Research & Scholarly Achievement
at Gallaudet University

Education

The Department of Education engages in research and innovation in teaching and learning contexts with an eye to the kind of intellectual, linguistic, and social development that is optimal and which is congruent with the strengths inherent in Deaf and hard of hearing learners as human beings and who are by nature visually-inclined.


Assessing the assessment: Reliability and fairness in the Teacher Work Sample

ID: 3078
Status: Ongoing
Start date: August 2016
End Date: August 2018

Description

This study will present the results of a reliability and fairness evaluation of the Teacher Work Sample (TWS), a performance assessment for preservice teachers, used at one university. The TWS is a high-stakes assessment, and as such, issues of fairness and reliability are critical, particularly when trying to promote increased diversity in the teacher workforce. Dimensions of ethnicity, gender, and hearing status are reviewed as part of this study.

Principal investigators

Priorities addressed


Family Language Policy in American Sign Language and English Bilingual Families

ID: 3470
Status: Completed
Start date: August 2016
End Date: August 2017

Description

This study aims to examine the ways in which 8 hearing families of bimodal-bilingual deaf children utilize, revise, and reflect upon their family language policy. The bimodal-bilingual is the development and use of more than one language in more than one modality. Spoken and signed are the modes “bimodal” refers to in this study. The family language policy is a sociolinguistic approach in examining bi/multilingualism in families (King & Fogle, 2013). This study is motivated by two factors: (1) the unique role of family language policy in deaf children's language development, and (2) the need to examine early childhood bimodal-bilingual development within specific ethnolinguistic and ethnocultural contexts. The Deaf Mentors Project findings indicating the connection to the deaf community and deaf individuals are a key to providing families with support to resist various forms of oppression from the medical community. The process of the early linguistic acquisition of ASL–English bimodal-bilingual development and its contribution to young children’s linguistic outcomes as a foundation for future academic engagement and lifelong success is supported through family language policy

Principal investigators

Priorities addressed

Products

Kite, B.J. (2017) Family Language Policy in American Sign Language and English Bilingual Families. George Mason University, VA


Reggio Emilia Approach in Deaf Education

ID: 3071
Status: Completed
Start date: December 2015
End Date: July 2017

Description

The purpose of this research study is to investigate the use of the Reggio Emilia approach in two early childhood education programs that serve young deaf and hard of hearing children in the U.S. The Reggio Emilia approach originated in Italy and has inspired many early childhood programs around the world to infuse unique child-centered, collaborative teaching and learning environments. This study will explore why and how two schools in the U.S. incorporate the Reggio Emilia approach in their teaching and learning with deaf and hard of hearing children through classroom observations and interviews. The study will potentially lead to a larger study to identify promising practices in early childhood education for young deaf children.

Principal investigators

Priorities addressed

Funding sources


Supporting Deaf Latinos: Teachers’ Narratives

ID: 3316
Status: Completed
Start date: September 2016
End Date: June 2017

Description

The number of Latinos in the US is growing. Within the deaf school-aged population, nearly 54% of students are racially and ethnically diverse, with approximately 30% of that population representing Latinos. Despite their growing presence in our schools, Latino students’ cultures are often excluded from the curriculum. In addition to their exclusion, and due to negative stereotypes and assumptions, these students’ cultures are viewed as a deficit, rather than an asset. Due to a deficit model view of Latinos in education, these students have been taught with a subtractive curriculum. Therefore, this grounded theory methodology study will explore teachers’ experiences with deaf Latino students, specifically with teaching and instruction, using semi-structured interviews of teachers to establish a knowledge base of these experiences. The guiding research questions for this study are: 'How do K-12 teachers of the deaf describe their experiences teaching deaf Latinos?' and, 'What do their narratives reveal about supporting deaf Latinos in the classroom?'

