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Survey of itinerant teachers of the deaf and hard of hearing in British Columbia, CanadaWilliams, Christine Sybilla 11 1900 (has links)
The purpose of this study was to gather information about the demographic
variables and responsibilities of British Columbian itinerant teachers of the deaf
and hard of hearing, investigate if these teachers experience occupational stress,
determine the relationships between these variables and their stress levels, and to
determine which manifestations of stress were most prevalent for this population.
Two questionnaires were used in this study: the Teacher Stress Inventory (TSI),
which was a standardized measure of stress, and the Itinerant Teacher
Questionnaire (ITQ), which was a self-created questionnaire to gather information
about demographics and itinerant responsibilities. The survey packages were
mailed during the months of May and June 1998, to 92 itinerant teachers of the
deaf and hard of hearing in BC, Canada. The response rate was 76% (n=70).
The demographic information and responsibilities of the typical BC itinerant
teacher of the deaf and hard of hearing were presented and discussed. This was the
first project of its kind in BC to examine these variables, and it has created a
database of information for further research and comparisons.
Using the TSI and its norms, it was determined that BC itinerant teachers of the
deaf and hard of hearing experience lower levels of stress than American teachers.
However, caution should be exercised when comparing BC itinerant teachers to the
norms, because the norms were collected from the northeast, mid-Atlantic, and
southeastern states of the US.
From the questionnaires and a multiple regression analysis, the predominant
sources of stress for these teachers were determined to be: work overload, lack of
time, high numbers of personnel worked with, poor ability to have rooms assigned
in a school, poor quality of rooms worked in, weather interference during travel,
and poor communication with school personnel.
Using the TSI, emotional (anxious, depressed, etc.) and fatigue (physical
exhaustion, weakness, etc.) manifestations of stress were the highest rated
symptoms of stress experienced by BC itinerant teachers of the deaf and hard of
hearing.
Results, implications, concerns, and suggestions for further study are discussed.
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Survey of itinerant teachers of the deaf and hard of hearing in British Columbia, CanadaWilliams, Christine Sybilla 11 1900 (has links)
The purpose of this study was to gather information about the demographic
variables and responsibilities of British Columbian itinerant teachers of the deaf
and hard of hearing, investigate if these teachers experience occupational stress,
determine the relationships between these variables and their stress levels, and to
determine which manifestations of stress were most prevalent for this population.
Two questionnaires were used in this study: the Teacher Stress Inventory (TSI),
which was a standardized measure of stress, and the Itinerant Teacher
Questionnaire (ITQ), which was a self-created questionnaire to gather information
about demographics and itinerant responsibilities. The survey packages were
mailed during the months of May and June 1998, to 92 itinerant teachers of the
deaf and hard of hearing in BC, Canada. The response rate was 76% (n=70).
The demographic information and responsibilities of the typical BC itinerant
teacher of the deaf and hard of hearing were presented and discussed. This was the
first project of its kind in BC to examine these variables, and it has created a
database of information for further research and comparisons.
Using the TSI and its norms, it was determined that BC itinerant teachers of the
deaf and hard of hearing experience lower levels of stress than American teachers.
However, caution should be exercised when comparing BC itinerant teachers to the
norms, because the norms were collected from the northeast, mid-Atlantic, and
southeastern states of the US.
From the questionnaires and a multiple regression analysis, the predominant
sources of stress for these teachers were determined to be: work overload, lack of
time, high numbers of personnel worked with, poor ability to have rooms assigned
in a school, poor quality of rooms worked in, weather interference during travel,
and poor communication with school personnel.
Using the TSI, emotional (anxious, depressed, etc.) and fatigue (physical
exhaustion, weakness, etc.) manifestations of stress were the highest rated
symptoms of stress experienced by BC itinerant teachers of the deaf and hard of
hearing.
