ERIC Number: ED313848
Record Type: RIE
Publication Date: 1989-Jul
Implications for Teacher Effectiveness Research in Deaf Education from the Cognitive Paradigm.
Mertens, Donna M.
The paper identifies a paradigm shift in research on teaching effectiveness from the process-product approach to explanations from cognitive psychology related to mediating variables which intervene between teacher behavior and pupil performance. Implications of this paradigm shift for research on the effectiveness of teachers of deaf students are drawn. Research on predictors of student outcomes with deaf students has tended to focus on background characteristics of students or on the effects of school placement in a very superficial way. Few studies have investigated the mediating variables between teachers and their hearing impaired students. A set of recommendations linking research on teacher effectiveness with the cognitive psychology framework in the context of deafness education is offered. The document notes the importance of providing feedback to teachers about their students' behavior and thinking in improving teaching outcomes. Researchable topics related to student and teacher thought processes such as student and teacher expectations, attention, motivation, memory, comprehension and knowledge acquisition, learning strategies, and metacognitive processes are identified. Modifications necessary for dealing with a deaf population are addressed for describing the teaching-learning process from the cognitive perspective. (Author/DB)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: Researchers; Practitioners
Authoring Institution: N/A
Note: In: Martin, David S., Ed. International Symposium on Cognition, Education, and Deafness (2nd, Washington, DC, July 5-8, 1989). Working Papers: Volume II.