Relevant bibliographies by topics / Deficit Thinking

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Deficit Thinking'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Deficit Thinking.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Deficit Thinking"

1

Kotlikoff, Laurence J. "DEFICIT THINKING." Sciences 29, no. 3 (May 6, 1989): 15–21. http://dx.doi.org/10.1002/j.2326-1951.1989.tb02155.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

García, Shernaz B., and Patricia L. Guerra. "Deconstructing Deficit Thinking." Education and Urban Society 36, no. 2 (February 2004): 150–68. http://dx.doi.org/10.1177/0013124503261322.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Walker, Kenya L. (Haynes). "Deficit Thinking and the Effective Teacher." Education and Urban Society 43, no. 5 (September 13, 2010): 576–97. http://dx.doi.org/10.1177/0013124510380721.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Martin, Georgianna L., Matthew J. Smith, and Brittany M. Williams. "Reframing Deficit Thinking on Social Class." New Directions for Student Services 2018, no. 162 (June 2018): 87–93. http://dx.doi.org/10.1002/ss.20264.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Solca, Federica, Barbara Poletti, Stefano Zago, Chiara Crespi, Francesca Sassone, Annalisa Lafronza, Anna Maria Maraschi, Jenny Sassone, Vincenzo Silani, and Andrea Ciammola. "Counterfactual Thinking Deficit in Huntington’s Disease." PLOS ONE 10, no. 6 (June 12, 2015): e0126773. http://dx.doi.org/10.1371/journal.pone.0126773.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pouliot, Chantal, and Julie Godbout. "Thinking outside the ‘knowledge deficit’ box." EMBO reports 15, no. 8 (July 3, 2014): 833–35. http://dx.doi.org/10.15252/embr.201438590.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Silberman, Steve. "Beyond “Deficit-Based” thinking in autism research." Physics of Life Reviews 20 (March 2017): 119–21. http://dx.doi.org/10.1016/j.plrev.2017.01.022.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Knight, Tony. "Equity in Victorian education and ‘deficit’ thinking." Melbourne Studies in Education 43, no. 1 (May 2002): 83–105. http://dx.doi.org/10.1080/17508480209556394.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Skrla, Linda, and James Joseph Scheurich. "Displacing Deficit Thinking in School District Leadership." Education and Urban Society 33, no. 3 (May 2001): 235–59. http://dx.doi.org/10.1177/0013124501333002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sharma, Manu. "Seeping Deficit Thinking Assumptions Maintain the Neoliberal Education Agenda: Exploring Three Conceptual Frameworks of Deficit Thinking in Inner-City Schools." Education and Urban Society 50, no. 2 (December 1, 2016): 136–54. http://dx.doi.org/10.1177/0013124516682301.

Full text
Abstract:
This article draws awareness to the subtle and seeping “common sense” mentality of neoliberalism and deficit thinking assumptions about racially marginalized students in inner-city schools. From a literature review conducted on deficit thinking and deficit practices in schools, I developed three different frameworks for understanding the roots of deficit thinking: (a) pseudo-scientific, (b) sociological-cultural, and (c) socioeconomic. This article examines the serious ethical implications of disengagement, internalized deficit beliefs, and being “pushed out” of school that arise from each framework. I argue that these implications, in conjunction with neoliberal agendas for schooling, have a double negative impact on the schooling experiences of racially marginalized students who attend inner-city schools.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Deficit Thinking"

1

Accuardi-Gilliam, Joseph Emile. "Examining the Gap| Teachers' Color-Blind Racial Ideology and Deficit Thinking through the Lens of School Discipline." Thesis, Lewis and Clark College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10622699.

Full text
Abstract:

Current statistics in education suggest a systemic problem of racist disciplinary practices in schools, as Black males have been demonstrated to be overwhelmingly overrepresented in the practices of school discipline (U.S. Department of Education Office for Civil Rights, 2014). While researchers have begun to explore the causes of this phenomenon to find solutions to counteract this trend (Gillborn, 2014; Skiba et al., 2014), little has been done to examine how racism—in the form of racial colorblindness—may play a role in manifesting the discipline gap and perpetuate structural racism in schools. Considering that a majority of the teaching force in the Northwest are white, this research examines how racial color-blind ideologies (Bonilla-Silva, 2014; Neville, Awad, Brooks, Flores, & Bluemel, 2013) and deficit thinking (Valencia, 2010) are related to ideologies of school discipline, which perhaps condition discipline in schools.

