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Global Educators Cohort Program - Teacher Education
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Doctoral Student Forum
CW - Data Sets
Members: Lead: Harold Jonson - Members: Don Moores & Sue Rose
Data collection, to the extent possible:
Last/next five years
National, vs. regional, state, or local resources
Data Collection Questions/Ideas/Realities:
can CED be a “center” for data collection?
can a collaborative relationship be established with GRI to gather, analyze and share needed data?
because of NCLB, the annually collected data by the AAD is becoming more problematic due to fewer and fewer K-12 programs responding to the request for annual information
how can ACE-D/HH facilitate/assist in the data collection process?
Data that points to the need for collaboration vs. indi pro + how our field has really changed, e.g., changing needs
Collected Data Tables
Deaf Education Teacher Preparation Programs:
Deaf Ed Teacher Prep Pro Call Lis
phone question protocol>
number of deaf ed pro that have, or may soon close
number of single faculty programs and the related problems and limitations that such a program experiences
number and quality of candidates for pro vacancies
how long it took to fill ‘x’ deaf ed faculty positions + the characteristics of the offered positions, e.g., tenured, dual (i.e., deaf ed +++), teaching load, research expectations
data re the changing designs, characteristics and requirements of deaf ed teacher prep pro
faculty topical/research interest...need to identify this for all the deaf ed faculty, this info could be used to establish topically focused “communities of learners”
match of our faculty skills and the need of the field, e.g., MH...the lack of leadership in this area
data on the number of deaf ed pro looking for faculty
number of indi who are nearing retirement
projected number of indi needed for ‘x’ in the next five years
number of teacher prep graduates
where do our graduates go...teach, how long do they stay, how well do they do
what are the knowledge, skills and experiences that our current/future teacher graduates need?
EHDI infants/toddlers: how many, where, educational services, parental choices, learning abilities and needs
21st century perspective of needed knowledge + ? if this info applies to students who are deaf/hard of hearing d/hh
the learning characteristics of our stu who are d/hh, e.g., 40-65% may have additional disabilities
data on hard of hearing children, demographics, how many are using ASL as L2
Mental health issues: leaders need to know about psychological testing, data on juveniel corrections numbers of deaf incarcerated, deaf youths in foster care, criminalization of deaf youth (how zero-tolerance policies) puts deaf youth in correctional systems with support services, psychiatric programs for deaf youth (put in facilties without support).
data on educational interpreters...certification levels in preschool to hs programs, if we are to mainstream so many deaf children/youth (85%) future leaders need to know about certification standards of educational interpreters...
data on deaf children who are exposed to deaf arts programs in school....deaf arts are important for the development of visual perception, visio-spatial intelligence, we need to capitalize on visual cogntion---can be done through the deaf arts.
multiple disabilities..data on deaf children referred to psychiatric facilities, do these facilties provide support services? (most don't...only 4 or 5 programs in the country that do...) how can we make this info available to future leaders in their doc programs?
data on deaf blind individuals....many are in public schools and have a range of giftedness to average intelligence...how can future leaders be aware of their needs...
Phone conversations between committee members indicates that the best way to gather information concerning "Deaf Education Teacher Preparation Programs" is to simply phone the Directors of each program to secure the needed information. Prior to such discussions a phone interview protocol and data entry form need to be developed. In relation to "Educational Programs," the committee members agreed to initially focus upon identifying and summarizing data found in the literature (see below).
Prevalence of hearing loss in U.S. Children:
DCD data concerning the identification and service of infants, toddlers and young children who are deaf/hard of hearing
An Examination of the Research and Training Needs in the Field of Deaf Education:
Preparing Future Teachers and Doctoral Level Leaders in Deaf Education: Meeting the Challenge:
DS - Demographics of Deaf Education More Students in More Places
Model Institutions for Excellence A model of success for Successful leadership programs 2007 national report
Applications of Universal Design in Education (EDU)
Signature Pedagogies in Doctoral Education.pdf
Signature Pedagogies in Doctoral Education
Articles on how hearing bilingual education has attempted to diversity its hearing students of color in higher education, may be of interest to doctoral consortium members interested in deaf/diversity leadership issues in deaf education.
Dynamics of Race in Higher Ed.pdf
Effects of Racial Diversity in Higher Ed.pdf
Hakuta K. Compelling Interest in Higher Ed.pdf
Available Data Sources:
List of Deaf Education Teacher Preparation Programs & Contact Information
Data Base of Deaf Education Jobs
Data Base of Resumes Posted by Individuals Searching for Jobs in Deaf Education
26th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2004
TX and other states data base on 0-3 Deaf/hh children identified through the screening, diagnosis, parent/education programming
data on diversity in K-12, and university teacher-training programs (1993 and 2004) showing needs for deaf and diversity in leadership training
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MSU College of Education
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