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Scaffolding Instruction Where It Matters: Teachers' Shift from Deficit Approach to Developmental Model of Learning
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Zakaria, Zuraimi; Care, Esther; Griffin, Patrick – Journal of Education and Practice, 2016
This paper revolves on the premise that teachers' adoption of developmental model is more likely to improve student learning and performance as compared to the utilization of deficit approach. Deficit or clinical approach to learning has the tendency to focus on things that students cannot do, thus followed by teacher prescriptions of a…
Descriptors: Scaffolding (Teaching Technique), Models, High Achievement, Low Achievement