Approaches to Teaching in Mainstream and Separate Postsecondary Classrooms

Autor/inn/en	Marschark, Marc; Richardson, John T. E.; Sapere, Patricia; Sarchet, Thomastine
Titel	Approaches to Teaching in Mainstream and Separate Postsecondary Classrooms
Quelle	In: American Annals of the Deaf, 155 (2010) 4, S.481-487 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Partial Hearing; Deafness; Concept Formation; Teaching Methods; Postsecondary Education; Mainstreaming; Intermode Differences; Educational Practices; Teaching Styles; Teaching Models; Special Education Teachers; Regular and Special Education Relationship; Questionnaires; Educational Strategies; Teacher Attitudes + Suchen Sie Ihr Suchwort? Hörbehinderung; Gehörlosigkeit; Taubstummheit; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Post-secondary education; Tertiäre Bildung; Bildungspraxis; Lehrstil; Unterrichtsstil; Lehrmodell; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Fragebogen; Lehrstrategie; Lehrerverhalten
Abstract	The study examined attitudes toward teaching reported by university instructors who normally teach hearing students (with the occasional deaf or hard of hearing student) and by instructors who normally teach deaf and hard of hearing students at the same institution. Overall, a view of instruction as "information transmission" was associated with a teacher-focused approach to instruction, whereas viewing instruction as a means of "promoting conceptual change" was associated with a student-focused approach. Instructors in mainstream classrooms were more oriented toward information transmission than conceptual change, whereas instructors experienced in separate classrooms for deaf and hard of hearing students reported seeking to promote conceptual change in students and adopting more student-focused approaches to teaching. These results are consistent with previous findings concerning instructors' approaches to teaching and deaf and hard of hearing students' approaches to learning, and may help explain recent findings regarding student outcomes in separate versus mainstream secondary classrooms. (Contains 2 tables.) (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10