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A Grounded Theory Examination of Fac...

Santini, Joseph R.

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A Grounded Theory Examination of Faculty Experiences of a Bilingual Professional Development Program at Gallaudet University.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Grounded Theory Examination of Faculty Experiences of a Bilingual Professional Development Program at Gallaudet University./
Author:	Santini, Joseph R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	197 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27955513
ISBN:	9798662478671

A Grounded Theory Examination of Faculty Experiences of a Bilingual Professional Development Program at Gallaudet University.
Santini, Joseph R.

A Grounded Theory Examination of Faculty Experiences of a Bilingual Professional Development Program at Gallaudet University. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 197 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--Gallaudet University, 2020.

This item must not be sold to any third party vendors.

Professional development at any university is a dynamic process in which faculty are impacted not only by the planned, documented curriculum but also by issues and beliefs from the larger society which contextualizes the enactment of that curriculum. Bilingual education in the United States is a controversial approach gaining ground in the Deaf United States community as an educational model that provides equity for ASL and English and leads to consistently improved outcomes for diverse Deaf children in the United States. In 2007, Gallaudet University officially incorporated bilingualism into its University Mission and Vision, reflecting this growth. It subsequently established the Bilingual Approaches Seminar in 2009 and this became the longest-running instance of professional development for bilingual education at the University. This grounded theory study proposal explores the impact of the Bilingual Approaches Seminar on faculty and their conceptualization of bilingual education as a result. Faculty were interviewed to explore how their conceptualization of bilingual education and subsequent implementation were impacted. The study found that faculty members all found BAS to be a seminal experience on their journey to become bilingual ASL/English professors, but that the subsequent impact of the seminar was moderated by five items: Perceptions of Student Need, Perceptions of Balance, Moving from Incidental to Intentional Bilingual Education, Judging Institutional Investment, and Engaging in the Deaf Community. Findings from this study have implications for professional development for faculty members in K-12 and higher education institutions, and implications for implementation of bilingual policy at higher education institutions.

ISBN: 9798662478671Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

ASL

A Grounded Theory Examination of Faculty Experiences of a Bilingual Professional Development Program at Gallaudet University.
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300 $a 197 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Yuknis, Chris;Garate, Maribel.
502 $a Thesis (Ph.D.)--Gallaudet University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Professional development at any university is a dynamic process in which faculty are impacted not only by the planned, documented curriculum but also by issues and beliefs from the larger society which contextualizes the enactment of that curriculum. Bilingual education in the United States is a controversial approach gaining ground in the Deaf United States community as an educational model that provides equity for ASL and English and leads to consistently improved outcomes for diverse Deaf children in the United States. In 2007, Gallaudet University officially incorporated bilingualism into its University Mission and Vision, reflecting this growth. It subsequently established the Bilingual Approaches Seminar in 2009 and this became the longest-running instance of professional development for bilingual education at the University. This grounded theory study proposal explores the impact of the Bilingual Approaches Seminar on faculty and their conceptualization of bilingual education as a result. Faculty were interviewed to explore how their conceptualization of bilingual education and subsequent implementation were impacted. The study found that faculty members all found BAS to be a seminal experience on their journey to become bilingual ASL/English professors, but that the subsequent impact of the seminar was moderated by five items: Perceptions of Student Need, Perceptions of Balance, Moving from Incidental to Intentional Bilingual Education, Judging Institutional Investment, and Engaging in the Deaf Community. Findings from this study have implications for professional development for faculty members in K-12 and higher education institutions, and implications for implementation of bilingual policy at higher education institutions.
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