Results, implications, concerns, and suggestions for further study are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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A study of the modification of teachers' attitudes toward the hearing-impaired using two different types of treatment workshopsMcClain, Anita Bell 01 January 1983 (has links)
This experimental study grew out of the ideas gleaned from a review of literature which indicated that the attitudinal role of the classroom teacher serves as a model for students. A justification of the need to modify behaviors toward the hearing-impaired became apparent. The significance of effective workshop procedures could result in notable implications for school district planning and implementation of an in-service education plan. An experimental study was conducted to determine if teacher attitudes toward the hearing-impaired can be modified using two types of in-service workshops, passive versus active participation. Three groups of randomly selected regular classroom teachers at the elementary level from a West coast suburban school district were used for this investigation (Ṉ=86). One group served as a control, a second group participated in active involvement workshops regarding the hearing-impaired student, and the third group attended passive involvement workshops regarding the hearing impaired student. Immediately following the workshops, participants were administered two scales designed to measure attitudes toward the hearing-impaired. The research hypothesis for the study was that not all subpopulation means of the scores of teachers for both scales will be equal. (H₁: not all's are equal.) The statistical hypothesis stated that all subpopulation means of the scores of teachers for both scales will be equal. The results, after submitting the data to SPSS Subprogram, ONEWAY (Nie et al., 1975), with alpha set at .05 yielded no statistically significant differences among the groups. The statistical hypothesis was not rejected. The results of this study imply the need for school districts to pre-test teachers' attitudes in determining a need for specific in-service courses. School districts should consider requiring in-service courses for teachers whose pre-test scores indicate negative attitudes. Another implication to consider for effective in-service education is the duration of the workshop. The workshops designed for this study were one hour in length and did not result in effective modification of attitudes toward the hearing-impaired. This investigation suggests that research is needed to establish the relationship between effective in-service training and positive attitude development.
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Communication characteristics of a beginning and an experienced vocational teacher at a residential school for the deaf /Heilman, James Michael January 1980 (has links)
No description available.
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THE MOTIVATION TO WORK IN DEAF TEACHERS OF THE DEAFVescovi, Geno Michael, 1930- January 1971 (has links)
No description available.
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Teachers of the deaf : a job satisfaction studyBeam, Norman L. January 1983 (has links)
The purpose of the study was to determine if there were significant differences in the levels of job satisfaction of teachers of the deaf in residential and day school/class programs. Four selected subpopulations of these teachers were also compared.The Purdue Teacher Opinionaire was utilized to obtain teacher perceptions of job satisfaction. A questionnaire was utilized to obtain demographic data. Five major null hypothesis were tested by the multivariate and univariate analysis of variance.Findings1. Day school/class and residential school teachers of the deaf were found to be significantly different in levels of job satisfaction.2. Male and female teachers of the deaf were found to be significantly different in levels of job satisfaction.3. Normal hearing teachers of the deaf and deaf teachers of the deaf were found to be significantly different in levels of job satisfaction.4. Teachers of the deaf in various age groups were found to be significantly different in levels of job satisfaction.5. Teachers of the deaf with daily contact with deaf colleagues and those without daily contact with deaf colleagues were found to be significantly different in levels of job satisfaction.Conclusions1.The type of school (residential or day) does have an influence on job satisfaction levels of teachers of the deaf.2. There are significant differences in levels of job satisfaction between the following subgroups of teachers of the deaf: male and female; hearing and deaf; age ranges 20-25, 26-35, 36-45, and over 45; and teachers with daily contact with deaf colleagues and teachers without daily contact with deaf colleagues.
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Competencies Needed by Teachers of the Hearing ImpairedScott, Paula L. (Paula Louise) 08 1900 (has links)
The problem with which this investigation is concerned is that of the competencies which are needed by teachers of the hearing impaired in 1980. A survey instrument containing 92 competency statements that were originally developed by Romaine Mackie in a study she conducted in 1956, was utilized in this inquiry. Subjective judgments as to the importance of the competency statements were made by current teachers of the hearing impaired and administrators of programs for hearing impaired students. In addition, the teachers rated their self-proficiency in each of the competencies.
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An educational audiology service delivery model needs of teachers of children with hearing loss /Van Dijk, Catherine-Anne. January 2003 (has links)
Thesis (D. Phil. Communication Pathology)--University of Pretoria, 2003. / Summary in English and Afrikaans. Includes bibliographical references.
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Teachers’ perspectives of giftedness among students who are deaf or hard of hearingBibby, Mary Ann W. 11 1900 (has links)
This qualitative, exploratory study describes and interprets the perspectives of giftedness of twelve teachers who work with Deaf and hard of hearing students in a variety of educational settings across Canada. Using in-depth interviews, the resulting twenty-five hours of audio tapes were transcribed and analyzed line by line using procedures suggested by Giorgi and Marton. The supporting literature came from four major areas: (a) the construct of giftedness; (b) giftedness among the disabled population; (c) giftedness among the Deaf and hard of hearing population; and (d) theory related to teachers' knowledge and perspectives. Analysis of the data resulted in presentation of the findings from two perspectives: teachers' understandings of the meanings of giftedness and the process through which these teachers appeared to have gained their knowledge.
