Journal of Deaf Studies and Deaf Education最新文献

Applied deaf aesthetics toward transforming deaf higher education. 应用聋人美学改造聋人高等教育。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-11-20 DOI: 10.1093/jdsade/enae050

Joanne Weber, Denyse Hayward, Michael Skyer, Sarah Snively

引用次数: 0

The macrostructure of narratives produced by children acquiring Finnish Sign Language. 学习芬兰手语的儿童叙事的宏观结构。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-11-14 DOI: 10.1093/jdsade/enae049

Heta Pietarinen, Laura Kanto

引用次数: 0

DHH and L2 college students' knowledge of English resultatives and depictives. DHH 和 L2 大学生对英语结果词和副词的了解。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-11-05 DOI: 10.1093/jdsade/enae046

Ronald R Kelly, Gerald P Berent, Erin Finton, Tanya Schueler-Choukairi, Stanley Van Horn, Zhong Chen, Kimberly Persky, Susan Post Rizzo, Kathryn L Schmitz

{"title":"DHH and L2 college students' knowledge of English resultatives and depictives.","authors":"Ronald R Kelly, Gerald P Berent, Erin Finton, Tanya Schueler-Choukairi, Stanley Van Horn, Zhong Chen, Kimberly Persky, Susan Post Rizzo, Kathryn L Schmitz","doi":"10.1093/jdsade/enae046","DOIUrl":"https://doi.org/10.1093/jdsade/enae046","url":null,"abstract":"College-level deaf and hard-of-hearing (DHH) students and hearing students of English as a Second Language (L2) along with hearing native speakers (NS) of English were assessed in their knowledge of English resultative and depictive sentences. In \"Kevin wiped the table clean,\" the resultative phrase \"clean\" indicates that the table became clean as a result of Kevin wiping it. In \"Megan drove the car drunk,\" the depictive phrase \"drunk\" describes Megan's state throughout the entire event of driving. Findings of a sentence-acceptability rating scale task revealed higher performance by the NS group compared to the DHH and L2 groups, whose near-equivalent performance improved with increasing overall English proficiency. Participants exhibited higher performance on active, passive, and unaccusative resultative sentences than on ungrammatical unergative resultatives and higher performance on grammatical than ungrammatical depictive sentence types. These findings contribute new insights into the comparative study of English acquisition by DHH and L2 learners.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142577140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Challenging the "norm": a critical look at deaf-hearing comparison studies in research. 挑战 "规范"：对聋人听力对比研究的批判性审视。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-11-04 DOI: 10.1093/jdsade/enae048

Leala Holcomb, Wyatte Hall, Stephanie J Gardiner-Walsh, Jessica Scott

引用次数: 0

"I Learned as I Went": an online distance education case study. "我边走边学"：在线远程教育案例研究。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-11-01 DOI: 10.1093/jdsade/enae047

David R Meek, Michael E Skyer, Maggie M Donaldson

{"title":"\"I Learned as I Went\": an online distance education case study.","authors":"David R Meek, Michael E Skyer, Maggie M Donaldson","doi":"10.1093/jdsade/enae047","DOIUrl":"https://doi.org/10.1093/jdsade/enae047","url":null,"abstract":"Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features. Next, we examined empirical data from a collective case study implemented to better understand ODE phenomena from the perspectives of DHH students and faculty in higher education. We used 4 data collection strategies: (1) in-depth, semi-structured faculty interviews, (2) observations of teaching-learning interactions, (3) focus-groups featuring undergraduate and graduate DHH students, and (4) curriculum document analyses. We coded the dataset using MAXQDA software and uncovered 10 triangulated themes; 4 focus on instructors, 4 center students, and 2 describe student-faculty interactions. Overall, this qualitative analysis is a particularizing account of our participant's lifeworlds; however, we close with general recommendations for improving ODE practices through research.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It all made sense: ASL-first approach in classroom practice. 一切都说得通了：课堂实践中的 ASL 优先法。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-10-29 DOI: 10.1093/jdsade/enae045

