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Approaches to teaching in mainstream and separate postsecondary classrooms
Marc Marschark1, John T E Richardson, Patricia Sapere
1Center for Education Research Partnerships, National Technical Institute for the Deaf (NTID), Rochester Institute of Technology, Rochester, NY, USA.
American Annals of the Deaf
|February 11, 2011
Summary
University instructors
Area of Science:
- Educational Psychology
- Deaf Education
Background:
- Understanding university instructors' teaching attitudes is crucial for effective pedagogy.
- Previous research indicates a link between teaching approaches and student learning outcomes.
- The specific attitudes of instructors teaching deaf and hard of hearing students require further examination.
Purpose of the Study:
- To compare the teaching attitudes of instructors in mainstream versus specialized settings for deaf and hard of hearing students.
- To investigate the relationship between instructors' views of instruction (information transmission vs. conceptual change) and their teaching approach (teacher-focused vs. student-focused).
Main Methods:
- Surveyed university instructors regarding their attitudes toward teaching.
- Categorized instructors based on their primary student population (hearing vs. deaf and hard of hearing) and classroom setting (mainstream vs. separate).
- Analyzed the association between views of instruction and teaching approaches.
Main Results:
- Viewing instruction as information transmission correlated with a teacher-focused approach.
- Viewing instruction as conceptual change correlated with a student-focused approach.
- Instructors in mainstream settings favored information transmission, while those in separate settings for deaf and hard of hearing students favored conceptual change and student-focused approaches.
Conclusions:
- Instructors' conceptualization of teaching significantly influences their pedagogical strategies.
- Specialized training and experience with deaf and hard of hearing students may foster more student-centered and conceptual change-oriented teaching.
- These findings help explain differential student outcomes in mainstream versus separate educational environments for deaf and hard of hearing learners.
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