This quantitative research combines Neville, Lilly, Duran, Lee, and Browne's (2000) Color-Blind Racial Attitudes Scale, items from Skiba et al.’s (2003) Disciplinare Practices Survey, and scales developed for this study, designed to address deficit thinking (Valencia, 2010) and attitudes toward Black males within disciplinary contexts. An online survey was administered to practitioners in contrasting educational communities within the Northwest. Correlation analyses included examining relationships between components of the survey within and in-between organizations. Furthermore, this study introduces new scale items to address attitudes toward Black males within educational discipline settings, further penetrating the literature base on the topic.

Findings demonstrate significant correlations between color-blind, deficit thinking, and pro-discipline attitudes, suggesting a relationship between educators’ attitudes toward the justification for discipline and color-blind attitudes are perhaps an interwoven issue which contributes to racial disparities in school discipline. These data suggest a need for developing the racial identities of a predominantly white educational workforce in the effort to eliminate the discipline gap.

APA, Harvard, Vancouver, ISO, and other styles
2

Perez, Shenira A. "Quantifying the effects of the ‘at-risk’ label: Exploring the deficit-oriented labeling experiences of low-income, first-generation college students of color." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108597.

Full text
Abstract:
Thesis advisor: David B. Miele
Institutional efforts to address attainment gaps in higher education have traditionally centered on deficit-oriented discourses that frame Black and Hispanic students, low-income students, and first-generation college students as ‘at-risk’ and ‘underprepared’. Given the extensive amount of evidence documenting the adverse consequences of labeling and stigmatization, relying on negative descriptors to characterize marginalized students may be detrimental to their motivation and persistence in college—and may inadvertently exacerbate disparities in graduation rates between these students and students from more privileged backgrounds. A total of three online studies were conducted for this dissertation, which explores the deficit-oriented labeling experiences of low-income, first-generation Black and Hispanic college students (LIFG; n= 256) and their non-low-income, continuing-generation White peers (NLIFG; n= 317). In Studies 1 and 2, participants were asked to respond to a series of prompts designed to examine the extent to which deficit-oriented labels were applied to them, the contexts in which this occurred, and the motivational and affective consequences they experienced as a result. In Studies 1 and 3, hypothetical scenarios were used to probe participants’ interpretations of both deficit-oriented and alternative labels (i.e., first-generation student), as well as the perceived consequences of being characterized by these descriptors. Study 3 also explored potential stereotype threat effects that might result from being characterized by a deficit-oriented label. Specifically, participants were randomly assigned to recall an experience in which they were labeled as an at-risk or first-year student, and then asked to complete an analytical task. Students’ academic mindsets, stereotype vulnerability, and racial identity beliefs were also explored as potential moderators for within and between-group differences in Studies 2 and 3. Results showed that relative to NLIFG students, LIFG students were significantly more likely to report being labeled by deficit-oriented descriptors. The frequency of these labeling experiences was also significantly associated with negative academic self-perceptions, sense of belonging, and affect, for both LIFG and NLIFG students. Across both sample groups, participants generally indicated that these labels were most often communicated to them by instructors and advisors. Responses to the hypothetical scenarios indicated that LIFG students were more nuanced in their interpretations of different labels, but there were no sample group differences in the extent to which participants expected these labeling experiences to negatively affect hypothetical students. There was no evidence of stereotype threat effects on subsequent performance, but this result may have been due to limitations associated with the manipulation task. Lastly, there was evidence to suggest that endorsing stronger academic growth mindsets may mitigate the negative effects of these stigmatizing experiences. The implications of these findings and recommendations for future work are also discussed
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
APA, Harvard, Vancouver, ISO, and other styles
3

Sabnis, Sujay. "White Teachers’ Experiences of Working with Black Students within a Response to Intervention Framework: The Role of Racialized Deficit Thinking." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6377.

