Papers by millicent musyoka
Advances in educational technologies and instructional design book series, Mar 31, 2023
Mosenodi, 2007
The transformative paradigm (Mertens, 2005; in press) provides a framework of belief systems that... more The transformative paradigm (Mertens, 2005; in press) provides a framework of belief systems that directly engage members of culturallydiverse groups with a focus on increased social justice.
Online Journal of Distance Learning Administration, Mar 15, 2017
The rise of distance education has created a need to understand students' readiness for online le... more The rise of distance education has created a need to understand students' readiness for online learning and to predict their success. Several survey instruments have been developed to assess this construct of online readiness. However, a review of the extant literature shows that these instruments have varying limitations in capturing all of the domains of student online readiness. Important variables that have been considered in assessing the online readiness of students for distance education include attrition and information and communications technology (ICT) engagement. Previous studies have indicated that high attrition rates for online programs can be prevented by assessing student online readiness. The present study examined undergraduate students' online readiness using an instrument that was developed by the researchers that included constructs such as information communications technology engagement, motivation, self-efficacy, and learner characteristics. The addition of these subscales further strengthen the reliability and validity of online learning readiness surveys in capturing all the domains of student online readiness.
Journal of Developmental and Physical Disabilities, Apr 24, 2023
Graduate Records Examinations (GRE) remain an important criterion for admission to the graduate p... more Graduate Records Examinations (GRE) remain an important criterion for admission to the graduate program. This study explored the predictive role of the GRE for college success among deaf students because most deaf and hard-of-hearing students experience lifelong difficulties in English language and literacy because of their different language acquisition processes. Additionally, the study examined the students' undergraduate grade point average (UGPA), first-semester grade point average (FSGPA), and graduating graduate grade point average (GGPA) to understand D/HH students' performance in a graduate program. Additionally, the study examined the use of the Wechsler Adult Intelligence Scale (WAIS) as a substitute for the GRE criterion for graduate admission. The findings' discussions offer suggestions for using GRE scores in admitting D/HH students to graduate academic programs across the United States. Keywords GRE • GPA • WAIS • Deaf and Hard of Hearing • Teacher Preparation Most graduate programs use the Graduate Records Examinations (GRE) scores to identify and admit candidates considered academically ready for graduate-level learning and less likely to struggle academically (Education Testing Service (ETS), 2019). The argument for using GRE as a program entry is that it provides an objective measure that applies to all candidates as opposed to other entry requirements, which may be subjective. ETS does not support a cutoff score based on only GRE scores as a sole criterion for denial of admission (ETS, 2019). According to ETS (2019), the three critical skills assessed in GRE needed in graduate programs include Analytical Writing, Verbal
Journal of Developmental and Physical Disabilities, Nov 3, 2022
ProQuest LLC eBooks, 2013
Advances in mobile and distance learning book series, 2021
The population of deaf/hard of hearing students attending mainstream K-12 programs continues to i... more The population of deaf/hard of hearing students attending mainstream K-12 programs continues to increase in both the US and UK, with almost 85% reported in mainstreams. With COVID-19, schools shut-down, and social distancing efforts, K-12 programs turned to online teaching. Online teaching changes both the role of the teacher and the parents. A case that is unique in the new changing roles of online teaching is that of deaf students. Education of D/HH students involves the use of English and American Sign Language (ASL). Most families with D/HH students do lack ASL competency and cannot communicate with D/HH students. This chapter gives into cognizance language barriers and academic performance when discussing mainstreamed D/HH students' online teaching. The author discusses the challenges and proposes possible solutions to improve online teaching for this population.
Psychology, 2015
Play is an important element of cognitive, social and language development. Most preschool classr... more Play is an important element of cognitive, social and language development. Most preschool classrooms provide opportunity for indoor play and studies are needed to improve indoor play contexts for all children, including deaf children. The present study documented and described the play behaviors of Ann, a four-year-old native American Sign Language (ASL) deaf child in an ASL/ English bilingual classroom. Ann engaged in various play behaviors, in different play centers, and with different play partners. The sample consisted of 22 play episodes collected over a period of one year. A combination of social and cognitive play behavior categories based on Rubin's (2001) Play Observation Scale were used for documenting and the coding of the play behaviors observed. The results revealed that Ann was capable of engaging in developmentally appropriate play behaviors that were similar to those reported for hearing children her age. In addition, her play behaviors varied in relation to the play context and play partners. Teacher's decisions and control of play in the classroom appeared to have an impact on the play behaviors Ann demonstrated.
