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Giving the Spoon Back: Higher Teacher Expectations of Achievement for Students Who Are Deaf
This single case study examined a Deaf teacher’s behaviors and beliefs that reflect her expectations of her deaf students. Primary modes of communication used were American Sign Language and written English. Data were collected via videotaped observations and interviews. Analysis was done by coding utterances of the participants using a deductive framework and using an inductive approach to find patterns among the coded utterances. Teacher behavior and student reactions revealed high expectations for student achievement. The overarching factor that reflected teacher expectations was the positive classroom climate established by the teacher. Recommendations for further research to examine teacher expectations with other settings and participants are included
Deaf, Teacher Expectations, Deaf Teacher, Case Study, and Deductive and Inductive Coding
This material is based on work supported by Grant H324B020052 from the Office of Special Education Programs of the U.S. Department of Education. The author would like to thank Dr. Claire Ramsey and Heidi Hottle for their assistance in transcription, coding, and feedback. Many thanks to the participants in this study.
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Recommended APA Citation
Smith, D. H. (2008). Giving the Spoon Back: Higher Teacher Expectations of Achievement for Students Who Are Deaf. The Qualitative Report, 13(4), 657-694. https://doi.org/10.46743/2160-3715/2008.1578
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