Principal investigators

Priorities addressed

Funding sources


Transitioning from high school to college: Student perceptions of preparation

ID: 2567
Status: Completed
Start date: August 2015
End Date: August 2017

Description

There is a disconnect between the number of students who enter college and the number who graduate. Research demonstrates that a high percentage of deaf students enter postsecondary education; however few persist to graduation. The question we are left with is how to identify the barriers preventing deaf students from graduating at the same rate as their hearing counterparts. The study will interview first-year deaf college students in order to understand their perspectives regarding their transition to college. Moreover, the study will examine how they describe preparedness and resolve perceived challenges.

Principal investigators

Priorities addressed


Scholarship and creative activity

2017

Appanah T. (November 2016). Assessing Student Writing: Portfolio Development. A presentation for leadership, Louisiana School for the Deaf, Baton Rouge, LA.

Appanah, T. & Keith, C. (Spring 2017). Developing Family Collaboration in Pre-Service Teachers. ACE-DHH Conference, San Antonio, TX

Appanah, T. & Neild, R. (Summer 2017). Preparing pre-service teachers for family collaboration. Presentation at the Marymount University International Conference, Arlington, VA. 

Appanah, T. (2017) Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems: Implications for Assessment and Instruction Barbara Arfé, Julie Dockrell, and Virginia Berninger (Eds)   (2014) New York: Oxford University Press, pp. 356 ISBN 978-0-19-982728-2.

Appanah, T. (November 2016). Writing Instruction for Deaf Students. A presentation for teachers, Texas School for the Deaf, Austin, TX,

Neild, R. & Appanah, T. (Summer 2017). Encouraging pre-service teachers to reflect and set goals. Presentation at the Marymount University International Conference,  Arlington, VA.

Yuknis, C., Santini, J. & Appanah, T. (April 2017). Support of Deaf Students – And All Students, Educational  Leadership,74(7), 68-72.

2016

Appanah, T. (2015, October). Developing Family Collaboration in Pre-Service Teadhers. Presented at the Multicultural Advanced Institute Mini Conference, Gallaudet University,Washington Dc.

2016

Batamula, C., Graham, P., Scarboro-Hensley, J. (2016, March). 100 Languages of All Children: Empowering Deaf and Hard of Hearing Children to Express Themselves.  Presented at the Early Hearing Detection and Intervention Conference. San Diego, CA.

Batamula, C., Mitchiner, J., Kite, B.J., Keith, C. (2016,March). Family Language Policy & Planning: How to develop a visible language plan for your family? Presented at the Early Hearing Detection and Intervention Conference. San Diego, CA.

2017

Kite, B.J. (2017) Family Language Planning in American Sign Language and English Families. Workshop Presentation. Assessing a Deaf Child’s ASL, Gallaudet University, Washington, D.C., June 22 – 24.

2017

Kite, B.J. (2016) Collaboration with Laurent Clerc National Deaf Education: Dispelling Myths of Language Acquisition, Online Moderator 2016 Retrieved from http://clerccenteronline.ning.com/topic-interest-groups/inaugurationeventmythsoflanguageaquisition/who-s-who

2017

Kite, B.J. (2017) Family Language Planning- What's the Best Fit for your Family? Keynote Presentation. Western Pennsylvania School for the Deaf, Pittsburgh, PA, March 25.

2017

Garate, M., Batamula, C., & Kite, B.J. (2016). Deaf Education. In Oxford Bibliographies in Education. Ed. Luanna Meyer. New York: Oxford University Press.

Kite, B.J. (2016).  Collaboration with Laurent Clerc National Deaf Education: Dispelling Myths of Language Acquisition, Online Moderator 2016 Retrieved from http://clerccenteronline.ning.com/topic-interest-groups/inaugurationeventmythsoflanguageaquisition/who-s-who.

Kite, B.J. (2017) .  Family Language Planning in American Sign Language and English Families. Workshop Presentation. Assessing a Deaf Child’s ASL, Gallaudet University, Washington, D.C., June 22 – 24.

Kite, B.J. (2017). Family Language Planning- What's the Best Fit for your Family? Keynote Presentation. Western Pennsylvania School for the Deaf, Pittsburgh, PA, March 25.

2011

Mertens, D. M. & Bledsoe, K. (2011, June). Transformative mixed methods evaluation. Invited presentation at the American Evaluation Association and Centers for Disease Control annual evaluation conference in Atlanta, GA.

