Dissertation: Putting the Individualized Back into Instruction: Coaching Teachers to Implement
Academically Responsive Instruction in Deaf Education Classrooms
Research Agenda
Jennifer Catalano
University of Arizona
14 Years of Teaching Experience
Deaf Education (itinerant and self-contained)
Varying Exceptionalities (resource and self
contained)
General Education (struggling adolescent readers)
Center for Literacy and Deafness
DHH students are often passively engaged and receive minimal
Observation: Due to excessive use of whole group instruction,
(CLAD)
Multi-university collaborative
research projects (e.g., RCTs)
Single subject literacy interventions
(e.g., V4S: Vocabulary for Success)
Coaching intervention with V4S
individualized instruction.
Data-management
Quality of Learning Environment-
Deaf/Hard of Hearing (QLE-DHH)
Rating Scale
Literature Review: Academic
Engagement of DHH Students
Contributing Factors:
Communication/Language
Student Learning Behaviors
Quality Instruction
Effective Instructional Arrangements
Accessible Physical Classroom
Environment
Coaching three teachers of DHH students in self-contained classrooms to cultivate academically
responsive instruction by:
o implementing flexible instructional arrangements (i.e., centers)
o increasing individualized student instruction time
o transforming students passive engagement to active engagement
IV: Individualized coaching
DV: Teachers implementation of indicators for flexible instructional arrangements (primary) and
students academic engagement (secondary)
Literature Review: Teacher Coaching Research Plan
The Cycle of Individualized Coaching
Mission
To improve instructional and
Theory
classroom management
practices of teachers of DHH
students through coaching
Feedback/ Within the
context of the Demonstration/
Reflection
teacher's Modeling
Coaching QLE-DHH
classroom
Quasi-experimental design
Sustained
Two universities
Practice
Teacher preparation programs
Remote coaching
Externship at ASU in Individualized Student Instruction
(ISI) Lab Future studies
Assessment to Instruction (A2i) program prescribes Replication in different
dosages of meaning- and code-based instruction within settings (e.g., itinerant) and
teacher- and child-managed arrangements levels (e.g., preschool, HS)
Professional development to support teachers in Replication with different
developing and implementing flexible instructional DVs (e.g., math, literacy,
arrangements (i.e., centers) behavior management)
Developed an operationalized checklist of indicators for Validation of QLE-DHH tool
implementing flexible instructional arrangements