Publication Date

8-31-2013

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2013.4

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Ross E. Mitchell, Ph.D.

Committee Members

M. Alayne Sullivan, Ph.D.

Martina J. Bienvenu, Ph.D.

Keywords

social sciences; education; ASL content standards; deaf and hard of hearing; institutionalization; K-12 ASL classes; neo-institutional; organizational change theory

Disciplines

Educational Leadership

Abstract

Guided by the conceptual structure of neo-institutional and organizational change theory, this qualitative case study interprets the reflections offered by the leadership team of deaf education researchers and school professionals who developed national K–12 (American Sign Language) ASL content standards under the auspices of a grant administered by the Laurent Clerc National Deaf Education Center during the 2011 and 2012 calendar years. Without these content standards guiding the development and implementation of ASL curriculum and instruction, effective teaching of ASL as a primary language for deaf and hard of hearing children had been seriously impeded. Through interviews with each project team member, this study explored participants' perceptions of the organizational change processes through which intentional ASL pedagogy and the concurrently developing national K–12 ASL standards were implemented, if not institutionalized, in four schools for the deaf. Responses fall into five categories: struggle for ASL legitimacy; resources related to content standard development; obstacles to establishing national ASL Standards in the K–12 setting; professional development training; and K–12 ASL classes.

Comments

© 2013 Janice Smith Warshaw

All Rights Reserved

ISBN: 9781321585254

Share

 
COinS