Mind the Gap!

2018 ◽  
Author(s):  
Harry Knoors ◽  
Annet de Klerk ◽  
Marc Marschark
Keyword(s):  
Professional Development ◽  
Hard Of Hearing ◽  
Research Evidence ◽  
Evidence Base ◽  
Relevant Research ◽  
Deaf Students ◽  
Special Schools ◽  
Research And Practice ◽  
Key Factor ◽  
Successful Education

Research is continually adding to the evidence base for successful education of deaf students, but improved education does not automatically follow from well-conducted research. It requires a combination of the talents of individual students, proper support from parents, and adequate instruction by teachers. Research will have an impact only if it enhances the effectiveness of teaching practices and student learning. While early intervention generally leads to better development of deaf and hard-of-hearing students, for some learners, better may not be good enough. Those students need specific interventions. The fact that many teachers of deaf students in regular and special schools seem to ignore available and relevant research evidence points to a considerable gap between research and practice. This chapter summarizes relevant research and discusses what actions can be taken to close the gap between research and practice. We conclude that professional development is a key factor.

Evidence-Based Practices for Teaching Learners who are Deaf or Hard of Hearing in Regular Classrooms

2020 ◽  
Author(s):  
Greg Leigh ◽  
Kathryn Crowe
Keyword(s):  
Hard Of Hearing ◽  
Educational Outcomes ◽  
Research Evidence ◽  
Educational Practice ◽  
Evidence Base ◽  
Pedagogical Practices ◽  
Language And Literacy ◽  
High Quality Research ◽  
Quality Research ◽  
Regular Classrooms

The question of how best to teach learners who are deaf or hard of hearing (DHH) is perhaps the oldest topic in any area of education for children with diverse learning needs. Developments in a number of fields have accounted for more DHH learners achieving educational outcomes commensurate with their hearing-age peers than at any point in that long history. Efforts to further develop and implement effective educational practices with these learners continue, with an abundance of interventions proposed in the literature and in practice. Despite this, evidence for their efficacy remains limited. Such evidence as there is tends to be drawn from observations of professional practice and not always from the outcomes of high-quality research. This is not to say that a lack of research evidence for a particular educational practice means that it is necessarily ineffective or should not be used. Rather, it is to acknowledge the preeminence of quality research outcomes as the cornerstone of an evidence-base for educational practice with DHH learners while recognizing that contributions can come from two other sources: the expertise and experiences of professionals involved in the education of DHH learners in educational settings, and the views and preferences of DHH learners and their families about how the best educational outcomes can be achieved. The vast majority of DHH learners are educated in regular classrooms alongside their hearing peers, including a significant minority whose primary or preferred language is a signed language. Questions of how best to facilitate access to regular classrooms for those DHH learners are inextricably linked to issues in three areas: (a) communication, language, and literacy; (b) classroom access; and (c) pedagogical practices and other educational supports. The first area covers the unique set of challenges that relate to DHH learners acquiring a language (i.e., whether that be spoken or signed) and how best to support their ongoing development and use of their communication, language, and literacy skills in the classroom. The other two sets of issues, relate to the difficulties that are typically encountered by DHH learners in gaining access to the regular classroom curriculum through their preferred language and mode of communication (i.e., how best to access the auditory and visual environment of the classroom on an equitable basis with their hearing peers), and how best to support that access through instructional techniques and/or specialist support services. In all three areas there remains the challenge of assembling an evidence base for practice from quality research evidence.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

scholarly journals Empowerment: challenges in measurement

2017 ◽  
Vol 26 (2) ◽  
pp. 93-96 ◽  
Author(s):  
Ruth Cross ◽  
James Woodall ◽  
Louise Warwick-Booth
Keyword(s):  
Health Promotion ◽  
Evidence Base ◽  
Policy Makers ◽  
Research And Practice ◽  
Theoretical Considerations

Empowerment is core to health promotion; however, there is a lack of consensus in the wider literature as to how to define it and at what level it may occur. Definitional inconsistency inevitably leads to challenges in measuring empowerment; yet if it is as important as is claimed, this must be addressed. This paper discusses the complexities of measuring empowerment and puts forward a number of recommendations for researchers and policy makers as to how this can be achieved noting some of the tensions that may arise between theoretical considerations, research and practice. We argue that empowerment is a culturally and socially defined construct and that this should be taken into account in attempts to measure it. Finally we conclude that, in order to build up the evidence base for empowerment, there is a need for research clearly defining what it is and how it is being measured.

scholarly journals Intelligence assessment of deaf students with TONI 3

Psico-USF ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 183-191
Author(s):  
Anna Carolina Cassiano Barbosa ◽  
Katerina Lukasova ◽  
Tatiana Pontrelli Mecca ◽  
Elizeu Coutinho Macedo
Keyword(s):  
Public Schools ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Test Scores ◽  
Communication Mode ◽  
Deaf Students ◽  
Intelligence Assessment ◽  
External Variables ◽  
Study Participants ◽  
Gender Type