Teachers' practical knowledge was portrayed in detailed stories of forty-three hard of hearing or Deaf students whom they believed to be gifted and in the way they described the students' achieving, learning and behaving in classroom interactions. The teachers' conceptually oriented knowledge was described as they reflected upon the meanings they associated with giftedness. The teachers' knowledge of giftedness was compared to that found in the gifted literature at both the practical and theoretical levels. Through interpretations derived from daily interactions with students and drawing on knowledge gained from personal experience, these teachers constructed perspectives of giftedness. The process that emerged illustrated the teachers' use of comparison groups as ways of gaining insight about the students and teachers' ideas about the use of labeling. The teachers' perspectives suggest that Deaf and hard of hearing students are gifted in ways similar but not identical to hearing students. The abilities of these students appear to be different from others in the "handicapped-gifted" literature and their needs are unique. The teachers' more conceptually oriented ideas also appeared to be similar but not identical to theoretical definitions of giftedness. The findings support collaboration between teachers and researchers to explore ways in which teachers come to recognize and understand gifted students. Future research must also explore the special educational needs of students who are dealing with the effects of having a hearing loss and being gifted.
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Speaking hands and silent voices : exploring the identities of d/Deaf teachers through narratives in motion.Ram, Ansuya. January 2010 (has links)
Recently, in the South African and the international context, teacher identity investigations have
dominated the landscape of transformation in education, in an attempt to understand the
relationship between teachers’ identities and their practice of teaching. However the dearth of
research on deaf education and D/deaf teachers has created a gap in our comprehensive
understanding and this study has aimed to address this void and advance existing theory.
This project focused individually and collectively on five Deaf teachers and how they experienced
their deafness in widely differing circumstances at various stages in their lives from childhood to
adulthood. The project explored firstly, how the participants constructed their identities as people
living with deafness; how they understood and interpreted their lives in the context of deafness.
The second component of the investigation addressed how they negotiated their deafness related
identities in their practice as teachers. My purpose was to know through their personal stories how
they have come to explain and know themselves as Deaf persons, how deafness gives character to
their lives and how this image guides their practice as teachers.
The participants, who teach in schools for D/deaf learners in KwaZulu-Natal, were drawn from a
larger cohort of Deaf teachers that qualified from a three-year pilot teacher education programme
designed to train D/deaf teachers to teach D/deaf learners. At the time of the research, participants
were in their eighth year of teaching. Through unstructured interviews, conducted via the medium
of South African Sign Language, data was obtained in the form of narratives of participants’ lives
which were captured in three seamless phases that included their childhood, schooling and their
experiences as teachers. The signed data was transcribed into written English text. The written text
which was collaborated by participants, was used for the analysis
This study has examined their individual life stories and the construction of their identities as
D/deaf persons, against the backdrop of proclaimed Deaf cultural identity, where difference rather
than disability is highlighted. In the analysis I argue from a post-structural perspective that the
participants’ claim to positioning in either Deaf or deaf or hearing discourses is not fixed and
rigid. Instead positioning overlaps fluidly and continuously between the three discourses with participants taking on character and conventions from Deaf, deaf and hearing discourses. They
transition consciously or unconsciously between the systems and create multiple and contradictory
identities. In addition I argue that cohesiveness and coherence in the conceptualization of a Deaf
cultural community and Deaf identity is non-existent, when viewed from a post-structural lens.
The institutional resources that shape their teacher identity constructions include colleagues,
learners, the parent community, the curriculum, and other micro-interactions. The institutional
resources intersect with biographical resources of race, religion, gender, social class, childhood
and later experiences, relationships, recollections, role-models and other signifiers. A multitude of
intersections and permutations emerge, to create an inexhaustible inventory of teacher positions
embedded in the general discourse of teaching and discoursed by teaching.
In both instances, that is, as D/deaf person and as D/deaf teacher, the school is the site that
instantiated the D/deaf identity and the teacher identity and the cultural discourses that prevail in
schools are the sites of resistance, acceptance and negotiation of identities. Here identity emerges
in the space where subjectivities intersect with narratives of social, cultural and political
discourses. This research which draws from the Deaf educators’ personal and professional
experiences and is articulated through the medium of South African Sign Language, hopes to
bring the educators’ histories together, and through these reflect on their lives, visualizing new
possibilities for understanding deafness in an educational and cultural context. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.
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