Mertens, D. M. & Mager, V. (2010, October). Gender and transformative evaluation. Presented at the Evaluation Conclave, New Delhi, India.

Mertens, D. M. & Solomon, C. (2010, October). Transformative evaluation mixed methods. Presented at The Evaluation Conclave, New Delhi, India.

Mertens, D. M. (2010). Social transformation and evaluation. Evaluation Journal of Australasia, 10(2), pp. 3-10.

Mertens, D. M. (2010, December). The evaluator's professional growth path. Presentation at the Washington Evaluator's meeting, Washington, DC.

Mertens, D. M. (2010, November). Transformative lens applied to gender focused evaluation. Presentation at the annual meeting of the American Evaluation Association, San Antonio, TX.

Mertens, D. M. (2010, October). Context matters in social justice research. Presentation to the Faculty of Public Health, Curtin University, Perth, Australia.

Mertens, D. M. (2010, October). Linking Aboriginal health research with social justice goals. Aboriginal Health Education and Research Unit, Geraldton, Australia.

Mertens, D. M. (2010, October). Linking evaluation and social justice. Presented as part of the Australasian Evaluation Society's Professional Development Programme in Melbourne, Brisbane, and Perth, Australia.

Mertens, D. M. (2010, September). Credibility of research evidence from a transformative stance. Videoconference presentation at the Building Research Capacity Seminar, Palmerston North, New Zealand.

Mertens, D. M. (2010, September). Disability research and social transformation. Presentation at the Donald Beasley Research Institute, Dunedin, New Zealand.

Mertens, D. M. (2010, September). Introduction to transformative research [Lecture]. Massey University Graduate School, Palmerston University, New Zealand.

Mertens, D. M. (2010, September). Social transformation and research. Presentation at the NGA̅ PAE O TE MA̅RAMATANGA Seminar at the University of Auckland, New Zealand.

Mertens, D. M. (2010, September). Transformative research with the disability community. Presentation at Victoria University, Pipitea Campus, Wellington New Zealand.

Mertens, D. M. (2011). Mixed methods as tools for social change. Journal of Mixed Methods Research, 1-3.

Mertens, D. M. (2011). Publishing mixed methods research. Journal of Mixed Methods Research, 5(1), p. 3-6.

Mertens, D. M. (2011, April). Mixed methods in evaluation: Theories and approaches. Invited presentation at the Evaluation Curriculum group meeting in Hyderabad, India.

Mertens, D. M. (2011, April). Research and social transformation. Research colloquium at Bridgewater State University, Bridgewater, MA.

Mertens, D. M. (2011, April). The challenges surrounding creating a research project. Invited presentation at the Association of College & Research Libraries, Philadelphia, PA.

Mertens, D. M. (2011, April). What is the difference between traditional and transformative research? Research colloquium at Bridgewater State University, Bridgewater, MA.

Mertens, D. M. (2011, July). UNIFEM/IPEN transformative mixed methods evaluation. Workshop presented in Almaty, Kazakhstan for UN Women.

Mertens, D. M. (2011, June). Current issues in mixed methods research. Plenary presentation at the International Mixed Methods conference, Leeds, United Kingdom.

Mertens, D. M. (2011, June). Evaluation of poverty reduction programs in Sri Lanka. Invited presentation at the Centre for Poverty Analysis, Colombo, Sri Lanka.

Mertens, D. M. (2011, June). Methodological guidance in evaluation for social justice. Invited presentation at the Sri Lanka Evaluation Association's annual meeting, Colombo, Sri Lanka.

Mertens, D. M. (2011, June). Mixed methods contribution to social change. Presentation at the International Mixed Methods conference, Leeds, United Kingdom.

Mertens, D. M. (2011, May). Publishing mixed methods research. Presentation at the Vaal University of Technology, Vanderbijlpark South Africa.

Mertens, D. M. (2011, May). The ethics of transformational research. Presentation at the Vaal University of Technology, Vanderbijlpark South Africa.

