Reeves J B, Newell W, Holcomb B R, Stinson M
Department of American Sign Language and Interpreting Education, National Technical Institute for the Deaf, Rochester Institute of Technology, NY, USA.
Am Ann Deaf. 2000 Oct;145(4):315-41. doi: 10.1353/aad.2012.0109.
In collaboration with teachers and students at the National Technical Institute for the Deaf (NTID), the Sign Language Skills Classroom Observation (SLSCO) was designed to provide feedback to teachers on their sign language communication skills in the classroom. In the present article, the impetus and rationale for development of the SLSCO is discussed. Previous studies related to classroom signing and observation methodology are reviewed. The procedure for developing the SLSCO is then described. This procedure included (a) interviews with faculty and students at NTID, (b) identification of linguistic features of sign language important for conveying content to deaf students, (c) development of forms for recording observations of classroom signing, (d) analysis of use of the forms, (e) development of a protocol for conducting the SLSCO, and (f) piloting of the SLSCO in classrooms. The results of use of the SLSCO with NTID faculty during a trial year are summarized.
与美国国立聋人技术学院（NTID）的教师和学生合作，设计了手语技能课堂观察（SLSCO），旨在就教师在课堂上的手语沟通技能向他们提供反馈。在本文中，将讨论SLSCO开发的动力和基本原理。回顾了与课堂手语和观察方法相关的先前研究。然后描述了SLSCO的开发过程。该过程包括：（a）对NTID的教师和学生进行访谈；（b）确定对手语聋学生传达内容很重要的语言特征；（c）开发用于记录课堂手语观察的表格；（d）分析表格的使用情况；（e）制定进行SLSCO的方案；（f）在课堂上对SLSCO进行试点。总结了在试验年期间与NTID教师一起使用SLSCO的结果。
