Literaturnachweis - Detailanzeige
| Autor/in | Nelson, Holly |
|---|---|
| Titel | A Qualitative Study of Differentiated Instruction for Deaf-Parented ASL-English Interpreting Students |
| Quelle | (2019), (222 Seiten)
PDF als Volltext D.Ed. Dissertation, Capella University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3921-6392-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Deafness; Hearing Impairments; Individualized Instruction; American Sign Language; Deaf Interpreting; College Faculty; Teaching Methods; Parent Influence; Family Environment; Teacher Attitudes; Teacher Expectations of Students; Student Characteristics; College Students |
| Abstract | The purpose of this study was to investigate how postsecondary ASL-English interpreter educators understand and apply differentiated instruction. Specifically, to gather the perspectives of educators on their use of, and the need for, differentiated instruction with Deaf-parented interpreting students. The review of literature focused on closely-related and foundational themes as no literature could be identified on differentiated instruction with Deaf-parented interpreting students in interpreter education. The review included literature on Deaf-parented individuals, Deaf-parented interpreters, interpreting students, heritage language users and learners, and the use of differentiated instruction. A basic qualitative research design was used and a purposive, criterion-based sampling resulted in 20 interpreter educator participants. The research question for the study was What are postsecondary ASL-English interpreter educators' experiences differentiating instruction for Deaf-parented interpreting students? Two subquestions focused on differentiating for linguistic and cultural readiness and experience. Data analysis utilized three concurrent flows of activity: data condensation, data display, and conclusion drawing/verification. Themes were identified related to teaching practices and perceptions of Deaf-parented interpreting students. The themes did not clearly answer all of the research questions. The themes indicated that educators are not using differentiated instruction, but some elements described fit within differentiated instructional approaches. Also indicated are perceptions about the needs for differentiation. Deaf-parented-interpreting students were perceived as having advantages, disadvantages, and expectations that differ from their non-Deaf-parented peers. Implications include providing a foundation from which to continue exploring and testing perceptions as well as becoming aware of and considering teaching options in the ASL-English interpreting classroom. Suggestions for future research are also provided and recommended in order to continue expanding the information available on this topic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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