The beliefs and practices of itinerant teachers of deaf and hard of hearing children about literacy development

Persistent Link:
http://hdl.handle.net/10150/279878
Title:
The beliefs and practices of itinerant teachers of deaf and hard of hearing children about literacy development
Author:
Reed, Susanne
Issue Date:
2001
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this qualitative case study was to examine the beliefs and practices of itinerant teachers of deaf and hard of hearing (d/hh) students about literacy development. The study examined the match between the itinerant teachers' beliefs and their practices match and the effects of the itinerant setting on beliefs and practices. These are important questions in the field as so many d/hh students are currently enrolled in public school settings. Five itinerant teachers participated in the study and met the following criteria: spend 70% or more of their time providing itinerant services and who serve two or more elementary schools, provide itinerant services to elementary age d/hh students, have at least five years of teaching experience with two or more years spent as an itinerant, and located within a 150 mile radius of Tucson, Arizona. A series of three interviews and four observations were completed with each teacher. The qualitative analysis program QSR Nudist 4 (2000) was used initially to analyze all of the data from the interviews and observations. This was followed by at least four readings of the original transcripts, once for each research question. Conclusions were drawn and similar patterns, phrases, ideas and themes were labeled and indexed. The teachers believe that d/hh students develop literacy in similar ways to hearing children if they have a strong language base. They also find it valuable to have a broad knowledge of literacy development for hearing children in order to identify gaps that d/hh students might have. The teachers use a combination of service delivery models, pull-out and in-class. The teachers use a combination of meaning-centered and skills-based models and a wide variety of practices for developing literacy. The majority of the teachers' beliefs match their practices. A number of specific effects of the itinerant setting affect the teachers' practices including: support from team members, space, consistency of student sessions, isolation, availability of resources, time, student teacher ratio, ownership of students and programming, and flexibility. Importance of the findings and their implications are discussed.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Special.; Education, Reading.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
Short, Kathy G.; Antia, Shirin D.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe beliefs and practices of itinerant teachers of deaf and hard of hearing children about literacy developmenten_US
dc.creatorReed, Susanneen_US
dc.contributor.authorReed, Susanneen_US
dc.date.issued2001en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this qualitative case study was to examine the beliefs and practices of itinerant teachers of deaf and hard of hearing (d/hh) students about literacy development. The study examined the match between the itinerant teachers' beliefs and their practices match and the effects of the itinerant setting on beliefs and practices. These are important questions in the field as so many d/hh students are currently enrolled in public school settings. Five itinerant teachers participated in the study and met the following criteria: spend 70% or more of their time providing itinerant services and who serve two or more elementary schools, provide itinerant services to elementary age d/hh students, have at least five years of teaching experience with two or more years spent as an itinerant, and located within a 150 mile radius of Tucson, Arizona. A series of three interviews and four observations were completed with each teacher. The qualitative analysis program QSR Nudist 4 (2000) was used initially to analyze all of the data from the interviews and observations. This was followed by at least four readings of the original transcripts, once for each research question. Conclusions were drawn and similar patterns, phrases, ideas and themes were labeled and indexed. The teachers believe that d/hh students develop literacy in similar ways to hearing children if they have a strong language base. They also find it valuable to have a broad knowledge of literacy development for hearing children in order to identify gaps that d/hh students might have. The teachers use a combination of service delivery models, pull-out and in-class. The teachers use a combination of meaning-centered and skills-based models and a wide variety of practices for developing literacy. The majority of the teachers' beliefs match their practices. A number of specific effects of the itinerant setting affect the teachers' practices including: support from team members, space, consistency of student sessions, isolation, availability of resources, time, student teacher ratio, ownership of students and programming, and flexibility. Importance of the findings and their implications are discussed.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Special.en_US
dc.subjectEducation, Reading.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorShort, Kathy G.en_US
dc.contributor.advisorAntia, Shirin D.en_US
dc.identifier.proquest3031391en_US
dc.identifier.bibrecord.b42286712en_US
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