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National Study of Master Teachers in Deaf Education: Implications for Teacher Education
In: American annals of the deaf: AAD, Band 153, Heft 3, S. 328-343
ISSN: 1543-0375
After an extensive review of relevant literature, the investigators developed a questionnaire on teacher characteristics and behaviors in relation to master teachers and distributed it electronically to deaf education professionals. The questionnaire recipients represented administrators, experienced teachers (e.g., those with 3 or more years' experience), and college and university faculty responsible for preparing teachers of the deaf. Follow-up interactive interviews were conducted with representatives of each constituency. Considerable similarities were noted in the priorities assigned across the three different constituencies, including a value placed on strong communication skills, having a passion about teaching, being collaborative, remaining current in the field, helping students become independent learners, and employing cognitive strategies. Analyses of responses by constituency are provided, along with recommendations for action, particularly for teacher education programs that are intent on graduating more teachers with master teacher potential.
Teacher Quality: A Comparison of National Board-Certified and Non-Board-Certified Teachers of Deaf Students
In: American annals of the deaf: AAD, Band 151, Heft 1, S. 71-87
ISSN: 1543-0375
The study was designed to identify specific components of teacher excellence, focusing initially on the characteristics of the small number of teachers of the deaf who are certified by the National Board for Professional Teaching Standards (NBPTS), then comparing those with the characteristics of other teachers identified as master teachers by university faculty in teacher preparation in deafness. Classroom observation, written lesson plans, teacher questionnaires on beliefs, and content analysis of interactive electronic focus groups were used to compare the two groups of teachers. Results indicated similarities between Board-certified and non–Board-certified master teachers in regard to teacher behaviors and commitment to well-founded pedagogical principles. Differences were found in classroom priorities and in the greater level of interconnectivity expressed by Board-certified teachers as the result of becoming Board certified. Recommendations are made for preparing teachers of deaf students.
Applying Critical Thinking Skills to Character Education and Values Clarification With Students Who Are Deaf or Hard of Hearing
In: American annals of the deaf: AAD, Band 149, Heft 3, S. 255-263
ISSN: 1543-0375
Students who are deaf or hard of hearing must learn to think critically. Character education (CE) refers to the effort to teach basic values and moral reasoning (Doyle & Ponder, 1977). Values clarification (VC) is the process of examining one's basic values and moral reasoning (Rokeach, 1973). Character education and values clarification as subject matter foster the development of critical thinking (CT), a tool used both to develop and to modify values and moral reasoning. These three areas mutually support one another. The development of a set of values and their underlying moral reasoning is the foundation for thinking critically about values. The authors examine the components of critical thinking, character education, and values clarification, summarize the literature, and provide a template for appropriate lesson plans. They also describe strategies that promote the development of critical thinking, character education, and values clarification.
Preparing Todayis Teachers of the Deaf and Hard of Hearing to Work With Tomorrowis Students: A Statewide Needs Assessment
In: American annals of the deaf: AAD, Band 148, Heft 1, S. 25-30
ISSN: 1543-0375
The Individuals with Disabilities Education Act is explicit in its mandate
that students who receive special education services have opportunities to
be involved in and progress in the general education curriculum. Teachers
providing instruction to students who are deaf or hard of hearing are
expected to comply with this federal mandate. To determine if teachers of
students who are deaf or hard of hearing throughout the state of Georgia
felt adequately prepared to educate this population, a statewide needs
assessment survey was conducted. Questionnaires were reviewed from 110
experienced teachers of students who are deaf or hard of hearing. More
that half of the teachers who responded judged their teacher preparation
program to be appropriate. Specific suggestions for modifications to
teacher preparation programs are provided.
Preservice Teacher and Interpreter American Sign Language Abilities: Self-Evaluations and Evaluations of Deaf Students' Narrative Renditions
In: American annals of the deaf: AAD, Band 160, Heft 3, S. 316-333
ISSN: 1543-0375
I n deaf education , the sign language skills of teacher and interpreter candidates are infrequently assessed; when they are, formal measures are commonly used upon preparation program completion, as opposed to informal measures related to instructional tasks. Using an informal picture storybook task, the authors investigated the receptive and expressive narrative sign language skills of 10 teacher and interpreter candidates in a university preparation program. The candidates evaluated signed renditions of two signing children, as well as their own expressive renditions, using the Signed Reading Fluency Rubric (Easterbrooks & Huston, 2008) at the completion of their fifth sign language course. Candidates' evaluations were compared overall and across 12 sign language indicators to ratings of two university program professors. Some variation existed across ratings for individual indicators, but generally the candidates were aware of and could accurately rate their own abilities and those of two signing children.
Health and Physical Education as an Important Part of School Curricula: A Comparison of Schools for the Deaf in the Czech Republic and the United States
In: American annals of the deaf: AAD, Band 155, Heft 1, S. 78-95
ISSN: 1543-0375
The authors describe and compare how physical education classes and healthy lifestyle concepts are taught in selected Czech and U.S. schools for the deaf. Professionals who participated in the study included principals and teachers employed by 4 schools for the deaf. Data from schools were collected during the summer and fall semesters, and subsequent interviews were conducted with the principals and physical education teachers. Unique characteristics were exhibited by each of the 4 schools. The settings for extracurricular physical and sports activities varied by school type (residential or nonresidential). Findings indicated that the general trend in physical education has changed from a focus on sports performance to health-promoting activities. There were opportunities for teachers to revise curriculum programs to further promote the health and academic success of students who are deaf or hard of hearing.