{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,19]],"date-time":"2026-10-19T05:17:29Z","timestamp":1792387049640,"version":"4.4.0"},"reference-count":45,"publisher":"Oxford University Press (OUP)","issue":"1","license":[{"start":{"date-parts":[[2021,9,30]],"date-time":"2021-09-30T00:00:00Z","timestamp":1632960000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/journals\/pages\/open_access\/funder_policies\/chorus\/standard_publication_model"}],"funder":[{"DOI":"10.13039\/100007899","name":"University of Arizona","doi-asserted-by":"publisher","award":["# RSRCH-302FY\u201918"],"award-info":[{"award-number":["# RSRCH-302FY\u201918"]}],"id":[{"id":"10.13039\/100007899","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,12,16]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>The study examined the effects of a coaching intervention on teachers\u2019 ability to implement academically responsive instruction through flexible instructional arrangements in self-contained classrooms for students who are deaf and hard of hearing, as well as the impact of instructional arrangements on students\u2019 academic engagement. Using a changing criterion design replicated across teachers, three-teacher participants with diverse backgrounds received differentiated coaching to implement flexible instructional arrangements. Results showed that coaching had an impact on all three teachers\u2019 implementation of flexible instructional arrangements. Concomitantly, students increased their active engagement and decreased passive engagement when they spent less time in whole class and more time in small group and child-managed arrangements. Teachers maintained the use of flexible instructional arrangements and students continued to be more actively engaged than pre-intervention. Limitations and implications for practice and research are discussed.<\/jats:p>","DOI":"10.1093\/deafed\/enab031","type":"journal-article","created":{"date-parts":[[2021,8,20]],"date-time":"2021-08-20T19:18:05Z","timestamp":1629487085000},"page":"73-88","source":"Crossref","is-referenced-by-count":6,"title":["Teacher Coaching: Increasing Deaf Students\u2019 Active Engagement Through Flexible Instructional Arrangements"],"prefix":"10.1093","volume":"27","author":[{"given":"Jennifer","family":"Catalano","sequence":"first","affiliation":[{"name":"Education Department, Flagler College, Saint Augustine, FL, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Whitney","family":"Weirick","sequence":"additional","affiliation":[{"name":"Disability and Psychoeducational Studies, University of Arizona, Tucson, AZ, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Janna","family":"Hasko","sequence":"additional","affiliation":[{"name":"Disability and Psychoeducational Studies, University of Arizona, Tucson, AZ, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shirin","family":"Antia","sequence":"additional","affiliation":[{"name":"Disability and Psychoeducational Studies, University of Arizona, Tucson, AZ, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2021,9,30]]},"reference":[{"key":"2021121716575944800_ref1","first-page":"225","volume-title":"Research methodology in deaf education","author":"Antia","year":"2017"},{"key":"2021121716575944800_ref2","first-page":"3","volume-title":"The nature of time in schools. 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