Susan Coil

Abstract

Research indicates that many new teachers encounter hindrances to implementing the type of researched-based, state-of-the-art teaching methodologies for science instruction in the elementary grades, which they had learned about in their teacher preparation programs (Kane, 1994). Concerns have also been expressed about teacher preparation in the science education of deaf students (Lang & Propp, 1982; Lang, 1994, 1996). The present project is designed to assist new and inexperienced teachers in minimizing constraints to the implementation of an effective K-5 science curriculum, particularly in educational programs serving deaf students. In the present paper, some ofthe hindrances to implementing the best practices in K-5 science are described, including five critical issues for science education presented at a national conference held in 1994 (Lang, 1994& Egelston-Dodd, 1994). Secondly, some research-based considerations for effective teaching practices in general, in the field of science, and in the field of deaf education are presented. Finally, the results of a personal, mentored investigation of resources for new and current teachers interested in implementing research-based instructional programs in the K-5 classroom are offered as a supplementary web page to an educational web resource for teachers of both hearing and deaf students.

Publication Date

9-14-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

Lang, Harry - Chair

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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