Full text
Abstract:
Response to Intervention (RTI) is a data-based decision-making framework of service delivery that has the potential to improve educational outcomes for all students. Preliminary data appear to bolster this claim. However, it is as yet unclear whether RTI will be able to close the gap in educational outcomes that exists between students of different racial groups. Drawing on theories such as culture of policy (Stein, 2004) and deficit thinking (Valencia, 2010), this study explored the experiences of six White elementary teachers using RTI while working with Black students receiving Tier 2 or Tier 3 instructional supports. Using theoretically driven constant-comparative analysis, I illustrated how teachers’ personal worldviews as well as local contexts informed their different interpretations of RTI as well as their similar interpretive lens: racialized deficit-based thinking while talking about the causes of the racial gap in schooling outcomes as well as while talking about specific Black students in their classrooms. While speaking about specific students, teachers drew on deficit thinking to explain the roots of problems (e.g., low motivation, lack of parental involvement), and paid comparatively little attention to problems in instruction, curriculum, or other contextual factors. Findings are discussed in light of Stein’s (2004) work showing how the culture of policy operates at the school level, and how even equity-oriented policies can be negated by deficit-oriented perspectives and practices.
APA, Harvard, Vancouver, ISO, and other styles
4

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." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2338.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dube, Beatrice. "Distributive justice : water allocation reform in the Greater Tzaneen Municipality." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/75996.

Full text
Abstract:
The thesis investigates deliberateness in water allocation to historically disadvantaged individuals (HDIs) through a water infrastructure development project, the Great Letaba River Water Development Project (GleWaP) within a context of water allocation reform (WAR). WAR is a programme set to redress past discriminatory laws and practices in the allocation of water in South Africa and seeks to address racial and gender inequalities inherited from past political epochs. The study interrogates the concept of individual water rights for women in a context where the collective is prioritised over the individual. The qualitative study uses data collected from 73 participants using interviews, two focus group discussions and surveys. John Rawls’ theory of distributive justice and Jacques Derrida’s deconstruction theory are applied to interrogate water allocation discourses and processes to understand whether genuine justice can be achieved through water allocation reform. The study is set within the critical social theory paradigm where the interlinkages between power, politics, race and gender are interrogated in search of social justice. Study findings reveal that the intentions of WAR as articulated in the goals are far from achievable with other variables such as land ownership still to be addressed. After several years, WAR remains steeped in theoretical rhetoric while lacking in practicality, as victims of past discriminatory practices still have no access to water resources, while legislation continues to protect and benefit a minority. The study identifies deficit thinking as one of the challenges in the implementation of the reform strategy. It concludes that the water allocation reform strategy does not break away from colonial and apartheid concerns for white beneficiaries as there does not seem to be a deliberate attempt to allocate water to predominantly black historically disadvantaged individuals. The thesis thus recommends measurable outcomes for water allocation reform, development of a vibrant black rural water economy, and the use of expropriation of water as a measure to speed up water reform.
Thesis (PhD)--University of Pretoria, 2020.
Anthropology and Archaeology
PhD
Restricted
APA, Harvard, Vancouver, ISO, and other styles
6

Pyros, Anne M. "Suburban Poverty: Teachers' Knowledge, Beliefs, and Efficacy." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575889423556482.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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

