Preparing Future Teachers and Doctoral-Level Leaders in Deaf Education: Meeting the Challenge

Autor/inn/en	Andrews, Jean F.; Covell, John A.
Titel	Preparing Future Teachers and Doctoral-Level Leaders in Deaf Education: Meeting the Challenge
Quelle	In: American Annals of the Deaf, 151 (2007) 5, S.464-475 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Leadership; Elementary Secondary Education; Deafness; Doctoral Programs; American Sign Language; Etiology; Assistive Technology + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Gehörlosigkeit; Taubstummheit; Doktorandenprogramm; Ätiologie
Abstract	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 attention: Teacher and leadership voids in university and K-12 programs loom if training efforts are not increased. Teaching and leadership needs center on three challenges: (a) understanding the "changing demographic composition" of the student, teacher, and leadership populations; (b) "developing an evolving curriculum" founded on "research-based practices"; (c) continuing to enlarge the knowledge base through "applied research in the social sciences." Two case studies examine teacher training and leadership programs at universities that address these challenges. The importance of workplace deaf-hearing bicultural teams is examined. Implications for the preparation of teacher and leadership personnel in deaf education are discussed. (Contains 4 tables and 1 note.) (Author).
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