专业发展和签名识字指导:来自多个基线设计的证据
1Center of Deafness, University of Tennessee, Knoxville, Frederick, MD 21707, United States.
Journal of deaf studies and deaf education
|October 8, 2025
概括
专业发展有效地改善了教师的签名识字指导的实施. 这种方法提高了聋子儿童在双语课程中的早期识字和手语技能.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 特殊教育 特殊教育
背景情况:
- 有效的专业发展对于将教育框架转化为课堂实践至关重要.
- 在ASL/英语双语课程中,用手语识字教学对于促进聋子儿童的语言和识字技能至关重要.
研究的目的:
- 评估专业发展是否能够使教师能够高准确地实施签名的识字教学框架.
- 评估针对性培训和指导对教师使用签名识字指标的影响.
主要方法:
- 在四名K-3教师中采用了非并发的多个基线单个案例设计.
- 教师接受了为期2天的培训,随后每两周进行一次虚拟辅导课程.
- 进行了课堂观察,以使用特定指标评分教师的执行忠实度.
主要成果:
- 教师在基线期间表现出接近零的忠诚度,在培训后立即增加到45%-60%.
- 三名教师达到80%-90%的忠诚度,而一名教师保持了60%的忠诚度.
- 通过效果大小 (2.043.72) 证实了大而一致的收益,社会有效性访谈表明了教师的积极看法和计划的未来使用.
结论:
- 签名指令 (SISI) 专业发展和教师实施签名识字指令之间存在功能关系.
- 专业发展对于将签名识字教学嵌入到早期小学课程中是有价值的.
- 这种方法可以有效地促进聋子儿童的手语和识字技能.
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