The practice, relevance, and effectiveness of having two teachers, one hearing and one deaf, team teach to meet the academic, linguistic and socio-emotional needs of deaf students

Persistent Link:
http://hdl.handle.net/10150/291895
Title:
The practice, relevance, and effectiveness of having two teachers, one hearing and one deaf, team teach to meet the academic, linguistic and socio-emotional needs of deaf students
Author:
Jimenez-Sanchez, Claudia, 1969-
Issue Date:
1996
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:
This study examined the practice and relevance of having a team of two teachers, one Deaf and one hearing, team teaching Deaf students in a coenrolled classroom. Data were collected to answer the research questions by interviewing five teachers and their supervisor. Six successful teams were asked about their experience team teaching, and their perception of the effectiveness of this approach. Informants' responses were videotaped, transcribed and analysed. From interview data, four main categories were identified: (a) Philosophy of Education, (b) perception of roles, (c) benefits of team teaching, and (c) current practice. Data for each category is presented separately including subcategories, and illustrated with quotes from informants. Results of this research encourages professionals to work towards collaborative models that positively impact Deaf students' education. There is sufficient evidence to realise that there is an imperative need for Deaf adults to be involved in the educational process of children and young adults who are Deaf.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Bilingual and Multicultural.; Education, Special.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Special Education and Rehabilitation
Degree Grantor:
University of Arizona
Advisor:
Antia, Shirin

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe practice, relevance, and effectiveness of having two teachers, one hearing and one deaf, team teach to meet the academic, linguistic and socio-emotional needs of deaf studentsen_US
dc.creatorJimenez-Sanchez, Claudia, 1969-en_US
dc.contributor.authorJimenez-Sanchez, Claudia, 1969-en_US
dc.date.issued1996en_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.abstractThis study examined the practice and relevance of having a team of two teachers, one Deaf and one hearing, team teaching Deaf students in a coenrolled classroom. Data were collected to answer the research questions by interviewing five teachers and their supervisor. Six successful teams were asked about their experience team teaching, and their perception of the effectiveness of this approach. Informants' responses were videotaped, transcribed and analysed. From interview data, four main categories were identified: (a) Philosophy of Education, (b) perception of roles, (c) benefits of team teaching, and (c) current practice. Data for each category is presented separately including subcategories, and illustrated with quotes from informants. Results of this research encourages professionals to work towards collaborative models that positively impact Deaf students' education. There is sufficient evidence to realise that there is an imperative need for Deaf adults to be involved in the educational process of children and young adults who are Deaf.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
dc.subjectEducation, Special.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAntia, Shirinen_US
dc.identifier.proquest1383584en_US
dc.identifier.bibrecord.b34621878en_US
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