The quality of teaching behaviors in learning environments of DHH students
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Rivera et al_QLE-DHH_final ...
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Final Accepted Manuscript
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Department of Disability and Psychoeducational Studies, University of ArizonaIssue Date
2023-11-17
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Oxford University PressCitation
M Christina Rivera, Jennifer A Catalano, Lee Branum-Martin, Amy R Lederberg, Shirin D Antia, The quality of teaching behaviors in learning environments of DHH students, The Journal of Deaf Studies and Deaf Education, Volume 29, Issue 2, April 2024, Pages 230–244, https://doi.org/10.1093/deafed/enad046Rights
© The Author(s) 2023. Published by Oxford University Press. All rights reserved.Collection Information
This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.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.Note
12 month embargo; first published 17 November 2023EISSN
1465-7325PubMed ID
37978339Version
Final accepted manuscriptae974a485f413a2113503eed53cd6c53
10.1093/deafed/enad046
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