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Deaf CognitionFoundations and Outcomes$
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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

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Approaches to Studying Among Deaf Students in Higher Education

Approaches to Studying Among Deaf Students in Higher Education

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

John T. E. Richardson

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195368673.003.0014

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

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