The quality of teaching behaviors in learning environments of DHH students

Author:

Rivera M Christina1,Catalano Jennifer A2,Branum-Martin Lee3,Lederberg Amy R3,Antia Shirin D1

Affiliation:

1. Department of Disability and Psychoeducational Studies, University of Arizona , Tucson, AZ , United States

2. Department of Education, Flagler College , St. Augustine, FL , United States

3. Department of Learning Sciences, Georgia State University , Atlanta, GA , United States

Abstract

Abstract Classrooms are complex learning environments, with instruction, climate, and teacher–student interactions playing important roles in students’ academic progress. To investigate the learning environments of deaf and hard-of-hearing (DHH) students, we developed a new observational tool called the Quality of the Learning Environment-DHH rating scale (QLE-DHH) and rated 98 teachers of DHH students being educated in a range of classroom environments. The present study sought to (1) determine if the items on the QLE-DHH are good indicators of theoretically meaningful dimensions of classroom quality; (2) determine to what extent these dimensions predicted language and reading outcomes of DHH students; and (3) examine how teachers of DHH students were rated on the indicators of classroom quality. The findings suggested that the QLE-DHH has excellent structural validity. Ratings predicted student reading outcomes. Finally, the QLE-DHH was able to capture teachers’ strengths and skills in need of improvement. The QLE-DHH appears to hold promise for use in both research and teacher preparation programs.

Funder

Institute of Education Sciences

U.S. Department of Education

Publisher

Oxford University Press (OUP)

Subject

Speech and Hearing,Education

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