Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2014 Dissertations (MU)
    • 2014 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2014 Dissertations (MU)
    • 2014 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleSubjectIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleSubjectIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    A phenomenological case study of a graduate comprehensive deaf education teacher preparation program : implications for collaborative educational leadership in diverse contexts

    Engler, Karen S.
    View/Open
    [PDF] research.pdf (2.484Mb)
    [PDF] public.pdf (2.278Kb)
    [PDF] short.pdf (70.41Kb)
    Date
    2014
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    There exists a critical shortage of teachers of students who are d/Deaf or hard of hearing in the United States; yet, deaf education teacher preparation programs are on the decline. Little is known about the functioning of deaf education teacher preparation programs that exist, namely, how they prepare teacher candidates while simultaneously providing services to learners who are d/Deaf or hard of hearing. A phenomenological case study of a Midwest, graduate, comprehensive deaf education teacher preparation program was conducted. This study explored the essence of empowered and enabled learning of program teacher candidates centered on MO-DESE's educator pillars deemed critical to the development of quality teachers. Data from the study revealed a strong connection between the program's espoused comprehensive philosophy and its practice. Embracing diversity of d/Deafness and differentiated instruction were the two strongest themes that resonated from the participants. Teacher candidates displayed outstanding commitment to the profession and strong proficiency in practice, within the first two pillars. Program improvement was most needed in navigating the public school system.
    URI
    https://hdl.handle.net/10355/44463
    https://doi.org/10.32469/10355/44463
    Degree
    Ed. D.
    Thesis Department
    Educational leadership and policy analysis (MU)
    Rights
    OpenAccess
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • Educational Leadership and Policy Analysis electronic theses and dissertations (MU)
    • 2014 MU dissertations - Freely available online

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems