After an extensive review of relevant literature, the investigators developed a questionnaire on teacher characteristics and behaviors in relation to master teachers and distributed it electronically to deaf education professionals. The questionnaire recipients represented administrators, experienced teachers (e.g., those with 3 or more years'…

The study was designed to identify specific components of teacher excellence, focusing initially on the characteristics of the small number of teachers of the deaf who are certified by the National Board for Professional Teaching Standards (NBPTS), then comparing those with the characteristics of other teachers identified as master teachers by…

Teacher cohorts in England and China received special training in techniques for teaching higher-level critical and creative cognitive strategies to deaf learners. Evaluation after 6 months of classroom implementation found students improved in reasoning and critical (but not creative) thinking and teachers developed cognitive terminology and…

This article reviews current reforms in general and special education and describes a Gallaudet program that prepares undergraduates who are deaf or hard of hearing to meet the needs of students who are deaf. The program requires a full-time internship with hearing students and a master's degree in deaf education. (Contains references.) (CR)

A survey of 56 teacher educators in deaf education queried reasons for moving from school classrooms to universities. Respondents indicated the primary reason was to pursue research and a scholarly life and to have a greater influence on hearing-impaired children and deaf education. (Author/DB)

Reports the views of two deaf American graduate students to an intern experience at a school for the deaf in China. Also explains critical procedures to establishing such international internships, necessary cultural and educational accommodations, and issues related to communication modality, educational philosophy, expectations for deaf…

This article addresses the close relationship between reasoning skills and literacy, especially in the context of the education of students with deafness. The importance of providing deaf learners with cognitive strategy instruction applied to various aspects of literacy is stressed. (DB)