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The impact of cognitive strategy instruction on deaf learners: an international comparative study

Martin, D.S.; Craft, A. and Sheng, Z.N. (2001). The impact of cognitive strategy instruction on deaf learners: an international comparative study. American Annals of the Deaf, 146(4) pp. 366–378.

URL: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=...
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Abstract

Teacher cohorts in England and China received special training in techniques for teaching higher-level critical and creative cognitive strategies to deaf learners. Both cohorts implemented the strategies in the classroom at least twice weekly for 6 months. Measures included Raven's Standard Progressive Matrices (1959), a systematic observation checklist for cognitive behaviors (Martin & Craft, 1998), and critical and creative problem situations to which students had to respond. Results were compared with those from a study of similar learners in the United States (Martin & Jonas, 1985), and little difference was found. Students in all three countries improved in reasoning, devising real-world problem solutions involving critical thinking (but not creative thinking), using cognitive vocabulary in the classroom, and expressing others' viewpoints. Postintervention focus groups showed teachers in China used a more invariant sequence in teaching the cognitive strategies, but teachers in all three countries experienced similar expansion in cognitive terminology and self-perceptions as teachers of problem solving.

Item Type: Journal Article
ISSN: 0002-726X
Keywords: neuropsychology; education of the deaf
Academic Unit/Department: Education and Language Studies > Centre for Language and Communication
Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 432
Depositing User: Users 12 not found.
Date Deposited: 14 Jun 2006
Last Modified: 02 Dec 2010 19:44
URI: http://oro.open.ac.uk/id/eprint/432
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