Veteran teachers' use of recommended practices in deaf education.
Deaf education teacher preparation programs face the likelihood that their graduates may not implement evidenced-based practices they were taught once they have graduated. The literature suggests that new teachers follow the school culture where they work rather than methods and strategies taught in their preparation programs. To investigate whether teachers of students who are deaf or hard of hearing (DHH) implement recommended practices, 23 teachers from three schools for the deaf were interviewed about their implementation and use of two recommended practices: independent reading and problem solving. The guiding questions were: Do teachers of students who are DHH use independent reading and problem solving after the enculturation process? If so, to what level? If not, can a review improve their level of use? Results demonstrated, at least regarding these two practices, that teachers of students who are DHH do implement evidence-based practices in their classrooms.
Department of Educational Psychology and Special Education, Georgia State University, Atlanta, USA.
Susan R
SR
Easterbrooks
Brenda H
BH
Stephenson
Elaine
E
Gale
D003638:Deafness / Q000534:rehabilitation*; D004519:Education, Special; D005544:Forecasting; D006801:Humans; D007407:Interviews as Topic; D019986:Persons with Hearing Disabilities / Q000534:rehabilitation*; D011340:Problem Solving; D011932:Reading; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*