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Evidence-Based Practices in Deaf Education

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Evidence-Based Practices in Deaf Education

Harry Knoors, Marc Marschark

Oxford University Press
Publication date : 2018-08-28

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This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches.

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About the book

Author

Harry Knoors , Marc Marschark

Imprint

Oxford University Press

Collection

n.c

Publication date

2018-08-28

Pages

504 pages

Print ISBN

9780190880545

Language

English

Ebook informations

EAN PDF

9780190880552

Price

£61.18

Copy count 0

Print count 0

File size 19558 Ko

Informations accessibility

EAN EPUB

9780190880569

Price

£61.18

Copy count 0

Print count 0

File size 3584 Ko

Informations accessibility

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About author(s)

Harry Knoors

Marc Marschark

Harry Knoors, Ph.D., is a professor at the Behavioural Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education. Marc Marschark, Ph.D., is a professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings.

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