Full text
Abstract:
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, to teaching practices that meet the needs of Māori students in our bicultural learning environments of New Zealand. There is a growing amount of research to support the use of student voice data, the benefits of which can be seen at a school level, at the classroom teacher level as well as for the individual students themselves. This research project focused on exploring the impact of students sharing their thoughts and opinions about their learning, (i.e.: student voice data) on influencing teachers’ beliefs about teaching and learning. In doing so it explores effective facilitation of this process in a bicultural learning environment. In particular it investigates the potential of a combination of specific tools, notably student focus groups and coaching conversations with teachers to influence teachers’ beliefs. This study took place in two low decile schools in Christchurch. It involved focus groups of Māori and non-Māori primary-aged students, alongside teacher reflective interviews being conducted on repeated visits. Its findings identified approaches for accessing authentic student voice in a bicultural learning environment. The thoughts and opinions shared by Māori students highlighted a focus on their own learning as well as celebrating their culture. Teachers reacted to student voice by making connections to their classroom programmes, and by accepting or dismissing more provocative statements. These reactions by teachers helped emphasize the most helpful methods for reflecting on this data. Their reflections, used alongside a specially designed ‘Teacher Belief Gathering Tool’, ascertained that teachers’ beliefs were both reaffirmed and changed through guided reflection and coaching conversations on student voice data. Teachers’ knowledge of effective teaching and learning, their motivation for changing their teaching practices, as well as witnessing success were all considerable factors in teachers changing their beliefs.
APA, Harvard, Vancouver, ISO, and other styles
8

Reid, Jennifer. "Barriers To Maori Student Success At The University Of Canterbury." Thesis, University of Canterbury. Sociology and Anthropology, 2006. http://hdl.handle.net/10092/903.

Full text
Abstract:
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 retention and completion in mainstream universities. This research is based on the qualitative method of in-depth taped interviews with twenty-five participants enrolled as 'Maori' at Canterbury in 2004. Notwithstanding increased recognition of biculturalism at Canterbury, issues relating to entrenched monoculturalism identified by Grennell (1990), Clothier (2000) and Phillips (2003) appear to be largely unresolved. Participants confirm the Ministry of Education's (2001) contention that Personal and Family Issues, Financial Difficulties, Negative Schooling Experiences, Inadequate Secondary Qualifications, Transitional Difficulties, Isolation, Unwelcoming Tertiary Environments and Inappropriate Support Structures are barriers to Maori success. However, testimonies reflect that these barriers represent exogenous factors derived from state and institutional policies and practices, not endogenous factors attributable to Maori genes, cultural socioeconomic status or engagement with the system. The Tertiary Education Strategy's (2002-2007) devolution of responsibility to institutions to address ethnic disparities in human capital imposes the same structural constraints on Maori that undermine achievement in the compulsory sector. The types of support structures participants identify as conducive to addressing deficit cultural capital and fostering academic achievement are Maori-centred initiatives, devoid of the deficit ideology that underpins mainstream assimilationist interventions; and or institutional provisions that incorporate greater stakeholder input with improved accountability and monitoring mechanisms that safeguard against recourse to deficit rationalizations for underachievement. Maori parity in engagement with the tertiary education sector is contingent upon the state and its institutions redressing the cumulative effects of the colonial and neo-colonial marginalization of Maori in Aotearoa/New Zealand.
APA, Harvard, Vancouver, ISO, and other styles
9

Marks-Richardson, Monica L. "MATTERS OF THE HEART: UNDERSTANDING RACIAL INTERPRETATIONS & CULTURAL PERCEPTIONS IN THE CLASSROOM FOR AFRICAN AMERICAN STUDENTS." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406886877.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Olsson, Anna. "Dansundervisning för elever med autism och ADHD : En kvalitativ studie av gymnasielärares erfarenheter ur ett sociokulturellt perspektiv." Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-748.

Full text
Abstract:
The aim of the study is to contribute knowledge and increase the understanding of teaching dance to students aged 16-18 with autism and ADHD in upper secondary school in Sweden by investigating teachers understanding of adaptation and the reason for students experiencing difficulties related to their diagnosis. The study also investigates the different strategies used by the teachers to adapt their teaching. The study uses a qualitative method and empirical data was collected through semi-structured interviews with four dance teachers. The data was analysed within the framework of a sociocultural perspective using concepts such as mediation, affordance and intellectual tools defined as given models for thinking. The results of the study show firstly that teachers’ understanding of different ways to adapt teaching and ways of understanding the reason for students experiencing difficulties, affects how they adapt and design their teaching. Secondly the study shows that the strategies used by the teachers mainly strives for making the teaching clear and predictable, to improve students’ self-esteem and to build good relationships to the students, and among the students. The study concludes that more knowledge about the subject is needed to further support the teachers in their work.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Deficit Thinking"

