{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T17:33:13Z","timestamp":1791999193927,"version":"4.4.0"},"reference-count":20,"publisher":"Oxford University Press (OUP)","issue":"1","license":[{"start":{"date-parts":[[2022,8,23]],"date-time":"2022-08-23T00:00:00Z","timestamp":1661212800000},"content-version":"vor","delay-in-days":1,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2022,12,23]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>This study explores Deaf individuals\u2019 and sign language interpreters\u2019 perspectives on what it is like to work together in K-12 education. A group of 41 formerly mainstreamed Deaf individuals and interpreters offers insights into interactional dynamics (e.g., the deaf student\u2013interpreter relationship) that influence interpreters\u2019 work, deaf students\u2019 participation and learning, and feedback practices. This study illustrates the significance of the deaf student\u2013interpreter relationship and suggests a correlation between this relationship and deaf students\u2019 participation and positioning in mainstream classrooms. In addition, the findings suggest a correlation between the deaf student\u2013interpreter relationship and feedback practices in mainstream education. Finally, this study finds that deaf students do not always know that they can engage in feedback conversations with interpreters or know how to engage interpreters to ask for what they need to learn. This article concludes with considerations and recommendations for the deaf education and interpreter education communities.<\/jats:p>","DOI":"10.1093\/deafed\/enac026","type":"journal-article","created":{"date-parts":[[2022,8,23]],"date-time":"2022-08-23T02:47:29Z","timestamp":1661222849000},"page":"68-83","source":"Crossref","is-referenced-by-count":7,"title":["Deaf Student\u2013Interpreter Relationships and Feedback Practices in K-12 Mainstream Deaf Education"],"prefix":"10.1093","volume":"28","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3553-0170","authenticated-orcid":false,"given":"Lisa M","family":"Prinzi","sequence":"first","affiliation":[{"name":"ASL and Interpreting Education , National Technical Institute for the Deaf, , Rochester, NY, USA"},{"name":"Rochester Institute of Technology , National Technical Institute for the Deaf, , Rochester, NY, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2022,8,22]]},"reference":[{"key":"2022123107513753400_ref2","volume-title":"Qualitative research for education: An introduction to theories and methods","author":"Bogdan","year":"2003","edition":"4th"},{"key":"2022123107513753400_ref1a"},{"issue":"1","key":"2022123107513753400_ref3","doi-asserted-by":"crossref","first-page":"23","DOI":"10.14448\/jsesd.07.0003","article-title":"Deaf children\u2019s science content learning in direct instruction versus interpreted instruction","volume":"18","author":"Kurz","year":"2015","journal-title":"Journal of Science Education for Students with Disabilities"},{"key":"2022123107513753400_ref4","first-page":"9","volume-title":"Educational interpreting: How it can succeed","author":"Kurz","year":"2004"},{"key":"2022123107513753400_ref5","first-page":"91","volume-title":"Educational interpreting: How it can 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