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Cannon, Joanna E.; Guardino, Caroline; Antia, Shirin D.; Luckner, John L. – American Annals of the Deaf, 2015
The field of education of deaf and hard of hearing (DHH) students has a paucity of evidence-based practices (EBPs) to guide instruction. The authors discussed how the research methodology of single-case design (SCD) can be used to build EBPs through direct and systematic replication of studies. An overview of SCD research methods is presented,…
Descriptors: Evidence Based Practice, Partial Hearing, Deafness, Case Studies
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Compton, Mary V.; Appenzeller, Margo; Kemmery, Megan; Gardiner-Walsh, Stephanie – American Annals of the Deaf, 2015
In a qualitative study conducted in the southern United States, the researchers explored the perceptions of seven itinerant teachers of students who are deaf or hard of hearing regarding the formation and maintenance of collaborative relationships during consultation services the teachers provide to general educators. The researchers used the…
Descriptors: Itinerant Teachers, Teacher Attitudes, Deafness, Partial Hearing
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Moores, Donald F. – American Annals of the Deaf, 2013
This essay is based on a keynote address, "A Tour of the Horizons," presented to the 2012 annual conference of the Association of College Educators/Deaf and Hard of Hearing (ACE/DHH), held in Atlantic Beach, Florida.
Descriptors: Individualized Instruction, Deafness, Subcultures, Special Education Teachers
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Cawthon, Stephanie W. – American Annals of the Deaf, 2011
The No Child Left Behind Act of 2001 (NCLB) has had a monumental impact over the past decade on how educational reform is viewed in the United States. As a result of how the law is structured, schools for students who are deaf or hard of hearing have been the focus of attention for educational reform under NCLB. While there have been some shifts…
Descriptors: School Restructuring, Federal Legislation, Partial Hearing, Deafness
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Moores, Donald F. – American Annals of the Deaf, 2010
The study of Deaf epistemologies is in a nascent stage relative to, e.g., the study of feminist or African American epistemologies. It has only recently begun attracting the widespread attention it deserves. The present article addresses Deaf epistemologies as they relate to the sometimes conflicting trends in American society and education. In a…
Descriptors: Federal Legislation, Deafness, Academic Achievement, Disabilities
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Cawthon, Stephanie – American Annals of the Deaf, 2009
Teachers of students with "low-incidence" disabilities, such as students who are deaf or hard of hearing, face unique challenges in putting education policy into practice. The present article presents professional development findings from the Third Annual National Survey of Accommodations and Assessment for Students Who Are Deaf or Hard…
Descriptors: Partial Hearing, Deafness, Educational Opportunities, Professional Development
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Wilkens, Christian P.; Hehir, Thomas – American Annals of the Deaf, 2008
The authors use elements of social capital theory to explore the rapidly changing landscape of deaf education in America. They suggest that the formation of relationships, and networks of relationships, between deaf students and adults has a value that often goes undetected or underappreciated in deaf education. The authors point out that social…
Descriptors: Deafness, Social Capital, Models, Adults
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Andrews, Jean F.; Covell, John A. – American Annals of the Deaf, 2007
The deaf education profession faces a critical juncture. First, the 2006 leadership crisis that swept deaf education's flagship institution--Gallaudet University--will propel professionals to think deeply about promoting diversity, equity, and access in deaf education teacher and leadership preparation programs. Second, personnel shortages require…
Descriptors: Leadership, Elementary Secondary Education, Deafness, Doctoral Programs
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Crain, K. L.; Kluwin, T. N. – American Annals of the Deaf, 2006
This article addresses the problem of small nonprobability samples in research in the education of the deaf and hard of hearing in the face of a current and increasing emphasis on "scientifically based research" as required by recent No Child Left Behind (NCLB) federal legislation. The authors examine the gains and losses in information…
Descriptors: Partial Hearing, Recruitment, Probability, Federal Legislation
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Easterbrooks, Susan R.; Stephenson, Brenda – American Annals of the Deaf, 2006
The results of a multistep process to begin identifying best practices in deaf education are presented. To identify current practices, a survey was conducted of the literature, the Web sites of professional organizations, and states' education Web sites, which yielded a number of commonly discussed practices. Ten of the more highly cited practices…
Descriptors: Partial Hearing, Mathematics Instruction, Internet, Deafness
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Luckner, John L.; Bowen, Sandy – American Annals of the Deaf, 2006
Assessment currently plays a critical role in American schools and society, in tasks ranging from ranking schools' effectiveness, to determining individual placement, to planning instruction. The purpose of the study was to gather data about the formal and informal assessment instruments and processes used by professionals in deaf education.…
Descriptors: Partial Hearing, Deafness, Informal Assessment, Achievement Tests
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Moores, Donald F. – American Annals of the Deaf, 2005
The No Child Left Behind (NCLB) Act of 2001 is having a major impact on the education of deaf and hard of hearing children, and in many ways has taken on an importance far in excess of the Individuals With Disabilities Education Act (IDEA), which has been evolving since 1975. Congress has appropriated less money for both laws than their…
Descriptors: High Stakes Tests, Partial Hearing, Deafness, Disabilities
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Steffan, Richard C., Jr. – American Annals of the Deaf, 2004
The author outlines the major elements of the No Child Left Behind Act of 2001 and describes the law's impact on deaf education. The law's stated purpose is to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind. The specific goal of the law is to ensure that all students are 100% proficient in…
Descriptors: Federal Legislation, Special Education, Accountability, Educational Policy
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Mangrubang, Fred R. – American Annals of the Deaf, 2004
Science Education traditionally has received insufficient attention. As a literature review shows, teacher preparation in science will be best served by improvements in pedagogy and in the content of required undergraduate science courses. The American Association for the Advancement of Science (1993, 1995) and the National Research Council (1993,…
Descriptors: Teacher Education, Education Majors, Undergraduate Study, Science Education
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Cawthon, S. W. – American Annals of the Deaf, 2004
The no child left be act of 2001 (NCLB) emphasizes educational accountability for all students. Twenty-eight states have policies to aggregate student participation and proficiency data for schools for the deaf in NCLB reports. The remaining states account for these students in other ways: referring student data to "sending" schools and…
Descriptors: Special Education, Deafness, Federal Legislation, Accountability