1

Dismantling contemporary deficit thinking: Educational thought and practice. New York: Routledge, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shields, Carolyn M. Pathologizing practices: The impact of deficit thinking on education. New York: P. Lang, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Attention deficit disorder in adults: A different way of thinking. 4th ed. Lanham: Taylor Trade Pub., 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Light, Danielle. Thinking right among left brainers: One woman's experience of attention deficit disorder & dyslexia. Mt. Shasta, Calif: Mt. Shasta Publications, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Winner, Michelle Garcia. Thinking about you, thinking about me: Philosophy and strategies for facilitating the development of perspective taking for students with social cognitive deficits. London: Jessica Kingsley, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Valencia, Richard R. International Deficit Thinking. Taylor & Francis Group, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Valencia, Richard R. International Deficit Thinking. Taylor & Francis Group, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Valencia, Richard R. International Deficit Thinking. Routledge, 2019. http://dx.doi.org/10.4324/9780367855581.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Valencia, Richard R. Dismantling Contemporary Deficit Thinking. Routledge, 2010. http://dx.doi.org/10.4324/9780203853214.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Valencia, Richard R., ed. The Evolution of Deficit Thinking. Routledge, 2012. http://dx.doi.org/10.4324/9780203046586.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Deficit Thinking"

1

Down, Barry, John Smyth, and Janean Robinson. "Rethinking Class and Deficit Thinking." In Rethinking School-to-Work Transitions in Australia, 67–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72269-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Blanke, Hermann-Josef, and Robert Böttner. "The Democratic Deficit in the (Economic) Governance of the European Union." In Common European Legal Thinking, 243–86. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19300-7_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gonzales, Mabel. "Supporting Students with ADHD Attention Deficit and Hyperactive Disorder." In Systems Thinking for Supporting Students with Special Needs and Disabilities, 139–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4558-4_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rigelhof, Katrina. "Addressing Systemic Inequities, Student Achievement, and Deficit Thinking Within Ontario’s Urban and Priority High Schools." In New Framings on Anti-Racism and Resistance, 109–26. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-950-8_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Arestis, Philip, and Malcolm Sawyer. "The Intertemporal Budget Constraint and the Sustainability of Budget Deficits." In Current Thinking on Fiscal Policy, 95–111. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1007/978-0-230-30604-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

von Weizsäcker, Carl Christian, and Hagen M. Krämer. "Concluding Remarks on Economic Policy." In Saving and Investment in the Twenty-First Century, 309–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75031-2_13.

Full text
Abstract:
AbstractThe German debt brake is not compatible with the long-term stability of the euro. “New thinking” requires that public debt and price stability are no longer opponents, but rather allies in the Keynes world of persistently low interest rates. The proposed balanced account agreement is made more concrete here: An appropriate target (real) interest rate on the global capital market is between one and 1.5% per year lower than the growth rate of the OECD plus China region. If the actual interest rate is below the target rate, the countries with current account surpluses undertake to increase their public debt periodD gradually according to a definite formula. In symmetrical fashion, if the real interest rate is “too high,” countries with current account deficits have the duty to reduce their public debt period. The rules of the balanced account agreement replace the debt brake. They are the instruments of soundfiscal policy.
APA, Harvard, Vancouver, ISO, and other styles
7

"Contemporary Deficit Thinking." In The Evolution of Deficit Thinking, 175–225. Routledge, 2012. http://dx.doi.org/10.4324/9780203046586-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Deconstructing Deficit Thinking." In Dismantling Contemporary Deficit Thinking, 126–47. Routledge, 2010. http://dx.doi.org/10.4324/9780203853214-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Valencia, Richard R. "The Construct of Deficit Thinking." In International Deficit Thinking, 1–30. Routledge, 2019. http://dx.doi.org/10.4324/9780367855581-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Valencia, Richard R. "Africa (South Africa; Nigeria)." In International Deficit Thinking, 231–52. Routledge, 2019. http://dx.doi.org/10.4324/9780367855581-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Deficit Thinking"

