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Teachers' Deficit and Dynamic Thinking in Advanced Placement Classes: Exploring the Nature of Teacher-Student Classroom Interactions

Izzo, Robert T.
Thesis/Dissertation; Online
Izzo, Robert T.
Grimes, Patrice
Callahan, Carolyn
Duke, Daniel
Dexter, Sara
Researchers have explored teachers' differential expectations for minority and low-income students in an attempt to explain the achievement gap (Weinstein, 2002). New research uses models of deficit and dynamic thinking to reconceptualize and investigate teacher expectations. This study employs a framework that encompasses deficit and dynamic views of teachers' expectations for students to examine the disparity of student performance among racial subgroups on Advanced Placement (AP) exams. The inquiry into the nature of the differential teacher expectancy is conducted in the context of a large intervention program designed to raise minority students' participation in AP classes and scores on AP exams to better prepare students for success in college. Results from this study indicate that although teachers maintain differential expectations for their students, they are willing to engage in a critical examination of their instructional practices. The findings from this qualitative study can be used as the basis for suggesting ways expectations may shape future teacher professional development that focuses on raising minority and low-SES student achievement. The study specifically cites the contextual factors that lead to student success in AP courses. Ultimately, this line of inquiry could help address the achievement gap for marginalized students. v Department of Educational Leadership, Foundations, and Policy Curry School of Education University of Virginia Charlottesville, Virginia APPROVAL OF THE DISSERTATION This dissertation, Teachers' Deficit and Dynamic Thinking in Advanced Placement Classes: Exploring the Nature of Teacher-Student Classroom Interactions, has been approved by the Graduate Faculty of the Curry School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Carolyn, M. Callahan, Co-Advisor Sara Dexter, Co-Advisor Daniel L. Note: Abstract extracted from PDF text
University of Virginia, Curry School of Education, PHD (Doctor of Philosophy), 2012
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PHD (Doctor of Philosophy)
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