Janet R Jamieson
Biographic Data
| ID | 4517804 |
|---|---|
| NAME | Janet R Jamieson |
| GIVEN NAMES | Janet R |
| FAMILY NAME | Jamieson |
| SIGNATURE | JAMIESON J R |
| AFFILIATIONS | University of British Columbia |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
The Transition to School Among Deaf/Hard-of-Hearing Children: Teacher and Parent Perspectives
Although entry into the school system is a major milestone in the lives of young d/Deaf or hard-of-hearing (DHH) children and their families, relatively little is known about parents’ and teachers’ experiences and perspectives of this important transition. The aims of this study were to describe parents’ concerns during their children’s transition from early intervention to school, to describe practices available for families of DHH children, and…
Working Together—with Families
The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives
Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the p…
Cochlear Implantation Among Deaf Children With Additional Disabilities: Parental Perceptions of Benefits, Challenges, and Service Provision
Although increasing numbers of children with additional disabilities are receiving cochlear implants (CIs), little is known about family perspectives of the benefits and the challenges of cochlear implantation in this pediatric population. This study examines perceptions among parents of deaf children with additional disabilities regarding satisfaction with service provision, benefits, and challenges of the CI process. This was a mixed-methods st…
Noisy zones of proximal development: Conversation in noisy classrooms
Despite the importance of context in studies of language use, sociolinguists have ignored the impact of noise on conversational interaction. This inattention is of particular concern in classrooms where language is a learning tool. Our research on interaction in noisy settings took place in English language elementary school classrooms with students in grades 3, 5, and 7, whose first language was English. Students were observed during regular cla…
Pragmatics of conversation and communication in noisy settings
Instructional discourse strategies: Differences between hearing and deaf mothers of deaf children
This study examines the language used by mothers when instructing their hearing and deaf preschool children. Mothers and children from three matched groups, hearing mother — hearing child, hearing mother - deaf child, and deaf mother - deaf child, were videotaped during a problem-solving task. Dependent measures were maternal discourse behaviours and child initiative. The hearing mothers in the mother - deaf child dyads were less likely than the …
Instructional discourse strategies: Differences between hearing and deaf mothers of deaf children
This study examines the language used by mothers when instructing their hearing and deaf preschool children. Mothers and children from three matched groups, hearing mother - hearing child, hearing mother - deaf child, and deaf mother - deaf child, were videotaped during a problem-solving task. Dependent measures were maternal discourse behaviours and child initiative. The hearing mothers in the mother - deaf child dyads were less likely than the …
Noisy zones of proximal development: Conversation in noisy classrooms
Despite the importance of context in studies of language use, sociolinguists have ignored the impact of noise on conversational interaction. This inattention is of particular concern in classrooms where language is a learning tool. Our research on interaction in noisy settings took place in English language elementary school classrooms with students in grades 3, 5, and 7, whose first language was English. Students were observed during regular cla…
Pragmatics of conversation and communication in noisy settings
Instructional discourse strategies: Differences between hearing and deaf mothers of deaf children
This study examines the language used by mothers when instructing their hearing and deaf preschool children. Mothers and children from three matched groups, hearing mother — hearing child, hearing mother - deaf child, and deaf mother - deaf child, were videotaped during a problem-solving task. Dependent measures were maternal discourse behaviours and child initiative. The hearing mothers in the mother - deaf child dyads were less likely than the …
Instructional discourse strategies: Differences between hearing and deaf mothers of deaf children
This study examines the language used by mothers when instructing their hearing and deaf preschool children. Mothers and children from three matched groups, hearing mother - hearing child, hearing mother - deaf child, and deaf mother - deaf child, were videotaped during a problem-solving task. Dependent measures were maternal discourse behaviours and child initiative. The hearing mothers in the mother - deaf child dyads were less likely than the …
Pragmatics of conversation and communication in noisy settings
Noisy zones of proximal development: Conversation in noisy classrooms
Despite the importance of context in studies of language use, sociolinguists have ignored the impact of noise on conversational interaction. This inattention is of particular concern in classrooms where language is a learning tool. Our research on interaction in noisy settings took place in English language elementary school classrooms with students in grades 3, 5, and 7, whose first language was English. Students were observed during regular cla…
Cochlear Implantation Among Deaf Children With Additional Disabilities: Parental Perceptions of Benefits, Challenges, and Service Provision
Although increasing numbers of children with additional disabilities are receiving cochlear implants (CIs), little is known about family perspectives of the benefits and the challenges of cochlear implantation in this pediatric population. This study examines perceptions among parents of deaf children with additional disabilities regarding satisfaction with service provision, benefits, and challenges of the CI process. This was a mixed-methods st…
Working Together—with Families
The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives
Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the p…
The Transition to School Among Deaf/Hard-of-Hearing Children: Teacher and Parent Perspectives
Although entry into the school system is a major milestone in the lives of young d/Deaf or hard-of-hearing (DHH) children and their families, relatively little is known about parents’ and teachers’ experiences and perspectives of this important transition. The aims of this study were to describe parents’ concerns during their children’s transition from early intervention to school, to describe practices available for families of DHH children, and…
Psychology (8 works) · Developmental psychology (6 works) · Hearing Impairment and Communication (5 works) · Medicine (4 works) · Audiology (3 works) · Hearing loss (3 works) · Language, Discourse, Communication Strategies (3 works) · Child and Animal Learning Development (2 works) · Cognition (2 works) · Communication (2 works)