thinking are conditionally… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Simone, J. (2012). Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31100

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Simone, Joseph. “Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed March 19, 2019. http://hdl.handle.net/2142/31100.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Simone, Joseph. “Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.” 2012. Web. 19 Mar 2019.

Vancouver:

Simone J. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/2142/31100.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simone J. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31100

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Harelkin Bishop, Mary. Soul-to-soul: deconstructing defiict thinking in the classroom.

Degree: 2013, University of Saskatchewan

 This thesis explores educator beliefs, attitudes and practices in teaching First Nations, Inuit, Métis and Ethnic students in Canada, including Muslim and Arabic students. Research… (more)

Subjects/Keywords: Keyword 1; Key Phrase One; deficit thinking, Keyword 2; Key Phrase Two anti-oppressive education

…possibly set me on this long journey to thinking about prejudice and discrimination in our… …take a look at Deconstructing White Dominant thinking and Antiracist Education, as well as… …of White culture and White society. Teachers are products of this thinking – it has been… 

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APA (6th Edition):

Harelkin Bishop, M. (2013). Soul-to-soul: deconstructing defiict thinking in the classroom. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2013-11-1301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Harelkin Bishop, Mary. “Soul-to-soul: deconstructing defiict thinking in the classroom.” 2013. Thesis, University of Saskatchewan. Accessed March 19, 2019. http://hdl.handle.net/10388/ETD-2013-11-1301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Harelkin Bishop, Mary. “Soul-to-soul: deconstructing defiict thinking in the classroom.” 2013. Web. 19 Mar 2019.

Vancouver:

Harelkin Bishop M. Soul-to-soul: deconstructing defiict thinking in the classroom. [Internet] [Thesis]. University of Saskatchewan; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10388/ETD-2013-11-1301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harelkin Bishop M. Soul-to-soul: deconstructing defiict thinking in the classroom. [Thesis]. University of Saskatchewan; 2013. Available from: http://hdl.handle.net/10388/ETD-2013-11-1301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

23. Beard, Karen Stansberry. An Exploratory Study of Academic Optimism and Flow of Elementary School Teachers.

Degree: PhD, ED Policy and Leadership, 2008, The Ohio State University

  The goal of this research was to examine individual teachers’ beliefs about their experiences, abilities, students, and academic tasks through two concepts evolving out… (more)

Subjects/Keywords: Education; Educational Psychology; Educational Theory; Elementary Education; Organization Theory; Organizational Behavior; Psychology; School Administration; Secondary Education; Teacher Education; Teaching; flow of teachers; individual academic optimism; enabling school structure; general life optimism; positive psychology in education; deficit thinking; trust in schools; teacher's sense of efficacy; teacher's sense of academic press

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Beard, K. S. (2008). An Exploratory Study of Academic Optimism and Flow of Elementary School Teachers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1217020480

Chicago Manual of Style (16th Edition):

Beard, Karen Stansberry. “An Exploratory Study of Academic Optimism and Flow of Elementary School Teachers.” 2008. Doctoral Dissertation, The Ohio State University. Accessed March 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217020480.

MLA Handbook (7th Edition):

Beard, Karen Stansberry. “An Exploratory Study of Academic Optimism and Flow of Elementary School Teachers.” 2008. Web. 19 Mar 2019.

Vancouver:

Beard KS. An Exploratory Study of Academic Optimism and Flow of Elementary School Teachers. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Mar 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217020480.

Council of Science Editors:

Beard KS. An Exploratory Study of Academic Optimism and Flow of Elementary School Teachers. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217020480

24. Marks-Richardson, Monica L. MATTERS OF THE HEART: UNDERSTANDING RACIAL INTERPRETATIONS & CULTURAL PERCEPTIONS IN THE CLASSROOM FOR AFRICAN AMERICAN STUDENTS.

Degree: PhD, Educational Leadership, 2014, Miami University

 This paper is a qualitative study on the influence of race and culture in the instructional planning within classrooms in a suburban school district. The… (more)

Subjects/Keywords: Education; African Americans; Teaching; Teacher Education; culture; race; cultural studies; racial interpretations; cultural perceptions; suburban schools; deficit thinking; African American students

…Ogbu’s premise is an excellent example of cultural deficit thinking in which the focus is on… …racism, systematic oppression, deficit model, resilience model, othered Description of Research… …important. Culturally responsive teaching embraces a way of thinking and being that enables… …if you don’t get what you worked for then you haven’t worked hard enough.” This is deficit… …based thinking because the idea that social structures have no role in the academic success… 

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APA (6th Edition):

Marks-Richardson, M. L. (2014). MATTERS OF THE HEART: UNDERSTANDING RACIAL INTERPRETATIONS & CULTURAL PERCEPTIONS IN THE CLASSROOM FOR AFRICAN AMERICAN STUDENTS. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1406886877

Chicago Manual of Style (16th Edition):

Marks-Richardson, Monica L. “MATTERS OF THE HEART: UNDERSTANDING RACIAL INTERPRETATIONS & CULTURAL PERCEPTIONS IN THE CLASSROOM FOR AFRICAN AMERICAN STUDENTS.” 2014. Doctoral Dissertation, Miami University. Accessed March 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406886877.

