Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1864

Full Length Research Paper

Supervision on early intervision practices for teachers of the deaf

Zerrin Turan
  • Zerrin Turan
  • Department of Special Education, Faculty of Education, Anadolu University, Turkey.
  • Google Scholar


  •  Received: 27 February 2019
  •  Accepted: 24 May 2019
  •  Published: 10 June 2019

References

Antia SD, Jones PB, Reed S, Kreimeyer KH (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education 14(3):293-311. 
Crossref

 

Barker DH, Quittner AL, Fink NE, Eisenberg LS, Tobey EA, Niparko, JK, CDaCI Investigative Team (2009). Predicting behavior problems in deaf and hearing children: the influences of language, attention, and parent-child communication. Development and Psychopathology 21(2):373-392. 
Crossref

 
 

Bergmark U, Westman S (2016). Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning. International Journal for Academic Development 21(1):28-40. 
Crossref

 
 

Bordin ES (1983). Supervision in counseling: II. Contemporary models of supervision: a working alliance based model of supervision. The Counseling Psychologist 11(1):35-42. 
Crossref

 
 

Brown PM, Nott P (2005). Family-centered practice in early intervention for oral language development: Philosophy, methods and results. In PE Spencer and M Marschark (Eds.), Advances in the spoken language development of deaf and hard of hearing children. Cary, NC, USA: Oxford University Press pp. 136-165.
Crossref

 
 

Clark M (2007). A practical guide to quality interaction with children who have a hearing loss. San Diego, CA: Plural Publishing.

 
 

Cranton P (2011). A transformative perspective on the scholarship of teaching and learning. Higher Education Research and Development 30(1):25-86. 
Crossref

 
 

Creswell JW (2005). Educational research (2nd ed.). New Jersey: Pearson Education.

 
 

Dammeyer J (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard of hearing children. Journal of Deaf Studies and Deaf Education 15(1):50-58. 
Crossref

 
 

De Rijdt C, Dochy F, Bamelis S, Vleuten van der C (2016). Classification of staff development programmes and effects perceived by teachers. Innovations in Education and Teaching International 53(2):179-190. 
Crossref

 
 

Dunst CJ (2002). Family-centered practices birth through high school. The Journal of Special Education 36(3):141-149.
Crossref

 
 

Geller E, Foley EM (2009). Broadening the "ports of entry" for speech-language pathologists: A relational and reflective model for clinical supervision. American Journal of Speech Language Pathology 18(1):22-41.
Crossref

 
 

Ginkela G, Helma van O, Meijera PC, Gisbert van NB (2016). Adapting mentoring to individual differences in novice teacher learning: The mentor's viewpoint. Teachers and Teaching: Theory and Practice 22(2):198-218. 
Crossref

 
 

Hardy I (2016) In support of teachers' learning: Specifying and contextualising teacher inquiry as professional practice. Asia Pacific Journal of Teacher Education 44(1):4-19. 
Crossref

 
 

Hooton-Kurtoglu N (2016). From 'Plodder' to 'Creative': Feedback in teacher education. ELT Journal 70(1):40-47. 
Crossref

 
 

Joint Committee on Infant Hearing (JCIH) (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention programs. Pediatrics 120(4):898-921. 
Crossref

 
 

Kaiser AP, Hancock TB (2003). Teaching parents new skills to support their young children's development. Infants and Young Children 16(1):9-21.
Crossref

 
 

Knowles MS (1984). The adult lerner: A neglected species. (3rd Ed.) TX. Huston: Gulf.

 
 

Lave J, Wenger E (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Crossref

 
 

Lindahl K, Baecher L (2016). Teacher language awareness in supervisory feedback cycles ELT Journal 70(1):28-38. 
Crossref

 
 

Marsick VJ, Watkins KE (1990). Informal and incidental learning in the work place. London: Routledge.

 
 

Martin-Prudent A, Lartz M, Borders C, Meehan T (2016). Early intervention practices for children with hearing loss: Impact of professional development. Communication Disorders Quarterly 38(1):13-23. 
Crossref

 
 

McIntyre J, Hobson AJ (2016) Supporting beginner teacher identity development: External mentors and the third space. Research Papers in Education 31(2):133-158.
Crossref

 
 

Menaa J, García M, Clarkeb A, Barkatsasc A (2016). An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings. European Journal of Teacher Education 39(1):53-76. 
Crossref

 
 

Mezirow J (2000). Learning to think like an adult: Core concepts of transformations theory. In: J Mezirow (Ed.) Learning as transformation .San Fransisco: Jossey Bass pp. 3-34.

 
 

Moeller MP, Carr G, Seaver L, Stredler-Brown A, Holzinger D (2013). Best practices in family centered early intervention for children who are deaf or hard of hearing: An international consensus statement. Journal of Deaf Studies and Deaf Education 18(4):429-445. 
Crossref

 
 

Munoz KF, Bradham TS, Nelson L (2011). A systematic analysis of audiological services in EHDI. The Volta Review 111(2):122-132.
Crossref

 
 

Nelson-Lartz M, Meehan T (2016). Early intervention programs: Therapy needs of children ages 0-3 years pre and post-cochlear implantation. In: NM.Young and KI Kirk (Eds.). Pediatric cochlear implantation . Newyork: Springer. pp. 3-22. 
Crossref

 
 

Niparko JK, Tobey EA, Thal DJ, Eisenberg LS, Wang NY, Quittner AL, CDaCI Investigative Team (2010). Spoken language development in children following cochlear implantation. Jama 303(15):1498-1506.
Crossref

 
 

Robbins AM, Caraway T (2010). Missing the mark in early intervention for babies who are hard of hearing or deaf leaming spoken language. Perspectives on Hearing and Hearing Disorders in Childhood 20(2):41-47. 
Crossref

 
 

Thomas DR (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation 27(2):237-246. 
Crossref

 
 

Thomas AE, Marvin CA (2016). Program monitoring practices for teachers of the deaf and hard of hearing in early intervention. Communication Disorders Quarterly 37(3):184-193. 
Crossref

 
 

Yin R (2009). Case study research: Design and methods (4th Ed.). Los Angeles, CA: Sage.

 
 

Yoshinaga-Itano C (2014). Principles and guidelines for early intervention after confirmation that a child is deaf or hard of hearing. Journal of Deaf Studies and Deaf Education 19(2):143-175. 
Crossref