The intelligence assessment of deaf and hard-of-hearing students has been a challenge for Brazilian psychologists, due to the lack of standardized and validated instruments for this population. The objective of this study was to assess the intelligence of deaf and hard-of-hearing students with the Test of Nonverbal Intelligence, Third Edition (TONI-3: Forma A) according to external variables: age, education, gender, type of deafness, use of hearing aid and communication mode. Study participants were 205 deaf students of both genders, with an average age of 14 years, from four public schools, ranging from elementary to middle school. Results showed no significant differences between subjects according to gender, type of deafness and communication mode. There was an increase in test scores with increasing age, grade and differences between students that used hearing aids. Thus, the findings demonstrate the validity of the TONI-3 to assess the intelligence of Brazilian deaf students.

scholarly journals Drug information update. Lithium and chronic kidney disease: Debates and dilemmas

2017 ◽  
Vol 41 (4) ◽  
pp. 216-220 ◽  
Author(s):  
Sumeet Gupta ◽  
Udayan Khastgir
Keyword(s):  
Chronic Kidney Disease ◽  
Kidney Disease ◽  
Research Evidence ◽  
Evidence Base ◽  
Current Evidence ◽  
Treatment Resistant ◽  
The Past ◽  
Current Evidence Base ◽  
Information Update ◽  
Resistant Depression

SummaryLithium is an established treatment for bipolar disorder and an augmenting agent for treatment-resistant depression. Despite awareness of renal adverse effects, including chronic kidney disease, for the past five decades, there has been a lack of research evidence. This has led to debates around the existence and magnitude of the risk. This article discusses the current evidence base regarding the link between lithium and chronic kidney disease, monitoring of renal functions and its clinical implications.

scholarly journals Exploring public engagement with missing person appeals on Twitter

2020 ◽  
Author(s):  
Reka Solymosi ◽  
Oana Petcu ◽  
Jack Wilkinson
Keyword(s):  
Social Media ◽  
Public Engagement ◽  
Evidence Base ◽  
Evidence Based ◽  
The Public ◽  
Missing Persons ◽  
Early Return ◽  
Police Agencies ◽  
Key Factor ◽  
Twitter Account

Police agencies globally are seeing an increase in reports of people going missing. These people are often vulnerable, and their safe and early return is a key factor in preventing them from coming to serious harm. One approach to quickly find missing people is to disseminate appeals for information using social media. Yet despite the popularity of twitter-based missing person appeals, presently little is known about how to best construct these messages to ensure they are shared far and wide. This paper aims to build an evidence-base for understanding how police accounts tweet appeals for information about missing persons, and how the public engage with these tweets by sharing them. We analyse 1,008 Tweets made by Greater Manchester Police between the period of 2011 and 2018 in order to investigate what features of the tweet, the twitter account, and the missing person are associated with levels of retweeting. We find that tweets with different choice of image, wording, sentiment, and hashtags vary in how much they are retweeted. Tweets that use custody images have lower retweets than Tweets with regular photos, while tweets asking the question “have you seen...?” and asking explicitly to be retweeted have more engagement in the form of retweets. These results highlight the need for conscientious, evidence-based crafting of missing appeals, and pave the way for further research into the causal mechanisms behind what affects engagement, to develop guidance for police forces worldwide.

scholarly journals To Where Teachers Learn: Following the Yellow Brick Road

2014 ◽  
Vol 8 (1) ◽  
pp. 193-211
Author(s):  
Narrative Inquiry Group
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Learning Community ◽  
Research And Practice ◽  
Inquiry Group ◽  
Collective Experience ◽  
Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

Anatomy of an Evidence Base

2016 ◽  
Vol 45 (8) ◽  
pp. 454-459 ◽  
Author(s):  
David B. Malouf ◽  
Juliana M. Taymans
Keyword(s):  
Education Policy ◽  
Research Evidence ◽  
Evidence Base ◽  
Effect Sizes ◽  
Intervention Effect ◽  
What Works ◽  
Policy Goals ◽  
Education Interventions ◽  
What Works Clearinghouse ◽  
Adequate Research

An analysis was conducted of the What Works Clearinghouse (WWC) research evidence base on the effectiveness of replicable education interventions. Most interventions were found to have little or no support from technically adequate research studies, and intervention effect sizes were of questionable magnitude to meet education policy goals. These findings painted a dim picture of the evidence base on education interventions and indicated a need for new approaches, including a reexamination of federal reliance on experimental impact research as the basis for gauging intervention effectiveness.

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