MLA Handbook (7th Edition):

Marks-Richardson, Monica L. “MATTERS OF THE HEART: UNDERSTANDING RACIAL INTERPRETATIONS & CULTURAL PERCEPTIONS IN THE CLASSROOM FOR AFRICAN AMERICAN STUDENTS.” 2014. Web. 19 Mar 2019.

Vancouver:

Marks-Richardson ML. MATTERS OF THE HEART: UNDERSTANDING RACIAL INTERPRETATIONS & CULTURAL PERCEPTIONS IN THE CLASSROOM FOR AFRICAN AMERICAN STUDENTS. [Internet] [Doctoral dissertation]. Miami University; 2014. [cited 2019 Mar 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406886877.

Council of Science Editors:

Marks-Richardson ML. MATTERS OF THE HEART: UNDERSTANDING RACIAL INTERPRETATIONS & CULTURAL PERCEPTIONS IN THE CLASSROOM FOR AFRICAN AMERICAN STUDENTS. [Doctoral Dissertation]. Miami University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406886877

25. Weems, Mark T. Voices From the Field: Stories of Social Justice Leaders.

Degree: PhD, Adult, Professional, and Community Education, 2013, Texas State University – San Marcos

 This study examines the experiences of two social justice school superintendents who are known for rejecting deficit views of traditionally marginalized groups, questioning and resisting… (more)

Subjects/Keywords: Social Justice; Equity; Superintendent; Deficit Thinking; Transformational Learning Theory; Doxa; School management and organization; Educational leadership; Democracy and education; Multiculturalism; Minorities – Education – United States; Social justice – United States

…27 The persistence of deficit thinking… …81 Deficit thinking… …134 The Deficit Thinking Model and Doxa… …from both staff and community members. Themes that emerged included Deficit Thinking, Policy… …body or research include: persistence of deficit thinking (Kose, 2009; Oakes, Quartz… 

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APA (6th Edition):

Weems, M. T. (2013). Voices From the Field: Stories of Social Justice Leaders. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4601

Chicago Manual of Style (16th Edition):

Weems, Mark T. “Voices From the Field: Stories of Social Justice Leaders.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 19, 2019. https://digital.library.txstate.edu/handle/10877/4601.

MLA Handbook (7th Edition):

Weems, Mark T. “Voices From the Field: Stories of Social Justice Leaders.” 2013. Web. 19 Mar 2019.

Vancouver:

Weems MT. Voices From the Field: Stories of Social Justice Leaders. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Mar 19]. Available from: https://digital.library.txstate.edu/handle/10877/4601.

Council of Science Editors:

Weems MT. Voices From the Field: Stories of Social Justice Leaders. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4601

26. Egan, Margaret. Inclusive education policy, the general allocation model and dilemmas of practice in primary schools.

Degree: 2013, University College Cork

 Background: Inclusive education is central to contemporary discourse internationally reflecting societies’ wider commitment to social inclusion. Education has witnessed transforming approaches that have created differing… (more)

Subjects/Keywords: Inclusion; Policy; Special education; Deficit thinking; Disproportionality in special education; Educational disadvantage; General allocation model; Pobal HP deprivation index; Education, Elementary – Ireland; Special education – Ireland

…education has ‘relied too heavily on deficit thinking and must now enhance existing practices with… …226 v List of Acronyms ADHD Attention deficit Hyperactivity Disorder ASD Autistic… …beliefs and values. Attitude is understood as ‘a settled way of thinking or feeling, typically… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Egan, M. (2013). Inclusive education policy, the general allocation model and dilemmas of practice in primary schools. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/1247

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Egan, Margaret. “Inclusive education policy, the general allocation model and dilemmas of practice in primary schools.” 2013. Thesis, University College Cork. Accessed March 19, 2019. http://hdl.handle.net/10468/1247.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Egan, Margaret. “Inclusive education policy, the general allocation model and dilemmas of practice in primary schools.” 2013. Web. 19 Mar 2019.

Vancouver:

Egan M. Inclusive education policy, the general allocation model and dilemmas of practice in primary schools. [Internet] [Thesis]. University College Cork; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10468/1247.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Egan M. Inclusive education policy, the general allocation model and dilemmas of practice in primary schools. [Thesis]. University College Cork; 2013. Available from: http://hdl.handle.net/10468/1247

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.