ERIC Number: EJ503095
Record Type: CIJE
Publication Date: 1995
Reference Count: 0
Preschool Teachers' Theoretical and Pedagogical Stances on the Language and Literacy Development of Deaf and Hard-of-Hearing Children: Implications for Teacher Preparation and In-Service Programs.
Williams, Cheri L.
American Annals of the Deaf, v140 n1 p56-64 Mar 1995
This study used interview transcripts, videotape recordings of classroom sessions, field notes, and classroom photographs to examine the theoretical and pedagogical stances of three preschool teachers concerning language and literacy development of deaf and hard-of-hearing children. Teachers held differing theories which influenced their instructional practices in significant ways. (Author/DB)
Descriptors: Classroom Observation Techniques, Deafness, Educational Practices, Educational Principles, Inservice Teacher Education, Knowledge Level, Language Acquisition, Learning Theories, Literacy, Prereading Experience, Preschool Education, Preschool Teachers, Preservice Teacher Education, Qualitative Research, Teacher Attitudes
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A