Hearing-Impaired Students’ Intellectual Styles and Their Influence: Distinctive and Shared Characteristics with Hearing Students

Description

This book is the first on the implications of intellectual styles for higher education of students with hearing impairment. It provides a systematic delineation for intellectual styles of students with hearing impairment in comparison with students without hearing impairment. It takes an initial step to present the analysis concerning the mediating role of intellectual styles in the relationships between personal factors and student developmental outcomes. Foreword Acknowledgements Contents 1 Introduction 1.1 Why Focus on Intellectual Styles of Students with Hearing Impairment 1.2 Theoretical Framework Proposed by This Book 1.3 Overview of the Book References 2 Intellectual Styles of Students with Hearing Impairment 2.1 What Are Intellectual Styles? 2.1.1 The Definition and the General Development of Intellectual Styles 2.1.2 The Threefold Model of Intellectual Styles 2.1.3 FDI and Thinking Styles 2.2 Ability, Conceptions of Learning, University Experiences, and Intellectual Styles 2.2.1 Ability and Intellectual Styles 2.2.2 Conceptions of Learning and Intellectual Styles 2.2.3 University Experiences and Intellectual Styles 2.3 Intellectual Styles, University Self-efficacy, and Quality of University Life 2.3.1 Intellectual Styles and Their Impact on University Self-efficacy 2.3.2 Intellectual Styles and Their Influence on Quality of University Life 2.4 Comparison of Intellectual Styles Between Students with and Without Hearing Impairment 2.5 Test Accommodations for Students with Hearing Impairment 2.6 Hearing-Impaired Students’ Acculturation 2.7 Summary References 3 Validating Verbal Inventories Through Test Accommodations Among Students with Hearing Impairment 3.1 What Do You Know About Test Accommodations 3.1.1 General Introduction to Test Accommodations 3.1.2 The Importance of Test Accommodations 3.1.3 Major Types of Test Accommodations 3.2 Validating the Thinking Styles Inventory-Revised II Through Test Accommodations 3.3 The Validation of Three Inventories Through Test Accommodations 3.4 Summary References 4 Style Overlap 4.1 Do Styles Overlap? 4.2 Thinking Styles and FDI Overlapped 4.3 Comparison of Style Overlap Between Students with and Without Hearing Impairment 4.4 Summary References 5 Style Malleability 5.1 Are Styles Malleable? 5.1.1 Studies on the Relationship Between Personal Factors and Intellectual Styles 5.1.2 Studies on the Relationship Between Environmental Factors and Intellectual Styles 5.1.3 Longitudinal Studies on Changes in Intellectual Styles 5.2 Intellectual Styles Changed After One Year 5.3 University Experiences and Changes in Intellectual Styles 5.4 Comparison of Style Malleability Between Students with and Without Hearing Impairment 5.5 Summary References 6 Style Value 6.1 Are Styles Value-Laden or Value-Free? 6.1.1 Studies on the Influence of Styles on Cognitive Variables 6.1.2 Studies on the Influence of Intellectual Styles on Social-Emotional Variables 6.2 Intellectual Styles and Quality of University Life 6.3 Intellectual Styles and University Self-efficacy 6.4 Comparison of Style Value Between Students with and Without Hearing Impairment 6.5 Summary References 7 The Mediating Function of Intellectual Styles 7.1 How Do You Interpret the Mediating Function? 7.2 Intellectual Styles as a Mediator 7.3 Comparison Regarding the Mediating Function of Intellectual Styles Between Students with and Without Hearing Impairment 7.4 Summary References 8 Stylistic Similarities and Differences of Students with and without Hearing Impairment 8.1 What Are the Similarities and Differences in Styles Among Diverse Student Populations 8.2 Stylistic Similarities and Differences of Students with and without Hearing Impairment 8.2.1 Similarities and Differences in Intellectual Styles 8.2.2 Similarities and Differences Concerning the Influence of Intellectual Styles on Student Developmental Outcomes 8.2.3 Similarities and Differences Concerning the Impact of Personal Factors on Style Changes 8.3 Implications 8.4 Summary References 9 Conclusion 9.1 What Conclusions Can Be Drawn? 9.2 Theoretical Contributions 9.2.1 Theoretical Contributions to the Fields of Key Research Variables 9.2.2 Theoretical Contributions to Shore et al. (2011) Inclusion and Diversity Framework 9.3 Practical Implications 9.3.1 Practical Implications for University/School Administrators and Teachers 9.3.2 Practical Implications for University/School Students 9.4 Limitations of This Study and Directions for Future Research 9.5 Summary References Appendix Methodology The Pilot Study Sampling Inventories Research Procedures Data Analyses The Main Study Sampling Inventories Research Procedures Data Analyses The Qualitative Study Participants The Interview Protocol Research Procedures Data Analysis Appendix A Sample Items of the Thinking Styles Inventory RII Appendix B Sample Items of the Group Embedded Test Appendix C Sample Items of the Short Form of Raven’s Advanced Progressive Matrices Appendix D Sample Items of the Conceptions of Learning Inventory III Appendix E Sample Items of the Quality of University Life Measure Appendix F Sample Items of the University Self-efficacy Scale Appendix G Protocol for the Semi-structured Interview References