Journal of education and training, Aug 21, 2020
This study examined an elementary deaf education teacher's experiences and practices regarding th... more This study examined an elementary deaf education teacher's experiences and practices regarding the integration of technology into an English/Language Arts (ELAR) classroom. Most deaf students experience challenges acquiring and learning English as a second language. Research continues to indicate deaf students graduate high school with a fourth-grade reading level. Specifically, the study investigated how technology was used to support the development of English/Language Arts skills in deaf students based on McCrory's model on technological integration (McCrory, 2006). McCrory's (2016) technology integration model is used to identify the teacher knowledge and use of technology. The model includes four components: representation, information, transformation, and collaboration. Using a qualitative case study design, data was collected using interviews, surveys, and observations. The data collected focused on the teacher only and did not include the students. The analysis showed how the ELAR teacher used technology to teach deaf students in relation to the four components of McCrory's model. Implications for K-12 teacher preparation and professional development are discussed.
Journal of education and training studies, Nov 5, 2015
The purpose of this research is to investigate experiences of K-12 classroom teachers of deaf stu... more The purpose of this research is to investigate experiences of K-12 classroom teachers of deaf students with additional disabilities. Today, more deaf and hard of hearing students are identified as having additional disabilities (
Journal of Developmental and Physical Disabilities, Nov 28, 2015
The rationale for developing an Individualized Education Program (IEP) is to identify appropriate... more The rationale for developing an Individualized Education Program (IEP) is to identify appropriate goals to ensure that children who have disabilities are successful at school. This study focused on investigating teachers' views of the most important IEP goals for their young deaf students, as well as to ask them which services students were receiving. Our purpose was to identify the most prevalent IEP goals guiding early childhood education (ECE) programs and to determine whether services provided were appropriate for addressing the students' most critical needs. The participants included 118 young deaf children, ages 3-5, participating in the VL2 Early Educational Longitudinal Study (EELS). Results found that the IEP goals focused on three main areas: 1) improving school readiness; 2) improving communication (both sign communication and speech communication); and 3) improving pre-academic performance in targeted areas. Additionally, associations between specific IEP goals listed and related services were explored in relation to educational setting and school language philosophy. Recommendations for educational practice and further studies are provided. Keywords Deaf children. IEP. Special needs services Prior to 1975, children with special needs were often unable to access free and appropriate public education. This changed with Public Law 94-142, which was passed by the United States Congress in 1975. This law was a legislative milestone in the history of education of students with disabilities and provided the opportunity for students with disabilities to be integrated into public schools near their family homes. Parents of children who were cognitively challenged pioneered the law, but it has
Psychology, 2019
Transitioning from classroom learning and content to internship is not always streamlined and in ... more Transitioning from classroom learning and content to internship is not always streamlined and in the field of educational interpreting for deaf and hard of hearing students, this is especially challenging. Literature demonstrates limited understanding, knowledge, and studies regarding this transition along with limited provisions for support and guidance. A specific interpreter undergraduate preparatory program addressed this challenge through following four student interns in various rural educational settings to learn from their experiences using qualitative content analysis. Three themes were identified: violation of interns' experiences, learning on the job, and coming to love the job. Recommendations from interns and data were made in how to better prepare future cohorts as well as providing findings that similar programs could use. They include course improvements, more specialized practicum experiences, and placement of two interns at the same educational placement. Findings can be used to improve the field of educational interpreting and interpreter preparation programs.
IGI Global eBooks, May 13, 2022
The US government continues to ensure education access for all students. Like its predecessor, NC... more The US government continues to ensure education access for all students. Like its predecessor, NCLB, ESSA takes an interest in the success of immigrant students. Under ESSA, federal funds from Title I support low-income children and Title III for English learners and immigrant students. But there is a unique group of immigrant students, the immigrant multilingual deaf learner (IMDL). Despite the provision of law, the intersections of disabilities, being deaf, immigrant, and multilingualism pose more unique challenges that continue to create a dilemma for both classroom teachers, teacher educators, and administrators. This chapter focuses on multilingualism, multilingual education, and the IMDL.
Journal of Developmental and Physical Disabilities
Graduate Records Examinations (GRE) remain an important criterion for admission to the graduate p... more Graduate Records Examinations (GRE) remain an important criterion for admission to the graduate program. This study explored the predictive role of the GRE for college success among deaf students because most deaf and hard-of-hearing students experience lifelong difficulties in English language and literacy because of their different language acquisition processes. Additionally, the study examined the students' undergraduate grade point average (UGPA), first-semester grade point average (FSGPA), and graduating graduate grade point average (GGPA) to understand D/HH students' performance in a graduate program. Additionally, the study examined the use of the Wechsler Adult Intelligence Scale (WAIS) as a substitute for the GRE criterion for graduate admission. The findings' discussions offer suggestions for using GRE scores in admitting D/HH students to graduate academic programs across the United States. Keywords GRE • GPA • WAIS • Deaf and Hard of Hearing • Teacher Preparation Most graduate programs use the Graduate Records Examinations (GRE) scores to identify and admit candidates considered academically ready for graduate-level learning and less likely to struggle academically (Education Testing Service (ETS), 2019). The argument for using GRE as a program entry is that it provides an objective measure that applies to all candidates as opposed to other entry requirements, which may be subjective. ETS does not support a cutoff score based on only GRE scores as a sole criterion for denial of admission (ETS, 2019). According to ETS (2019), the three critical skills assessed in GRE needed in graduate programs include Analytical Writing, Verbal
Languages
Most D/HH learners experience language deprivation because they lack full access to a comprehensi... more Most D/HH learners experience language deprivation because they lack full access to a comprehensible language input. Sometimes, this language deprivation continues through school because of the rigid school language policy and teachers’ failure to recognize and include all the linguistic repertoires which the learners bring. Like many other teacher education programs, some Deaf education teacher preparation programs have adopted assimilationist ideologies, subtractive approaches to bilingualism that focus on only the majority hearing language, English, or the majority Deaf people’s language, such as ASL. Embracing translanguaging improves the implementation of bi/multilingualism in Deaf education by empowering the learner and the teacher to work through these challenges of language deprivation and minority languages in classrooms with Deaf learners. The current article reviews the literature and draws from translanguaging theory and practices, biliteracy, and Crip linguistics to dis...
Journal of Developmental and Physical Disabilities
Literacy and Deaf Education
Advances in Educational Technologies and Instructional Design, 2022
Within the American deaf community, multilingualism is evidence among deaf individuals who use th... more Within the American deaf community, multilingualism is evidence among deaf individuals who use three (or more) languages daily. Despite the linguistic diversity, limited research focuses on multilingualism, multilingual education, or multilingual development in this population. The increasing multilingual immigrant D/HH student population in the United States coupled with a scarcity of research on multilingual immigrant D/HH learners has triggered various assumptions about their education. This chapter will focus on addressing the assumptions surrounding the education of immigrant multilingual deaf learners.
The rise of distance education has created a need to understand students’ readiness for online le... more The rise of distance education has created a need to understand students’ readiness for online learning and to predict their success. Several survey instruments have been developed to assess this construct of online readiness. However, a review of the extant literature shows that these instruments have varying limitations in capturing all of the domains of student online readiness. Important variables that have been considered in assessing the online readiness of students for distance education include attrition and information and communications technology (ICT) engagement. Previous studies have indicated that high attrition rates for online programs can be prevented by assessing student online readiness. The present study examined undergraduate students’ online readiness using an instrument that was developed by the researchers that included constructs such as information communications technology engagement, motivation, self-efficacy, and learner characteristics. The addition of ...
Proverbs in the African community are important elements of speech that help transmit cultural va... more Proverbs in the African community are important elements of speech that help transmit cultural values and wisdom from one generation to the next. Education today is seen as an important tool in transmitting cultural values and wisdom, and to address three major problems in most African countries - poverty, disease and ignorance. Research in critical issues in education provides the implementers with solutions to address these challenges. Since its inception in the East African region, as in most developing countries, special education has experienced problems of access, diversity and accountability. The problem of meeting educational needs of children with disabilities is a common and persistent one despite previous research findings. This then calls for a change in research especially in relation to the paradigm used. This paper presents the transformative paradigm as a framework for research related to disability and minority groupings. Transformative paradigm exposes researchers ...
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Papers by millicent musyoka