Emily Jo Noschese

{"title":"It all made sense: ASL-first approach in classroom practice.","authors":"Emily Jo Noschese","doi":"10.1093/jdsade/enae045","DOIUrl":"https://doi.org/10.1093/jdsade/enae045","url":null,"abstract":"This qualitative study delves into the innovative Bilingual Grammar Curriculum. The curriculum aims to enhance bilingualism and linguistic skills among deaf students by integrating American Sign Language instruction and written language grammatical structures. The researcher conducted in-depth interviews with 12 experienced educators of the deaf who have implemented the curriculum in their teaching practices. Employing a thematic analysis approach, the researcher sought to uncover the educators' perceptions, experiences, and insights regarding the curriculum's effectiveness and its impact on bilingual language acquisition for deaf learners. Findings revealed a diverse range or perspectives, highlighting both the advantages and challenges of the curriculum's implementation. Themes emerged encompassing the curriculum's alignment with linguistic theories, its adaptability to diverse learning needs, the role of educator training, and the incorporation of cultural nuances within bilingual instruction. The study contributes valuable insights to the field of deaf education, shedding light on the intricate dynamics of bilingual grammar pedagogy and providing recommendations for curriculum refinement and educator professional development. Ultimately, this research underscores the significance of innovative approaches in enhancing the linguistic abilities and educational experiences of deaf and hard-of-hearing students within a bilingual framework.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Kendra's journey: an intrinsic case study of a deaf autistic child. 肯德拉的旅程：自闭症聋哑儿童的内在个案研究。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-10-28 DOI: 10.1093/jdsade/enae044

Jennifer Gosselin Hills, Sandy K Bowen

引用次数: 0

A comparative study of how teachers communicate in deaf education classrooms. 教师在聋教育课堂上如何进行交流的比较研究。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-10-28 DOI: 10.1093/jdsade/enae043

Leala Holcomb, Hannah Dostal, Kimberly Wolbers

{"title":"A comparative study of how teachers communicate in deaf education classrooms.","authors":"Leala Holcomb, Hannah Dostal, Kimberly Wolbers","doi":"10.1093/jdsade/enae043","DOIUrl":"https://doi.org/10.1093/jdsade/enae043","url":null,"abstract":"This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings. Teachers using spoken English used teacher-centered approaches, making general comments directed at the whole class, which consequently reduced student participation and responsiveness. They also largely avoided repairing communication breakdowns with emergent writers, focusing instead on those with greater auditory and speaking abilities. These patterns reveal disparities in classroom communication that can affect student learning. Our findings highlight the need for teacher preparation programs to equip teachers with skill sets to employ accessible and effective communication during instruction, especially with deaf students who are still developing foundational language and writing skills.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sign language delays in deaf 3- to 5-year-olds with hearing parents. 父母有听力障碍的 3 至 5 岁聋儿的手语障碍。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-10-04 DOI: 10.1093/jdsade/enae041

Donna A Morere, Thomas E Allen

{"title":"Sign language delays in deaf 3- to 5-year-olds with hearing parents.","authors":"Donna A Morere, Thomas E Allen","doi":"10.1093/jdsade/enae041","DOIUrl":"https://doi.org/10.1093/jdsade/enae041","url":null,"abstract":"Deaf children of hearing parents (DOH) are at risk for early language delays (ELD) due to environmental and etiological factors, compounding the previously reported higher incidence of ELD in deaf children of deaf parents (DOD) compared to the general population. Archival data from the online database of the Visual Communication and Sign Language Checklist yielded 147 ratings of DOH 3- to 5-year-old children whose parents reported American sign language (ASL) being used in the home at least equally to spoken language. Research goals included (1) examining the incidence of ELD in this cohort, (2) investigating differences in outcomes based on the scaling method used, (3) exploring patterns among the ratings of DOH children identified with ELD, (4) comparing the DOH outcomes to published DOD data, and (5) investigating differences between ratings and individual children. The DOH outcomes suggested an incidence of ELD twice that of the previous DOD sample, with a higher percentage of more severe delays. Even DOH children not identified with ELD demonstrated less well-developed ASL skills than their DOD peers. This emphasizes the need for ongoing monitoring of early ASL skills to allow for early identification of needs and adjustment of interventions to address ASL development.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction to: Advances in sign language corpus linguistics: exploring the frontiers of deaf studies and education. Correction to：手语语料库语言学的进展：探索聋人研究和教育的前沿。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-26 DOI: 10.1093/deafed/enae042

引用次数: 0