Approaches to teaching in mainstream and separate postsecondary classrooms

Marschark, Marc; Richardson, John T. E.; Sapere, Patricia and Sarchet, Thomastine (2010). Approaches to teaching in mainstream and separate postsecondary classrooms. American Annals of the Deaf, 155(4) pp. 481–487.

DOI: https://doi.org/10.1353/aad.2010.0029

URL: http://gupress.gallaudet.edu/annals/

Abstract

This study sought to provide a better understanding of postsecondary education for deaf and hard-of-hearing (DHH) students in mainstream and separate settings. The Approaches to Teaching Inventory (Prosser & Trigwell, 1993) was completed by university instructors who normally teach hearing students (with the occasional deaf or hard-of-hearing student) and by instructors who normally teach deaf and hard-of-hearing students at the same institution. Overall, a view of instruction as information transmission was associated with a teacher-focused approach to instruction, whereas viewing instruction as a means of promoting conceptual change was associated with a student-focused approach. Instructors in mainstream classrooms were more oriented toward information transmission than conceptual change, whereas instructors experienced in separate classrooms for DHH students reported seeking to promote conceptual change in students and adopting more student-focused approaches to teaching. These results are consistent with previous findings concerning instructors' approaches to teaching and DHH students' approaches to learning and may help to explain recent findings with regard to student outcomes in separate versus mainstream of secondary classrooms.

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