Evidence-Based Practices in Deaf Education: A Call to Center Research and Evaluation on the Experiences of Deaf People

Autor/inn/en	Cawthon, Stephanie W.; Garberoglio, Carrie Lou
Titel	Evidence-Based Practices in Deaf Education: A Call to Center Research and Evaluation on the Experiences of Deaf People
Quelle	In: Review of Research in Education, 45 (2021) 1, S.346-371 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X20985070
Schlagwörter	Deafness; Evidence Based Practice; Teaching Methods; Educational Research; Research Methodology; Sampling; Measurement Techniques; Epistemology; Researchers; Student Characteristics; Social Bias; Equal Education; Culturally Relevant Education; Hearing Impairments; Student Needs; Language Usage; Educational Policy + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Messtechnik; Erkenntnistheorie; Researcher; Forscher; Hearing impairment; Hörbehinderung; Sprachgebrauch; Politics of education; Bildungspolitik
Abstract	The evidence base for educational interventions for deaf students has been, and continues to be, called into question due to a lack of "gold standard" research available to support it. Yet the paucity of research in deaf education is not only in the volume of research that meets rigorous standards but also in its lack of attention to and inclusion of a deaf-centered perspective on the inferences made about the strength of study findings in the field. This chapter uses a deaf-centered lens to examine what constitutes evidence, how it is gained, and how this information supports academic outcomes for this population. We include examples from the literature to examine implications for research personnel, study design, and accessible dissemination, with specific attention to both study sampling and measurement considerations. Considerations for deaf-centered research criteria include (a) integrating deaf researchers and epistemologies, (b) attending to the characteristics of deaf students, and (c) acknowledgment of root causes and systems factors. The recommendations in this chapter supplement the larger ongoing dialogue regarding the cultural responsiveness and representation of marginalized populations within the education research endeavor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01