Master teachers' responses to twenty literacy and science/mathematics practices in deaf education.
Under a grant to improve outcomes for students who are deaf or hard of hearing awarded to the Association of College Educators--Deaf/Hard of Hearing, a team identified content that all teachers of students who are deaf and hard of hearing must understand and be able to teach. Also identified were 20 practices associated with content standards (10 each, literacy and science/mathematics). Thirty-seven master teachers identified by grant agents rated the practices on a Likert-type scale indicating the maximum benefit of each practice and maximum likelihood that they would use the practice, yielding a likelihood-impact analysis. The teachers showed strong agreement on the benefits and likelihood of use of the rated practices. Concerns about implementation of many of the practices related to time constraints and mixed-ability classrooms were themes of the reviews. Actions for teacher preparation programs were recommended.
Easterbrooks
Susan R
SR
Department of Educational Psychology and Special Education, Georgia State University, Atlanta, USA.
Stephenson
Brenda
B
Mertens
Donna
D
D003479:Curriculum; D060345:Education of Persons with Hearing Disabilities; D004519:Education, Special / Q000379:methods / Q000592:standards; D005178:Faculty / Q000592:standards; D006801:Humans; D008433:Mathematics; D018794:Problem-Based Learning; D011932:Reading; D012586:Science / Q000193:education*; D013334:Students; D013663:Teaching / Q000379:methods / Q000592:standards*; D014481:United States