Mertens, D. M., Harris, R., & MacGlaughlin, H. (2010). Bringing a cultural lens to research with disability and Deaf communities. The Community Psychologist, 43(4), pp. 11-13.

Mertens, D. M., Sullivan, M., & Stace, H. (2011). Disability communities: Transformative research and social justice. In N. K. Denzin & Y. S. Lincoln (Eds.) Handbook of qualitative research, 4th ed. Thousand Oaks, CA.

2012

Mertens, D. M. & Bledsoe, K. (2011, November). Transformative mixed methods in evaluation. Presented at the meeting of the American Evaluation Association, Anaheim, CA.

Mertens, D. M. & Freshwater, D. (2012, June). Publishing in the Journal of Mixed Methods Research. Presented at the International Mixed Methods Conference, Leeds, United Kingdom.

Mertens, D. M. & Wilson, A. T. (2012). Program evaluation theory and practice: A comprehensive guide. New York, NY: Guilford.

Mertens, D. M. (2011). Integrating pathways: Research and policy making in pursuit of social justice. International Review of Qualitative Research, 4(2),149-170.

Mertens, D. M. (2011, November). Application of the AEA public statement on cultural competence in evaluation: Examples from projects in the Deaf community. Presented at the meeting of the American Evaluation Association, Anaheim, CA.

Mertens, D. M. (2011, November). Differences in viewpoints with regard to the purpose of an evaluation when stakeholders know the funded program is ending. Presented at the meeting of the American Evaluation Association, Anaheim, CA.

Mertens, D. M. (2011, October). Linking social justice and program evaluation. Keynote address at the meeting of the Oregon Program Evaluation Network, Portland, OR.

Mertens, D. M. (2011, October). Poverty, human rights and transformative research. Keynote address at the Building Solutions to Poverty: Methods and Metrics for Identifying Success Conference, Ohio State University, Columbus, OH.

Mertens, D. M. (2012). Ethics and social justice in ethnocultural qualitative research. In D. K. Nagata, L. P. Kohn-Wood, & L. A. Suzuki (Eds.), Qualitative strategies for ethnocultural research. Washington, DC: American Psychological Association.

Mertens, D. M. (2012). Ethics in qualitative research in education and social sciences. In S. D. Lapan, M. T. Quartaroli, & F. J. Riemer (Eds.), Qualitative research: An introduction to methods and designs (pp. 19-40). San Francisco: Jossey Bass.

Mertens, D. M. (2012). Philosophical, theoretical, and methodological stances in program evaluation. Presented at the conference for Teaching Evaluation in South Asia, Colombo, Sri Lanka.

Mertens, D. M. (2012). Professionalization of evaluation for the challenges in modern societies. Presented at the conference for The Future of Evaluation in Modern Societies, Centrum fur Evaluation, Saarland University, Saarbrucken, Germany.

Mertens, D. M. (2012). Program evaluation without a client: The case of the disappearing intended users. Canadian Journal of Program Evaluation, 25(3), 47-57.

Mertens, D. M. (2012). Social transformation and evaluation. In M. Alkin (Ed.), Roots (2nd ed.). Thousand Oaks, CA: Sage Publications.

Mertens, D. M. (2012). When human rights is the starting point for evaluation. In M. Segone (Ed.), Evaluation for equity: Fostering human rights and development results. New York, NY: United Nations.

Mertens, D. M. (2012, August). Evaluation paradigms, theories, and approaches. Presented at the conference for Teaching Evaluation in South Asia, Colombo, Sri Lanka.

Mertens, D. M. (2012, August). Mixed methods research in the service of social justice. Plenary address at the meeting of the American Psychological Association, Orlando, FL.

Mertens, D. M. (2012, February). Human rights and foreign language research. Presented for Foreign Language Department research seminar, Universidad de Pamplona, Colombia.

Mertens, D. M. (2012, February). Human rights and transformative mixed methods research in education. Presented for the Georgia State University College of Education Research Series, Atlanta, GA.

Mertens, D. M. (2012, January). Feminist perspectives in development evaluation. Presented at the African Evaluation Association conference, Ghana, Africa.