1

da Silva, Felippe Fernandes, Linnyer Beatrys Ruiz Aylon, and Daniela Eloise Flor. "Teaching Computational Thinking to a Student with Attention Deficit Through Programming." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9273915.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

ling Yang, Chiao. "Cultural Disadvantage or Special Needs? Deficit Thinking in Diagnosis and Placement for Special Education Students." In 2nd International Conference on New Approaches in Education. GLOBALKS, 2020. http://dx.doi.org/10.33422/2nd.icnaeducation.2020.03.149.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Santamaría, Jorge Luis, and Manuel Ramón Lecuona López. "El Diseño adaptado al entorno de la Industria Cultural y Creativa." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3331.

Full text
Abstract:
Las Industrias Culturales y Creativas (ICC) para su desarrollo deben surgir en entornos fértiles, donde las políticas, los profesionales especializados, el acceso a la tecnología, la innovación, líneas de financiamiento y el mercado sean los adecuados; el paso a un camino positivo va de la mano de los integrantes del entorno de la industria y sus características. Los modelos tradicionales son limitados ante la realidad y posibilidades actuales donde las nuevas tecnologías y sus usos flexibilizan los procesos y los transforman, por lo que es necesario definir las características de una visión de mercado e industria que se proyecte a futuro, y donde el diseño desarrolle, coordine y gestiones los proyectos de diseño en emprendimientos de carácter cultural y creativo.DOI: http://dx.doi.org/10.4995/IFDP.2016.3331
APA, Harvard, Vancouver, ISO, and other styles
4

Goiran, Andrés Roque. "Percepción de la confiabilidad de un producto agroindustrial." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3675.

Full text
Abstract:
Las máquinas que trabajan en la agricultura y sus partes componentes están predestinadas a cumplir las funciones asignadas en determinadas condiciones de producción y explotación técnica. El estado técnico de las maquinas durante el proceso de explotación cambia, así como cambian de nominal al límite los valores de los parámetros que lo caracterizan. Una forma de caracterizar la maquinaria agrícola que se produce, es aplicando el concepto de sistemas, el cual según la cantidad de sistemas que la conforman y el grado de nivel tecnológico de los mismos podemos definir: Productos de alta tecnología: Tractores, Cosechadoras; Productos de media Tecnología: Sembradoras, embutidora de granos, extractora de granos; Productos de baja tecnología: Implementos observándose una estrecha relación entre la confiabilidad y la caracterización tecnológica. Productos de alta tecnología son más confiables que productos media y baja por razones múltiples entre ellas gestión del diseño, procesos de fabricación, acceso a tecnología del conocimiento, nivel de facturación de la empresa origen, organización empresarial, valor del producto, competencia. El interés de este trabajo es profundizar el concepto mecánico de confiabilidad, investigando como tal la percepción de la misma en el usuario, como concepto globalizador donde estará implícito el concepto mecánico; abordándose la problemática desde dos puntos de vista: la confiabilidad como factor de compra y la confiabilidad en función de la operatividad de la máquina.DOI: http://dx.doi.org/10.4995/IFDP.2016.3675
APA, Harvard, Vancouver, ISO, and other styles
5

Cunha, Julia Marina, Giselle S. A. D. Merino, and Eugenio A. D. Merino. "Design para saúde e qualidade de vida: desenvolvimento e avaliação de requisitos de projeto para fone de ouvido inclusivo." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3153.

