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Title:Deaf Teachers' Practices: Supporting and Enabling Preschool Deaf Children's Development of a Participative Identity
Author(s):Morgan, Dianne Denise
Doctoral Committee Chair(s):Jenny Singleton
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Bilingual and Multicultural
Abstract:In this dissertation study, I investigate the practices of possibly the first fully accessible partner as a deaf child engages in a community of practice: the deaf preschool teacher. I utilize classroom observations and interviews of three deaf teachers in which the participants were encouraged to reflect on their observed classroom practices. I found that these teachers engage deaf children in both shared and joint capacities in visually mediated ways that encourage the deaf child's self development. They treat deaf children as legitimate peripheral participants who are engaged in a learning curve that is typical rather than deficient. These deaf teachers are also participants within a supportive community of practice in a school program founded on a Bilingual-Bicultural philosophy.
Issue Date:2004
Type:Text
Language:English
Description:225 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.
URI:http://hdl.handle.net/2142/79822
Other Identifier(s):(MiAaPQ)AAI3160928
Date Available in IDEALS:2015-09-25
Date Deposited:2004


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