Mertens, D. M. (2012, January). Methodological guidance in evaluation for social justice. Presented at the Webinar on Equity Focused Evaluation.

Mertens, D. M. (2012, January). Rights and responsibilities in development evaluation: A transformative view. Presented at a panel at the meeting of the African Evaluation Association, Ghana, Africa.

Mertens, D. M. (2012, July). Contributions of indigenous researchers to quality in research. Presented at the meeting of the International Sociological Association, Sydney, Australia.

Mertens, D. M. (2012, July). Ethics and designing educational research. Presented at the University College, Cork, Ireland.

Mertens, D. M. (2012, July). Goodness of fit: Framing and designing educational research [Lecture]. Summer school for Education and Social Science Researchers, University College, Cork, Ireland.

Mertens, D. M. (2012, June). Culture and context in mixed methods research. Plenary speech at the the International Mixed Methods Conference, Leeds, United Kingdom.

Mertens, D. M. (2012, June). Mixed methods program evaluation designs. Presented at the meeting of the American Evaluation Association and Centers for Disease Control, Atlanta, GA.

Mertens, D. M. (2012, May). Ethics of use for qualitative research as a global endeavor. Presented at the International Congress on Qualitative Inquiry, Champaign/Urbana, IL.

Mertens, D. M. (2012, May). Navigating the terrain of social justice: Multiple voices in mixed methods research. Keynote address at the International Congress on Qualitative Inquiry, Champaign/Urbana, IL.

Mertens, D. M. (2012, September). Transformative research with the disability community. Presented at the Rehabilitation International Arab Region Conference, Doha, Qatar.

Mertens, D. M., Sullivan, M., & Stace, H. (2011). Transformative research in the disability community. In N. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (4th ed.). Thousand Oaks, CA: Sage Publications.

Mertens, D.M. & Freshwater, Dawn. (2012, June). Training for reviewers of mixed methods research. Presented at the International Mixed Methods Conference, Leeds, United Kingdom.

Munger, K., & Mertens, D. M. (2011). Conducting research with the disability community: A rights based approach. In T. S. Rocco (Ed.), Challenging ableism, understanding disability, including adults with disabilities in workplaces and learning spaces (pp. 23-34). San Francisco, CA: Jossey Bass.

2013

Mertens, D. M. (2012). Program evaluation without a client: The case of the disappearing intended users. Canadian Journal of Program Evaluation, 25(3), 47-57.

Mertens, D. M. (2012). Transformative mixed methods: Addressing inequities. American Behavioral Scientist, 56(6), 802-813.

Mertens, D. M. (2012, October). Evaluation 101. Presented at the meeting of the American Evaluation Association, Minneapolis, MN.

Mertens, D. M. (2012, October). Evaluation theory branches or ocean currents. Presented at the meeting of the American Evaluation Association, Minneapolis, MN.

Mertens, D. M. (2012, October). Social justice theorists grow stronger every day. Presented at the meeting of the American Evaluation Association, Minneapolis, MN.

Mertens, D. M. (2012, October). When human rights is the starting point for evaluation. Presented at the meeting of the American Evaluation Association, Minneapolis, MN.

Mertens, D. M. (2013). Mixed methods. In A. Trainor & E. Graue (Eds.), Reviewing qualitative research in the social sciences (pp. 139-150). New York, NY: Routledge.

Mertens, D. M. (2013). What does a transformative lens bring to credible evidence? New Directions in Evaluation, 138, 27-36.

Mertens, D. M. (2013, April). Transformative paradigm and research in nursing the health professions. Presented at the College of Nursing and Health Professions, Drexel University, Philadelphia, PA.

Mertens, D. M. (2013, August). Addressing human rights challenges in program evaluation. Presented at Encompass, Rockville, MD.

Mertens, D. M. (2013, July). Evaluation questions matched to methods: Step back and reflect. Presented at the Centers for Disease Control, Atlanta, GA.

Mertens, D. M. (2013, July). Mixed methods in evaluation: Enhancing effectiveness of corporate investment. Presented in Rio de Janeiro, Brazil.

