Three suggested teaching strategies for students who are deaf or hard of hearing

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH.     

Team-teaching in an integrated classroom: perceptions of deaf and hearing teachers

This study examined the perceptions of teams of two teachers, one deaf and one hearing, team-teaching students who are deaf and hard-of-hearing (D/HH) in co-enrolled classrooms. Five teachers who had worked in teams and their supervisor were interviewed about their team-teaching experiences and their perception of the effectiveness of this approach. Informants' responses were videotaped, transcribed, and analyzed. From the interview data, four main categories were identified: (1) philosophy of education, (2) perception of roles, (3) benefits of team-teaching, and (4) challenges. Findings revealed that team-teaching in co-enrolled classrooms gave all students access to their own and each other's cultures, languages, and social identities; deaf and hearing people were seen to have equality of status and students who are D/HH were seen to benefit from teachers' high expectations.     

Health-related quality of life and classroom participation of deaf and hard-of-hearing students in general schools

A group of deaf and hard-of-hearing (D/HH) students at mainstream schools (N = 212) was investigated in a questionnaire-based survey using the Inventory of Life Quality of Children and Youth (ILC) and the Classroom Participation Questionnaire. The ILC data for the D/HH sample are for the most part comparable with the data from a normative hearing sample. Item-total correlations showed that the domains of school and social activities with peers were more important for the Health-Related Quality of Life (HRQoL) of the D/HH students than for that of the hearing students. The results also reveal differences in the HRQoL levels of the two samples, with the D/HH sample having higher scores for school experiences, physical and mental health, and overall HRQoL, though the effect sizes for the differences are small to moderate. Specific characteristics of the D/HH sample may be responsible for this result. There are also relationships between quality of life and perceived classroom participation in certain domains: Students who perceive classroom participation as satisfying have higher scores for quality of life in school, social contact with peers, and mental health. This also applied to the scores for global assessment and a summarized quality of life indicator.     

Student interest: A two-study re-examination of the concept

Two studies were conducted for the purpose of validating an 18-item version of the Learner Empowerment Scale (LES) as a measure of student interest. The LES consists of three subscales that measure students’ perceptions of meaningfulness, impact, and feelings of competence. These three constructs are frequently identified by education researchers as dimensions of student interest. In Study One, there were no differences between the psychometric qualities of the 18-item measure and the 29-item measure. Additionally, the relationships between the two versions with measures of student motivation did not differ significantly from each other. In Study Two, relationships were explored between the three dimensions of the 18-item LES and students’ motives for communicating with their instructors. The results of these two studies provide preliminary reliability and validity for the shortened version of the LES as a measure of student interest.     

Development and Preliminary Validation of an Instrument To Measure Cognitive Growth

This study deals with the design and pilot validation of an instrument to measure cognitive growth during counseling supervision. An instrument was designed to reflect issues and concepts frequently addressed in supervisory sessions. This instrument, called the Counselor Perception Questionnaire (CPQ), is based on responses to videotaped counseling interview material. The CPQ yields two scores, a Differentiation score (D) and an Integration score (I). Scorer reliabilities were computed using independent scorers, and a convergent and a discriminant validity study was done. Administration of the instrument to samples of master's degree students and experienced counseling psychologists with PhD degrees showed that the D score differentiated between the two groups at a statistically significant level. The potential usefulness of this kind of instrument is briefly discussed in terms of developmental approaches to supervision.     

Efficacy Beliefs,Background Variables,and Differentiated Instruction of Israeli Prospective Teachers

Abstract

In this study, the authors examined efficacy beliefs and choices of differentiated instructional strategies needed for effective teaching in inclusive classrooms. Participants included 191 Israeli prospective teachers. They responded to a modified form of the Teacher Efficacy Scale (Gibson & Dembo, 1984) and a 59-item instructional strategies scale. Findings revealed that the Personal Teaching Efficacy factor (PTE) was related to choices of instruction, but the Teaching Efficacy factor (TE) was not. Prospective teachers focusing on junior high education obtained the highest PTE scores compared with those focusing on early childhood and elementary education, and participants focusing on early childhood education obtained the highest TE scores. Participants expressed intent to make adaptations directed toward all students and less willingness to use differentiated instruction.     

Validation of the short form of the career development inventory with an Iranian high school sample

A short 33-item form of the Career Development Inventory was validated on a sample of 310 Iranian high school students. Factor analysis indicated that attitude and cognitive subscale items loaded on their respective factors, and that internal reliability coefficients at all levels were satisfactory to good. Support for validity was demonstrated by associations in the expected direction for career decidedness and career decision-making self-efficacy. This short form of the inventory shows promise as a measure of career maturity with students from a non-Western country.     

Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings

This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other. Membership can be contrasted with "visitorship." When programs treat D/HH students as visitors, these students face greater barriers to obtaining a quality education in classes with hearing students. A social constructivist perspective of learning and teaching that requires students in the classroom to interact with one another and the teacher may best promote learning and is consistent with a focus on membership. We suggest that inclusion is possible, but to sustain students as full members of their classes and school, programs must go beyond placement and communication access issues. To facilitate membership, inclusive programs must carefully address teacher attitudes, teacher roles and relationships, student knowledge and curriculum, structural barriers, extracurricular activities, community relationships, and parental support.     

Development,validation and application of a modified Arabic translation of the What Is Happening In this Class? (WIHIC) questionnaire

This article reports the development, translation, validation and application of a modified Arabic version of a modified form of the What Is Happening In this Class? (WIHIC) questionnaire. When parallel Arabic and English versions of this questionnaire were field tested with a sample of 763 college students in 82 classes, the WIHIC exhibited sound factorial validity and internal consistency reliability for both its actual and preferred forms, and the actual form differentiated between the perceptions of students in different classrooms. Comparison of students’ scores on actual and preferred forms of the questionnaires revealed that students preferred a more positive classroom environment on all scales.     

Technology-supported learning environments in science classrooms in India

The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in particular. This study, which is the first of its kind in India, reports the use of a modified form of Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) for assessing students?? perceptions of their learning environments in technology-supported science classrooms. Analysis of data from 705 students from 15 classes provided evidence for the reliability and validity of the questionnaire in Indian science classroom settings. The same data also were used for studying gender differences and associations between students?? perceptions of their technology-supported learning environments and three learner outcomes (attitude towards science, academic efficacy and academic achievement).     

Interpersonal behaviour in senior high school biology classes

This article describes the first use of the Questionnaire on Teacher Interaction in senior biology classes and describes students' perceptions of their interpersonal relationships with their teachers in the classroom environment. The article also describes associations between students' perceptions of interpersonal relationships with their teachers and student outcomes. The study confirmed the reliability and validity of the QTI when used in senior secondary biology classes. Generally, the dimensions of the QTI were found to be significantly associated with student attitude scores. In particular, students' attitude scores were higher in classrooms in which students perceived greater leadership, helpful/friendly, and understanding behaviours in their teachers.     

Disposition assessment in teacher education: A framework and instrument for assessing technology disposition

Abstract

This study proposes and verifies the concept of a technology disposition in teacher education, which is comprised of predisposition and competence. It examines the reliability and validity of a measure of the technology disposition of teacher education students, the Technology Disposition Scale for Teacher Education Students (TDS‐T). The TDS‐T is comprised of two subscales: technology predisposition and technology competence. In this study, the TDS‐T was completed by 656 teacher education students. Results showed the proposed disposition model of predisposition and competence had significant relationships with gender and class year. Male students had significantly higher overall technology disposition scores than did female students, but these differences were due to the male students' strong self‐concept, especially self‐confidence. Students technology competence level was significantly higher for seniors than for sophomores, and the overall technology disposition scores significantly increased from students' junior to senior years. The TDS‐T demonstrated content validity through factor analysis and convergent and discriminate validity through item analysis. The value for Cronbach's alpha was .93, indicating highly satisfactory reliability.     

Validity,Reliability, and Potential Bias of Short Forms of Students' Evaluation of Teaching: The Case of UAE University

Students' opinions continue to be a significant factor in the evaluation of teaching in higher education institutions. The purpose of this study was to psychometrically assess short students evaluation of teaching (SET) forms using the UAE University form as a model. The study evaluated the form validity, reliability, the overall question, and potential bias with respect to gender, college, grade point average, expected grade, and class size. A total of 3,661 students participated in this study in different random samples. Results indicated that the short SET form lacked content validity and could not identify key dimensions of evaluating teaching effectiveness. The form showed stability over time and acceptable internal reliability. Results indicated also that there was a potential bias due to college, expected grade, and class size, but there was no relationship between grade point average and students' ratings. It was concluded that short SET forms do not cover all domain content and unable to provide teachers with enough information for the improvement of teaching.     