Full text
Abstract:
Os casos de Perda Auditiva Induzida por Ruído (PAIR) entre crianças e adolescents aumentaram 30% nos últimos 30 anos, segundo Shargorodsky (2010). Algumas pesquisas indicam que esse aumento pode estar relacionado ao uso de dispositivos pessoais de áudio (Music Induced Hearing Loss (MIHL), como fones de ouvido, que associado a outros fatores, como o tempo de exposição e a intensidade sonora, elevam o risco de perda auditiva. Associado a este problema identifica-se a exclusão vivenciada por usuários de aparelho auditivo que tem dificuldades de utilizar fones de ouvido, devido à inadaptabilidade dos produtos à utilização simultânea.Objetiva-se com esta pesquisa definir os requisitos de projeto que possibilitem a criação de um produto (fone de ouvido) que atenda também os usuários de aparelho auditivo. Para esta finalidade foram consideradas as áreas de ergonomia, usabilidade, design inclusivo para um projeto centrado no usuário que vise proteção da saúde e melhoria da qualidade de vida dos mesmos. Como forma de verificar a viabilidade dos requisitos foi desenvolvido um protótipo funcional, submetido a testes de ruído para aferir sua performance.A pesquisa foi dividida em duas etapas, uma de cunho teórico que buscou levantar e analisar na literatura os temas relacionados e uma segunda etapa, de cunho prático, onde foram definidos os requisitos e realizado o teste com o protótipo funcional. Em relação a etapa prática, foi utilizado como referência o GODP (Guia de Orientação para o Desenvolvimento de Projetos).A partir da definição dos requisitos foi desenvolvido um fone de ouvido que, potencialmente, limita a intensidade sonora do som reproduzido e possibilita também a utilização por usuários de aparelho auditivo. Por meio de um protótipo funcional realizou-se uma avaliação de nível de pressão sonora do fone de ouvido projetado, onde obteve-se o máximo de 73dB nas frequências entre 1300 e 1400Hz, na reprodução de ruído branco. Estes resultados demostram que os requisitos, bem como o produto desenvolvido apresentam um desempenho adequado atendendo as exigências dos usuários.A pesquisa possibilitou demonstrar o potencial do design quando aplicado para melhoria da saúde, bem-estar e qualidade de vida das pessoas. Salientando a importância de projetos centrados no usuário, que consideram as pessoas com suas diversas habilidades e capacidades para a geração de produtos que satisfaçam as reais necessidades dos usuários.DOI: http://dx.doi.org/10.4995/IFDP.2016.3153
APA, Harvard, Vancouver, ISO, and other styles
6

Zhou, Ding, Jiabei Jiang, and Yuqing Zou. "Systemic Design Method for Co-creation of 3D Printing Service." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3144.

Full text
Abstract:
Background- As one of the objectives of Design for Additive Manufacture, the capability of customized geometry promotes 3D printing to increasingly realize product customization in the service market. Defined as a business strategy focusing on customer experience and interaction, co-creation is expected to obtain fast-growing market volume. Recently, some co-creation of 3D printing service (3DPS) have been released to realize value creation. Despite its rapid growth, there is little research on this field, especially its design method. Aim- This research aims to define a systemic design method for developing the co-creation of 3DPS. Method- First, this research distinguished ambiguous-type and definite-type of 3DPS co-creation. The latter was taken as the current research object, because it presents the services scope more clearly. Furthermore, in order to solve the research question, that is, how to organize the service innovation for 3DPS co-creation, evidence needed to be collected by observing the mentioned cases. Therefore, holistic multiple-case study of 3DPS co-creation samples was designed and conducted, as it was herein employed as the research method. This research is divided into three sections. The first section presents the preparation for data collection, involving case selection and the formulation of evidence collection. The second section analyzes the collected evidences. Based on the evidence analysis, the third section concludes the knowledge of 3DPS co-creation. In order to collect adequate evidences, a pair of models was employed to build a framework. The first one is the Den Hertog's service innovation model, which presents four dimensions including new service concept, new client interface, new service delivery system, and technological options. Another model refers to the building blocks of interactions for value co-creation: dialogue, access, risk-benefits, and transparency, presenting the components in basis construction, which are necessary for the interaction between consumer and service provider. Finding- The findings conclude a systemic design method for 3DPS co-creation, which is divided into the following steps: embedding 3DPS co-creation in current product customization, developing a WebGL-based interface for service processes, preparing 3D printing technology for customized results, evaluating and optimizing the co-creation structure according to the standard including clear dialogues, complete customization access, reasonable understanding of risk-benefits, and ideal transparency.Conclusion- This research proposes a systemic design method for co-creation of 3DPS, which promises benefits to enterprises engaged in the 3D printing service, and will contribute to promoting co-creation in the context of service design and other related fields.DOI: http://dx.doi.org/10.4995/IFDP.2016.3144
APA, Harvard, Vancouver, ISO, and other styles
7

Broks, Andris. "CHANGES ALL AROUND US AND WITHIN SCIENCE EDUCATION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.35.

