Deaf Education Preservice Teachers’ Perceptions of Scientific Inquiry and Teaching Science to Deaf and Hard of Hearing Students

The purpose of this dissertation was to describe preservice teachers’ perceptions of scientific inquiry and science teaching to deaf and hard of hearing students. Participants were four deaf education preservice teachers enrolled in a graduate level course on content area methods during their professional internship year. The instructor employed implicit and explicit reflective pedagogy for the science methods section and focused on scientific practices. Research questions guiding this study are as follows: 1) What are deaf education preservice teachers’ perceptions of scientific inquiry? and 2) What are deaf education preservice teachers’ perceptions of science teaching and learning among deaf and hard of hearing students? The researcher utilized instrumental case study criteria to guide the design of this dissertation. Data collection included interviews, surveys, and course artifacts. Thematic analysis of the data indicated that preservice teachers’ perceive scientific inquiry as procedural and linear, incorporating largely physical and cognitive practices. Preservice teachers privilege content learning and vocabulary and consider the visual learning environment when teaching science to deaf and hard of hearing students. Inquiry science and language use in science were discussed, but were not as developed in the course artifacts (e.g. lesson plans). These findings suggest that transfer of knowledge occurred primarily from deaf education courses, as opposed to science or science methods courses. This study is an attempt to collect empirical evidence that can inform researchers and educators on potential implications in deaf education preparation and in science education preparation

Knowledge and the artefact

This paper discusses ways that knowledge may be found in or through artefacts. One purpose is to suggest situations where artefacts might be central to a narrative, rather than secondary to a text. A second purpose is to suggest ways that design and production of artefacts might be instrumental in eliciting knowledge. Four general situations are proposed: (1) Simple Forms - an artefact demonstrates or describes a principle or technique. (2) Communication of Process - artefacts arising from a process make the process explicit. (3) Artefacts Within the Research - artefacts are instrumental in advancing the research by communicating ideas or information. (4) Knowledge Elicited by Artefacts - artefacts provide a stimulus or context which enables information to be uncovered. .</p

Science education for deaf learners : educator perspectives and perceptions.

Traditionally, the curriculum for deaf learners mainly involved language acquisition. The emphasis on academic subjects, such as science was marginal. In South Africa, the National Curriculum Statements (NCS) was introduced to redress the inequalities of the past education system. This research report is an investigation of science education for deaf learners. The study involved, firstly, exploring the experiences of educators that teach science to deaf learners and secondly, the identification of possible barriers that deaf learners experience in acquiring scientific knowledge, values and skills. Methodologically, this research project is located in the qualitative paradigm. The research participants comprised of five educators that teach science to deaf learners. The research sites were schools that cater for deaf learners, and are located in a province of South Africa. To gather data from the participants, the qualitative tools of interviews, field observations and artifact collection were utilized. Findings from the research indicate that there are intrinsic factors, such as literacy, sign language, cognition and motivation, and extrinsic factors, such as policy implementation, instructional strategies and resources that create barriers for deaf learners in science education. The participants’ suggestions that have emerged are also mentioned. Data obtained from the research provides valuable insight for deaf learners, educators that teach science to deaf learners and educational policy makers. The research report concludes with recommendations that could have implications for further research in the context of science education for deaf learners in South Africa

Western Oregon University 2019-2020 Course Catalog

https://digitalcommons.wou.edu/coursecatalogs/1022/thumbnail.jp

Annotated Bibliography of Research in the Teaching of English

Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” a list of curated and annotated works reviewed and selected by a large group of dedicated educator-scholars in our field. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year for RTE readers’ consideration. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2020 and June 2021. The bibliography is divided into nine sections, with some changes to the categories this year in response to the ever-evolving nature of research in the field. Small teams of scholars with diverse research interests and background experiences in preK–16 educational settings reviewed and selected the manuscripts for each section using library databases and leading scholarly journals. Each team abstracted significant contributions to the body of peer-reviewed studies that addressed the current research questions and concerns in their topic area