Development of an instrument for assessing the psychosocial environment of science laboratory classes

Conclusion This paper attempts to stimulate and facilitate future research and practical applications involving the psychosocial environment of science laboratory classrooms by describing the development of a new instrument, the Science Laboratory Environment Inventory (SLEI), which assesses eight dimensions of the actual and preferred environment of science laboratory classes at the upper secondary school and higher education levels. Comprehensive validation information reported here in tentatively attests to the internal consistency reliability and discriminant validity of the actual and preferred forms of the SLEI for use in Australian or American classrooms. As well, further analyses supported the ability of the actual form of the SLEI to differentiate between the perceptions of students in different classrooms. It is hoped that science teachers and other researchers will make use of the SLEI to pursue several research and practical applications analogous to those completed successfully in prior work in non-laboratory classrooms.     

A comparison of actual and preferred classroom environments as perceived by science teachers and students

This study of perceptions of classroom environment is distinctive in that, first, it made use of two instruments (the Individualized Classroom Environment Questionnaire and Classroom Environment Scale) which have had very little use in prior science education research and, second, it involved assessment not only of student perceptions of actual environment, but also of student perceptions of preferred environments and teacher perceptions of actual environment. Administration of these instruments to a sample of 2175 junior high school students in 116 classes revealed that the environment scales exhibited satisfactory internal consistency reliability and discriminant validity in each of the three forms (student actual, student preferred, and teacher actual), and that there were some fascinating systematic differences between the profiles of environment scale scores obtained for the different forms. In particular, it was generally found that students preferred a more favorable classroom environment then was perceived as being actually present and that teachers perceived the environment of their classes more favorably than did students in the same classrooms.     

Curriculum-Based Measurement in the Content Areas: Validity of Vocabulary-Matching as an Indicator of Performance in Social Studies

In this study, we examined the reliability and validity of two curriculum-based measures as indicators of performance in a content-area classroom. Participants were 58 students in a 7th-grade social studies class. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were knowledge pre- and post-tests, the social studies subtest of the Iowa Test of Basic Skills, and student grades. Results revealed moderate alternate-form reliability for both vocabulary-matching measures. Reliability of the measures was increased by combining scores across two testing sessions. Correlations between the predictor and criterion variables were moderate to moderately strong, with the exception of those between vocabulary-matching and student grades. Observed scores for students with LD were lower than for students without LD on both student- and administrator-read vocabulary-matching measures. Few differences in reliability and validity coefficients were found between the student- and administrator-read measures. Results are discussed in terms of the use of CBM as a system for monitoring performance and designing interventions for students with learning disabilities in content-area classrooms.     

基于Spss17的护理专业预防医学试卷分析

通过对某校本科护理专业预防医学课程考查的试卷分析,为改革教学评价方法,提高教学质量提供依据。运用Spss17.0软件包对试卷的难度、信度、效度和成绩进行统计分析。学生考查成绩近似正态分布,平均分(71.7±7.6),信度0.626,效度0.478,难度0.718。该次考试可信度较好,试卷总体难度适中,成绩分布合理,较好地反映了学生的真实水平。     

Learning environments associated with technology-based science classrooms for gifted Singaporean females

Because there has been very little past research into gifted students’ science learning environments, especially in Singapore, we selected from four established questionnaires six learning environment scales that are consistent with Van Tassel-Baska and Stambaugh’s guidelines for gifted education. These scales were modified slightly to enhance suitability for the target population and refined further based on feedback from teachers and students in a pilot study. Data from administration of the questionnaires to 722 gifted science students in grades 9 and 10 were analysed to provide support for the questionnaire’s factorial validity, internal consistency reliability, ability to differentiate between classrooms, and predictive validity (in terms of associations with self-efficacy). To evaluate a new one-student one-laptop program being implemented for the first time, we compared the learning environments of this program with regular classrooms and found higher levels of perceived investigation, task orientation, collaboration, computer usage and formative assessment in technology-based classrooms.

     

Attitudes toward science: measurement and psychometric properties of the Test of Science-Related Attitudes for its use in Spanish-speaking classrooms

Understanding attitudes toward science and measuring them remain two major challenges for science teaching. This article reviews the concept of attitudes toward science and their measurement. It subsequently analyzes the psychometric properties of the Test of Science-Related Attitudes (TOSRA), such as its construct validity, its discriminant and concurrent validity, and its reliability. The evidence presented suggests that TOSRA, in its Spanish-adapted version, has adequate construct validity regarding its theoretical referents, as well as good indexes of reliability. In addition, it determines the attitudes toward science of secondary school students in Santiago de Chile (n?=?664) and analyzes the sex variable as a differentiating factor in such attitudes. The analysis by sex revealed low-relevance gender difference. The results are contrasted with those obtained in English-speaking countries. This TOSRA sample showed good psychometric parameters for measuring and evaluating attitudes toward science, which can be used in classrooms of Spanish-speaking countries or with immigrant populations with limited English proficiency.