Full text
Abstract:
This work is formed as a set of thematic mind maps for presentation during authors’ speech and further discussion during symposium BalticSTE2019. Selected mind maps are large-scale philosophy and psychology- based maps for general orientation within the complex situations when we are searching for definite solutions of concrete particular problems. All mind maps present visualization of definite thoughts’ arrangement within corresponding structures, what are well-known products of systemic organization of humans’ thinking. Keywords: general science education, philosophy of Science, systems theory.
APA, Harvard, Vancouver, ISO, and other styles
8

Santos, Sebastião, Yandson Costa, Flávia Carvalho, Davi Viana, and Luis Rivero. "Adaptando o Design Thinking para a Definição e Desenvolvimento de um Jogo Educacional Não Digital no Ensino de Gerenciamento de Riscos." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wei.2020.11127.

Full text
Abstract:
Uma alternativa para o ensino tradicional é o uso de jogos educacionais que podem motivar os alunos. No entanto, ainda há dificuldade no desenvolvimento de jogos educacionais ao selecionar os conteúdos presentes e ao projetar a dinâmica do jogo. Este trabalho apresenta o relato de experiência da adaptação da metodologia design thinking no processo de desenvolvimento do jogo educacional não digital: Arriscando. O Design Thinking combina o foco no usuário final com colaboração multidisciplinar e aprimoramento iterativo para produzir produtos inovadores. Foi aplicada uma análise de conteúdos de disciplinas para definir o assunto do jogo, assim como reuniões de brainstorming e validação com os discentes.
APA, Harvard, Vancouver, ISO, and other styles
9

Kahlen, Franz-Josef, George Swingler, Anabela C. Alves, and Shannon Flumerfelt. "Decision-Making Competencies in Engineering and Medicine." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39891.

Full text
Abstract:
A number of studies conducted since the turn of the millennium have identified several deficits in engineering education; the most widely cited are deficits in critical analysis, systems thinking, and visualizing non-linear cause-effect chains. The field of engineering education has undergone a number of notable changes in response to such identified deficits but recent field studies such as Vision 2030 identified remaining shortfalls in engineering competencies as well as significant discrepancies in the perception of the severity of these deficits. While academic engineering programs feel that their programs adequately prepare engineering students for the practice of engineering, entry-level hiring managers disagree. In the practice of medicine, decision-making in practicing physicians is a critical competency which can make the difference between appropriate and incorrect diagnoses, and may affect the patient’s well-being or his life. Making a decision for an appropriate treatment plan in the face of insufficient or contradicting data points often times is compounded by the fact that time-scales can be significantly shorter than in the case of a machine design project. And while the majority of patients is discharged from hospital care in better health, medical professionals and educators are questioning their own approach to decision making in light of technological advances affecting their disciplines, and because of an improved understanding of the biochemistry and opportunities of genetic manipulations of the human body. Therefore, the field of medical decision making is also undergoing an overhaul in the education and training of medical students. This paper contrasts the current decision-making competencies that are imparted as part of the respective fields’ academic education, identifies the challenges in each discipline, and identifies opportunities for cross-pollination of better practices to develop decision-making competencies.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Deficit Thinking"

1

The Centre for Attention Learning and Memory (CALM) Approach to Neurodevelopmental Research – MRC Cognition and Brain Sciences Unit University Of Cambridge. ACAMH, April 2021. http://dx.doi.org/10.13056/acamh.15509.

Full text
Abstract:
Our thinking around neurodevelopmental disorders is undergoing a period of rapid change. The traditional approach, endorsed by classification systems such as the Diagnostic Statistical Manual, defines neurodevelopmental disorders such as autism and attention-deficit hyperactivity disorder (ADHD) as distinct categories.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Deficit Thinking' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography