Jump to ContentJump to Main Navigation
Deaf CognitionFoundations and Outcomes$
Users without a subscription are not able to see the full content.

Marc Marschark and Peter C Hauser

Print publication date: 2008

Print ISBN-13: 9780195368673

Published to Oxford Scholarship Online: September 2008

DOI: 10.1093/acprof:oso/9780195368673.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in OSO for personal use (for details see www.oxfordscholarship.com/page/privacy-policy).date: 22 July 2019

Approaches to Studying Among Deaf Students in Higher Education

Approaches to Studying Among Deaf Students in Higher Education

(p.387) Chapter 14 Approaches to Studying Among Deaf Students in Higher Education
Deaf Cognition

John T. E. Richardson

Oxford University Press

This chapter focuses on the study approaches of deaf students. It begins by reviewing established research literature on how students set about learning in higher education, focusing on the extent to which students' approaches to learning are affected, on the one hand, by their perceptions of their academic context and, on the other hand, by their conceptions of learning and of themselves as learners. It then examines the approaches to studying adopted by deaf students being taught in mainstream contexts. It argues that deaf students are more likely than are hearing students to hold a reproductive conception of learning that regards learning in higher education simply as a process of memorizing new information. It also contends that sign language interpreters adopt a reproductive conception of interpreting that can undermine instructors' attempts to adopt student-centered approaches to teaching and that promotes a reproductive conception of learning in their students.

Keywords:   deaf students, college students, learning, studying

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .