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Home > Clerc Center > New Odyssey issue focuses on research to practice

New Odyssey issue focuses on research to practice

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The 2012 issue of Odyssey, the Clerc Center's annual magazine for educators and families, is now available online. This year's Odyssey, the largest issue ever produced in the history of the publication, includes 14 articles written by a total of 21 authors on topics related to creating visually accessible classrooms, facilitating bimodal bilingual language development, and using research-based instructional strategies that support the achievement of deaf and hard of hearing students.

"The connection between teaching and research is critical to successful outcomes in the classroom but has been, at times, elusive in the education of deaf and hard of hearing students," said Ed Bosso, vice president of the Clerc Center, in his introductory letter to the issue. "It is my hope that these articles [in Odyssey] represent a starting point for continued sharing and professional dialogue which is so greatly needed in our profession."

In an overview article entitled "Research: How it Supports Teaching and Learning," written by Natalie Zwerger and Elizabeth Greninger, the authors lay out the challenge of research to practice. "Currently, there is a striking disconnect between educational policy researchers and teachers. Neither can optimally support learning without an understanding of how the other operates. Policies and legislation are not able to effectively address the needs of students if policy makers are not aware of the reality of life in America's schools. Likewise, teachers are not able to offer the maximum levels of support to their students if they are unaware of the most up-to-date, cutting edge research on effective educational practices." Throughout the issue, the contributors address these issues and more. The following is a list of the feature articles and their authors for the 2012 issue:

  • Research: How it Supports Teaching and Learning
    By Natalie Zwerger and Elizabeth Greninger
  • Curriculum Modification: Making Standards Accessible for Deaf Students with Disabilities
    By Holly McBride and Matthew Goedecke
  • The "Why" and "How" of an ASL/English Bimodal Bilingual Program
    By Debra Berlin Nussbaum, Susanne Scott, and Laurene E. Simms
  • An Issue of Learning: The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students
    By Susan M. Mather and M. Diane Clark
  • Managing Behavior by Managing the Classroom: Making Learning Accessible for Deaf and Hard of Hearing Students with Autism Spectrum Disorders
    By Christen A. Szymanski
  • In Search of "Best Practice": A Professional Journey
    By Karen Martin
  • Research-based Curriculum, Pedagogy, and Assessment in a Deaf Bilingual Program
    By Laura Peterson
  • Curriculum Mapping and Research-based Practice: Helping Students Find the Path to Full Potential
    By Jennifer Herbold
  • Clues from Research: Effective Instructional Strategies Leading to Positive Outcomes for Students Who are Deaf or Hard of Hearing
    By Susan R. Easterbrooks and Brenda H. Stephenson
  • Evidence and Evolution: Research and Teachers' Intuition Lead to a Bilingual Program
    By Cathy Rhoten
  • Responding to NCLB in Alaska: A Three-pronged, Teacher-focused Approach Yields Success
    By Jennifer Sees