A Call for a Diversity of Perspectives in Deaf Education Research: A Response to Mayer and Trezek (2020)

2021 ◽  
Vol 166 (1) ◽  
pp. 49-61
Author(s):  
Jessica A. Scott ◽  
Hannah M. Dostal ◽  
Susan Lane-Outlaw
Keyword(s):  
Education Research ◽  
Deaf Education

Conclusion

2017 ◽  
Author(s):  
Stephanie W. Cawthon ◽  
Carrie Lou Garberoglio ◽  
Peter C. Hauser
Keyword(s):  
Education Research ◽  
Deaf Education ◽  
Research Quality ◽  
Next Generation ◽  
The Future ◽  
Research Findings ◽  
Quality Of Research ◽  
The Invisible

This chapter marks the conclusion of this edited volume, Research in Deaf Education. The purpose of the volume as a whole is to identify strategies for improving the quality of research in deaf education; the conclusion summarizes main themes that both cut across chapters and extend arguments made by individual chapter authors. Overarching themes include discussions around standards for research quality; the positionality of researchers; and how we obtain, interpret, and translate research findings for diverse audiences. In each of these themes we recognize challenges that the field faces as well as opportunities for further dialog and collaboration for addressing these challenges in the future. The chapter concludes with strategies for mentoring the next generation of scholars in deaf education, with an emphasis on incorporating diverse perspectives, making the invisible culture of academia visible to deaf scholars, and ways to increase the accessibility of deaf education research.

scholarly journals Editorial: English

2008 ◽  
Vol 7 (2) ◽  
pp. 6
Author(s):  
Gildenir Carolino Santos ◽  
Rosemary Passos
Keyword(s):  
Education Research ◽  
Research Group ◽  
Deaf Education ◽  
State University ◽  
Special Edition ◽  
Main Subject ◽  
Faculty Of Education

ETD – Educação Temática Digital is reaching its 18a edition, searching, in each issue, to contribute with the shaping of our reader knowledge, with articles, short communications, reports and essays that discusses big matters of education, presented in thematic sections. This means that the contributions have an interdisciplinary coverage, as a way to maintain the initial proposal of being “A journal of the educator/researcher”, with only eight years of existence. This special edition with the main subject “Deaf Education”, is made up of 25 original papers written by specialized professionals in this area, in parallel with the works of the GES - the Deaf Education Research Group of the Faculty of Education of the Campinas State University. This group comprises three research subgroups that count on the participation of professionals of other renowned institutions, which study and do research about deafness...

Using Multilevel Models to Evaluate Individual Differences in Deaf Readers

2017 ◽  
Author(s):  
Matthew J. Traxler
Keyword(s):  
Education Research ◽  
Individual Differences ◽  
Multilevel Models ◽  
Linear Models ◽  
Deaf Education ◽  
Hierarchical Linear Models ◽  
Language Function ◽  
Analysis Techniques ◽  
Deaf Readers ◽  
Normative Models

Understanding how and why individuals vary is an important aspect of understanding language function. In assessing literacy in deaf readers, we must supplement normative models of functioning with models that take into account how individual differences enhance or detract from skill attainment. This chapter provides a brief case for and description of multilevel models (sometimes known as hierarchical linear models) as a tool to aid research on individual differences. These kinds of models have been applied successfully to understand variability in both hearing and deaf readers. This chapter explains how multilevel models resemble and differ from other commonly applied data analysis techniques, and why they offer a better alternative than those techniques for many applications within deaf education research.

Why Positionality Matters in Deaf Education Research

2017 ◽  
Author(s):  
Patrick J. Graham ◽  
Thomas P. Horejes
Keyword(s):  
Education Research ◽  
Data Collection ◽  
Study Design ◽  
International Research ◽  
Research Team ◽  
Design Research ◽  
Deaf Education ◽  
Research Experiences

The positionality of any researcher influences the data collection of their research directly or indirectly, which in turn has an impact on the research being conducted. This chapter discusses the importance of reflecting on one’s own insider and outsider positionality and how they contribute to the study design, research measures, and dynamics of the research team. Positionality and intersectional perspectives are also examined as important elements of the research. Using examples from international research experiences, this chapter offers examples of how positionality concerns arose in our research. Finally, this chapter outlines different approaches and solutions that our research team used to address the complexities that arose surrounding positionalities, which become possible strategies for any researcher wanting to study deaf education.

scholarly journals Toward understanding ‘communication’ in deaf education research

2021 ◽  
Vol 23 (4) ◽  
pp. 251-252
Author(s):  
Rachel O’Neill ◽  
Jill Duncan
Keyword(s):  
Education Research ◽  
Deaf Education

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

Summarizing Special Education Research

2003 ◽  
Vol 48 (2) ◽  
pp. 248-250
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
Special Education ◽  
Education Research
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