Rehabilitation/Recovery Journals

Comprehensive list of rehabilitation/recovery journal

Developing statistical literacy: Student learning and teacher education

Recent international and national mathematics curriculum guidelines indicate the development of students’ statistical literacy, at different levels of schooling, as a major educational aim. In Portugal, the mathematics syllabus for basic education, which began to be implemented in 2009, gave a greater emphasis on statistics, presenting more demanding learning goals, since the elementary levels. This represented a challenging situation for practicing teachers, requiring them to develop new perspectives about the teaching and learning of statistics. In this context, the project Developing statistical literacy: Student learning and teacher education was planned aiming to study the development of statistical literacy from elementary to secondary education, with special attention to two main issues: i) the characterization of key aspects of students’ statistical literacy, particularly regarding the ability to formulate questions, collect data and represent them to answer those questions, and ii) the development of statistical and didactical knowledge for teaching in different schools levels. As the project unfolded, another research strand associated with students’ statistical reasoning and the necessary conditions for its development emerged

How to Build Mathematical Abilities in Deaf Students? A Grounded Theory

Abstract: How to Build Mathematical Abilities in Deaf Students? A Grounded Theory. Objective: This study aims to produce a conceptual model as a strategy for building mathematical abilities in deaf students. Methods: This is qualitative research with a grounded theory design involving 45 deaf students from four middle schools in Indonesia. Findings: The results of the data analysis at the open coding stage obtained five categories of visual, feeling, understanding, learning experience, and habits in learning mathematics. At the axial coding stage, mathematical understanding was used as the core category. While at the selective coding stage, a conceptual model was built where each category contributes to building mathematical abilities. Conclusion: That efforts are crucial to develop the mathematical abilities of deaf students comprehensively. This can be done by visualizing the problems, connecting the problems with the student environment, providing learning experiences with various questions, giving motivation, and increasing self-confidence using praise and more attention from parents or teachers. Keywords: deaf student, grounded theory, mathematical abilities. Abstrak: Bagaimana Membangun Kemampuan Matematis pada Siswa Tuna Rungu? Sebuah Teori Dasar. Tujuan: Penelitian ini untuk menghasilkan model konseptual sebagai strategi untuk membangun kemampuan matematik pada siswa tunarungu. Metode: Penelitian kualitatif dengan desain grounded theory yang melibatkan 45 siswa tunarungu dari empat sekolah menengah pertama di Indonesia. Temuan: Hasil analisis data pada tahap open coding diperoleh lima kategori yaitu visual, feeling, pemahaman, pengalaman belajar, dan kebiasaan dalam pembelajaran matematika. Pada tahap pengkodean aksial, pemahaman matematis digunakan sebagai kategori inti. Sedangkan pada tahap selective coding, dibangun model konseptual dimana setiap kategori berkontribusi dalam membangun kemampuan matematis. Kesimpulan: Upaya pengembangan kemampuan matematis siswa tunarungu sangat penting dilakukan secara komprehensif. Hal ini dapat dilakukan dengan memvisualisasikan masalah, menghubungkan masalah dengan lingkungan siswa, memberikan pengalaman belajar dengan berbagai pertanyaan, memberikan motivasi, dan meningkatkan kepercayaan diri dengan pujian dan perhatian lebih dari orang tua atau guru. Kata kunci: siswa tuna rungu, teori dasar, kemampuan matematis. DOI: http://dx.doi.org/10.23960/jpp.v12.i2.20224

The Deaf & Law Enforcement Listening Though Deaf Eyes: A Grounded Theory Approach

This paper examines the perceived and practical schism between deaf society and the police when the deaf attempt to obtain police services. The paper challenges current police culture and operating procedures, which tend to marginalize deaf society and largely ignore the mandates contained in the Americans with Disabilities Act (ADA). This qualitative research project is focused upon perceived law enforcement practices and culture through a multi-layered study of police customs, law, policy, and standard operating procedures as experienced, perceived, and reported by deaf individuals. A constructivist grounded theory approach was used to examine the way law enforcement is perceived by the Deaf, Deaf-Blind, and Hard-of-Hearing community. Open-ended interviews were conducted to gather data. The data gathered will be shared in the hopes it will impact the criminal justice system’s approach to deaf individuals, culture, and issues. The data casts a critical light upon the limitations in policing and the lack of attention to historically important legislation