Mertens, D. M. (2013, March). Mixed methods in evaluation and policy research. Presented at the University of Warsaw, Academy of Evaluation, Warsaw, Poland.

Mertens, D. M. (2013, May). Ethical issues of interviewing members of marginalized communities outside academia. Presented at the meeting of the International Congress on Qualitative Inquiry, Champaign-Urbana, IL.

Mertens, D. M. (2013, May). Indigenous pathways into social research: An overview. Presented at the meeting of the International Congress on Qualitative Inquiry, Champaign-Urbana, IL.

Mertens, D. M. (2013, May). Transformative mixed methods as a tool to address complexity associated with inequity. Presented at the meeting of the International Congress on Qualitative Inquiry, Champaign-Urbana, IL.

Mertens, D. M., & Heather, Z. (2013, April). A transformative framework for culturally responsive evaluations. Presented at the meeting of the Center for Responsive Evaluation and Assessment, Chicago, IL.

Mertens, D. M., & Hesse-Biber, S. (2013). Mixed methods and credibility of evidence in evaluation. New Directions in Evaluation, 138, 5-14.

Mertens, D. M., & Solomon, C. (2013, February). Transformative evaluation. Presented at the meeting of the Evaluation Conclave, Kathmandu, Nepal.

Mertens, D. M., & Stewart, N. (2013). The feminist practice of program evaluation. In S. Hesse-Biber (Ed.), Feminist research practice ( 2nd ed.). Thousand Oaks, CA: Sage.

Mertens, D. M., Campbell, P., & Jolly, E. (2012, October). Using environmental scans to increase the validity of evaluations with diverse populations. Presented at the meeting of the American Evaluation Association, Minneapolis, MN.

Mertens, D. M., Cram, F., & Chilisa, B. (Eds.). (2013). Indigenous researchers' journeys. Walnut Creek, CA: Left Coast Press.

2017

Mitchiner, J. & Gough, M.  (2017). Supporting deaf and hard of hearing preschool students' emerging ASL skills: A Bilingual approach. Odyssey: New Directions in Deaf Education, 18 (1), p. 32-36. 

Mitchiner, J. (2016). Taube Eltern CI-Implantierter Kinder und ihre Vorstellungen zum bimodalen Bilingualismus (Teil I). [Deaf Parents of Cochlear Implanted Children: Beliefs on Bimodal Bilingualism] In: DAS Zeitschrift fur Sprach und Kultur Gehorloser, Nr. 103., S.282-296. 

Mitchiner, J. (2017, April). Project-Based Studies with Young children. Presented at 2017 Early Childhood Education Summit, Rochester, NY.

Mitchiner, J., Garate, M., Reisnaur, M., Batamula, C., & Kite, B. (2017, April). Family Language Policy and Planning: ASL and English Bilingual Approach. Presentation at 2017 Early Childhood Education Summit, Rochester, NY.

2017

Appanah, T. & Neild, R. (Summer 2017). Preparing pre-service teachers for family collaboration. Presentation at the Marymount University Internation Conference, Arlington, VA. 

Arnett, S., Fitzpatrick, M. & Theoharis, R. (2016). Foundations of Special Education: Understanding Students with Exceptionalities (2nd ed.). Dubuque, IA: Kendal Hunt.

Fitzpatrick, M., & Neild, R. (2016). Assistive technology in the classroom: Benefits deaf and hard of hearing students. Odyssey-Extr. Retreived from https://www.gallaudet.edu/Documents/Clerc/Odyssey/2016_issue/ODYSSEY_EXTRA_2015-2016_Fitzpatrick_Neild_FINAL.pdf.

Neid. R. (2017, April). Strategies for teaching deaf learners with autism. Workhop conducted at the meeting of the Washington State Regional Center, Seattle, WA. 

Neid. R. (2017, June). Deaf learners with autism. Workhop conducted at Kansas School for the Deaf, Olathe, KS.

Neild, R. & Appanah, T. (2017,Summer). Encouraging pre-service teachers to reflect and set goals. Presentation at the Marymount University International Conference, Arlington, VA.

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