Journal of Deaf Studies and Deaf Education最新文献_第5页

Translanguaging in content area classes. 在内容区类中进行语言转换。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae031

Scott Cohen, Jessica Scott, Leala Holcomb

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 : 2024-12-20 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":"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":"80-93"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","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

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 : 2024-12-20 DOI: 10.1093/jdsade/enae050

Joanne Weber, Denyse Hayward, Michael Skyer, Sarah Snively

引用次数: 0

Celebrating 30 Years of the Journal of Deaf Studies and Deaf Education. 庆祝《聋人研究与聋人教育杂志》创刊 30 周年。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae055

Hannah M Dostal

引用次数: 0

Deaf role-models for Deaf children in hearing families: a scoping review. 有听力家庭中聋童的聋人榜样：范围审查。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae028

Angela Joy, Susan Ledger, Jill Duncan

引用次数: 0

A sign language journey to the land of smiles: Thailand study abroad. 前往微笑之国的手语之旅：泰国留学。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-16 DOI: 10.1093/jdsade/enae056

David R Meek, Pauline M Ballentine, Beverly J Buchanan, M Diane Clark, Brad S Cohen, Paul K Simmons

{"title":"A sign language journey to the land of smiles: Thailand study abroad.","authors":"David R Meek, Pauline M Ballentine, Beverly J Buchanan, M Diane Clark, Brad S Cohen, Paul K Simmons","doi":"10.1093/jdsade/enae056","DOIUrl":"10.1093/jdsade/enae056","url":null,"abstract":"This qualitative study focused on the synergistic experience of a group of Deaf1 and hearing participants during a 2-week international study-abroad program to investigate the impact of immersing hearing American Sign Language (ASL) undergraduate majors with culturally Deaf faculty and doctoral students. 20 participants included undergraduate students who were ASL majors, Deaf doctoral students, faculty members, and an interpreter. Data included narratives with the Deaf faculty leader and the hearing ASL interpreter, a content analysis with the hearing undergraduates, and a section focused on the Deaf perspective with a thematic analysis with the Deaf faculty, students, and alumni. 6 themes emerged in the discussion of students' experiences during the tour in Thailand, including being immersed into the Deaf world, the challenge of not comprehending what was happening, the patience of the Thai people, experiencing cultural differences, receptive skills improving, comprehension increasing, and issues related to scheduling of events. The impact of both international and multicultural influences are discussed. Additionally, recommendations for travel agencies that work with Deaf study-abroad leaders are included.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142829670","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: Challenging the "norm": a critical look at deaf-hearing comparison studies in research. 更正：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 : 2024-12-14 DOI: 10.1093/jdsade/enae057

引用次数: 0

Deaf adult insights into elements of classroom discourse altered in interpretation. 聋人成人对课堂话语要素在口译中改变的见解。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-06 DOI: 10.1093/jdsade/enae053

Peter Kirk Crume, Elizabeth Caldwell Langer

{"title":"Deaf adult insights into elements of classroom discourse altered in interpretation.","authors":"Peter Kirk Crume, Elizabeth Caldwell Langer","doi":"10.1093/jdsade/enae053","DOIUrl":"10.1093/jdsade/enae053","url":null,"abstract":"In this study, 19 college-educated deaf adults with experience using interpreters in educational settings provided insights into how successfully various elements of classroom discourse were preserved through interpretation. The deaf adults, fluent in American Sign Language (ASL) and experienced at using interpreters, watched educational interpreters' renditions of an elementary school art lesson, and answered questions, providing information about the clarity, completeness, and coherence of the message. Next, the deaf adults were asked to compare what they saw in the first interpretation of the lesson to what was conveyed in a second iteration by a highly experienced interpreter familiar with the lesson whose first language is ASL. A control group of 16 hearing adults accessing the lesson directly from the teacher answered the same questions. For the elements of classroom discourse studied-main ideas, project instructions, mental state references, and relevance strategies-results showed a substantial difference between what the hearing participants in the direct presentation condition received and what the deaf adults accessing the message through the educational interpreters received. Qualitative analyses of the differences-between the direct versus interpreted versions and between the deaf participants' responses to the two interpretations-revealed tendencies for, and ramifications of, alterations and omissions in classroom discourse.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142829966","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

Deaf/hard of hearing ecological assessment form-child (DEAF-C). 聋人/听力障碍儿童生态评估表（DEAF-C）。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-03 DOI: 10.1093/jdsade/enae054

Robert Whitaker, Donna A Morere

引用次数: 0

The story so far: scoping review of narratives in deaf children. 迄今为止的故事：聋哑儿童叙事范围审查。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-11-23 DOI: 10.1093/jdsade/enae052

Jane Puhlman, Lauren Sabatino, Zara Waldman DeLuca, Ciera Lorio, Lindsay Decker

{"title":"The story so far: scoping review of narratives in deaf children.","authors":"Jane Puhlman, Lauren Sabatino, Zara Waldman DeLuca, Ciera Lorio, Lindsay Decker","doi":"10.1093/jdsade/enae052","DOIUrl":"10.1093/jdsade/enae052","url":null,"abstract":"Narrative language samples can be used to measure language development in children, but research on narrative development in deaf and hard-of-hearing (DHH) children is scarce, limiting knowledge of developmental stages and best practices for collection and analysis. This scoping review included 39 articles that explored recent methodologies and achievements in oral or signed narratives of DHH children, including comparisons with hearing peers and within-group analyses of early auditory experience, device use, and other measures. Articles featured DHH participants aged < 4 to 18 years, varying in device use, communication modalities, and educational settings. Most studies utilized story generation tasks with early elementary-aged children and analyzed either microstructure or macrostructure. Mixed results in comparisons with hearing children emphasized the need to consider individual differences (e.g., speech perception and age of spoken language access) in DHH narrative assessments. Findings also suggest that comparability across studies would be improved by more consistent terminology and procedures in narrative collection/analysis.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142695347","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