Deficit Thinking and the Effective Teacher

Walker, Kenya L.

doi:10.1177/0013124510380721

Cited by 32 publications

(29 citation statements)

References 8 publications

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“…Through relevant content the learning is made interesting and appealing by embedding it within the students' cultural frames of reference. This can be achieved by valuing the whole child, adjusting the curriculum, using culturally appropriate behaviour management techniques, alternative modes of assessment, as well as ensuring that learning does not remain confined to the four walls of the classroom (Lewthwaite and McMillan, 2010;Lewthwaite et al, 2013;Nakata, 2011;Osborne, 2001;Walker, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Negotiating the Dominant Discourses of Explicit Instruction and Culturally Responsive Pedagogy in the Far North Queensland Context:A Teacher’s Journey

D'Aietti

Lewthwaite

Chigeza

2016

eTropic

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This study took place on a remote Torres Strait (TS) island in Far North Queensland (FNQ). It focused on my teaching journey in a grade 6/7 classroom. Through an Action Research (AR) methodology the study documents my efforts to navigate and respond to two teaching models – Explicit Instruction (EI) and Culturally Responsive Pedagogy (CRP), both of which inform policy statements in the region. As well, this study highlights the tensions that arose as a result of navigating this space. Using a reflective journal, informal student dialogue sessions, yarning circles, student work samples and teacher observations, I endeavoured to adjust my practice to determine how best to meet my learners’ needs, preferences and learning styles. Through on-going critical reflective practice, data collection and analysis my teaching practice underwent transformation. In addition to the critical reflective practice of my own teaching, I frequently engaged with other work colleagues, the aim of which was to both improve and transform my teaching to better serve the needs of my learners, for my overriding intention throughout this journey was not to simply accept, without question, what I was being mandated to teach, but rather to question by truly listening and responding to my students’ voices (Hattie, 2012). The findings of this study strongly suggest that practitioners cannot blindly forge ahead with the EI model, but rather this model must be adjusted if practitioners are to truly consider their students from a culturally responsive viewpoint.

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Section: Literature Reviewmentioning

confidence: 99%

Negotiating the Dominant Discourses of Explicit Instruction and Culturally Responsive Pedagogy in the Far North Queensland Context:A Teacher’s Journey

D'Aietti

Lewthwaite

Chigeza

2016

eTropic

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“…(Ahram, Fergus, & Noguera, 2011, p. 2247 Culturally deficit thinking is represented by school staffs' characterization of lowincome students and/or CLD students including ELL students as psychologically abnormal. Deficit thinking blames school failure on the students, their parents, background and families (Walker, 2011). All students are compared academically and behaviorally to white middle class students.…”

Section: Culturally Deficit Thinkingmentioning

confidence: 99%

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?

DuBois¹

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Disproportionality in special education has been examined from various perspectives over a 50-year period. English Language Learner (ELL) students have been included in the discussion among researchers in the past two decades as a disproportionate number of ELL students are referred to special education. Though the problem of disproportionality has been acknowledged, documented and discussed over a period of decades, there is a lack of research from the voices of special educators. The purpose of this study was to describe special education teachers' experiences teaching students currently or previously enrolled in an English language learner program who are receiving special education services. This study explored teachers' views of what supports, resources and strategies contribute to student success and their views of the eligibility determination and referral process. In order to address this gap in the literature, an exploratory descriptive qualitative study was conducted by interviewing special educators. The results indicate the participants lacked support in all areas examined including professional development, resources, instructional strategies and the referral and assessment process. This study indicates structural inequity, a systematic bias in the form of a patterned and differential distribution of resources, contributing to limited opportunities for students who are English language learners who are receiving special education. Implications of the study to address structural inequity include the use of culturally responsive pre-referral strategies and knowledge of the acculturation process ii when considering the needs of an ELL student who is struggling academically and incorporating culturally response teaching methods in both general and special education.

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“…Research has also shown that teachers' instructional choices are sometimes influenced by colorblind or biased ideology (Bennett, 2012;Love & Kruger, 2005;Natesan & Kieftenbeld, 2013;Siwatu, 2011;Song, 2006;Walker, 2011). When teachers use a curriculum that is not culturally relevant to students of color, those students' academic ability might not be optimized.…”

Section: Background Of the Studymentioning

confidence: 99%

“…Love and Kruger (2005) urge teachers to reflect on their own beliefs about the community in which they teach. Teachers must examine their expectations of students with a critical lens so that they can push back against deficit or racist beliefs (Atwater, 2008;Howard, 2003;Nelson & Guerra, 2014;Walker, 2011).…”

Section: Ladsonmentioning

confidence: 99%

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Culturally relevant teachers : a critical beacon in the educational standards movement.

Pleasant¹

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Deficit Thinking and the Effective Teacher

Cited by 32 publications

References 8 publications

Negotiating the Dominant Discourses of Explicit Instruction and Culturally Responsive Pedagogy in the Far North Queensland Context:A Teacher’s Journey

Negotiating the Dominant Discourses of Explicit Instruction and Culturally Responsive Pedagogy in the Far North Queensland Context:A Teacher’s Journey

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?

Culturally relevant teachers : a critical beacon in the educational standards movement.

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