The beginning teacher of the deaf in the United States. A view from the field.
This study explored the strengths and weaknesses of first year teachers of the deaf through 2 randomly-distributed national surveys and interviews with randomly-selected respondents. The data were gathered over a 2-year period. Interviews were carried out on location in day and residential schools for the deaf and at university sites. Results indicate that there is much clearly focused dissatisfaction, but also some real satisfaction in the deaf education community. From the college-bound deaf students and those presently attending college, to the teachers in schools for deaf students and in the universities that prepare them, there are consistent concerns, a real desire to work together, and a commitment to the deaf students. Deaf students, schools, and their alumni sense that they are all part of the whole but too often at odds with each other. Students want to be involved in school decision making and school supervisors agree that this should happen. Teachers want to work with university programs and program directors value the teachers' work. Alumni retrospectively see ways to improve high school education and their high school contemporaries articulated similar suggestions.
Rittenhouse
B
B
University of Arkansas Little Rock, USA.
Kenyon-Rittenhouse
P
P
D002648:Child; D002675:Child, Preschool; D003638:Deafness; D005260:Female; D006801:Humans; D007223:Infant; D008297:Male; D011897:Random Allocation; D011795:Surveys and Questionnaires; D013663:Teaching / Q000592:standards*; D014481:United States; D000078329:Workforce