A Call for a Diversity of Perspectives in Deaf Education Research: A Response to Mayer and Trezek (2020)

Autor/inn/en	Scott, Jessica A.; Dostal, Hannah M.; Lane-Outlaw, Susan
Titel	A Call for a Diversity of Perspectives in Deaf Education Research: A Response to Mayer and Trezek (2020)
Quelle	In: American Annals of the Deaf, 166 (2021) 1, S.49-61 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Stellungnahme; Deafness; Educational Research; Literacy Education; Bilingual Education; American Sign Language; English; Language of Instruction; Multilingualism; Student Characteristics; Institutional Characteristics; Research Methodology; Educational Policy; Educational Practices; History + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Bildungsforschung; Pädagogische Forschung; Bilingual teaching; Bilingualer Unterricht; English language; Englisch; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Research method; Forschungsmethode; Politics of education; Bildungspolitik; Bildungspraxis; Geschichte; Geschichtsdarstellung
Abstract	Scott, Dostal, and Lane-Outlaw challenge findings and conclusions from a literature review by Mayer and Trezek [EJ1269623] regarding the literacy achievement of deaf children who are educated in schools and programs that espouse bilingual ASL/English instruction. Mayer and Trezek's article appeared in the Winter 2020 "American Annals of the Deaf." In addition to responding to Mayer and Trezek's findings and conclusions, Scott et al. outline factors they consider important for all researchers and practitioners who generate and consume knowledge regarding bi- and multilingual deaf education. Specifically, they recommend careful attention to and inclusion of individual- and school-level variables, use of appropriate comparison groups, and valuing of information acquired through various methodologies (both quantitative and qualitative). These recommendations are made in the spirit of improving the state of knowledge and the production and consumption of research that informs policy and practice in bi- and multilingual deaf education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01