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    Putting the Individualized Back into Instruction: Coaching Teachers to Implement Academically Responsive Instruction in Deaf Education Classrooms

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    Author
    Catalano, Jennifer
    Issue Date
    2018
    Keywords
    Classroom Management
    Coaching
    Deaf Education
    Flexible Instructional Arrangements
    Instructional Groupings
    Advisor
    Antia, Shirin
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Embargo
    Release after 1-Jan-2019
    Abstract
    The goal of this study was to examine the effects of a coaching intervention on teachers’ ability to implement academically responsive instruction through flexible instructional arrangements in self-contained classrooms for students who are Deaf and hard of hearing (DHH). A secondary goal of the study was to determine the impact of the implementation of flexible instructional arrangements on students’ academic engagement within instructional arrangements. Three teachers at a center school for the Deaf received differentiated coaching to learn how to implement the indicators of flexible instructional arrangements. Teachers were coached on 12 operationalized indicators using individual approaches that met the needs, learning styles, and preferences of each teacher. A changing criterion design replicated across teachers was used to examine the impact of the coaching intervention on teachers’ implementation of the indicators, as well as the impact of flexible instructional arrangements on students’ active engagement. Results show that coaching had an impact on all three teachers’ implementation of flexible instructional arrangements. As teachers mastered the indicators of flexible instructional arrangements requiring coaching, change occurred in their implementation of instructional arrangements. Students’ active engagement increased and passive engagement decreased when they participated in less whole class instruction and spent more time in small group and child-managed arrangements. After no longer receiving coaching, teachers maintained the implementation of flexible instructional arrangements and students continued to demonstrate higher levels of active engagement as compared to baseline. Limitations and implications for future practice and research are discussed.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Special Education
    Degree Grantor
    University of Arizona
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    Dissertations

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