View in EDS HTML Full Text PDF Full Text

Using the Self-Determined Learning Model of Instruction for Teachers to Set Goals to Enhance Their Inclusive Education Practices.

Saved in:
Bibliographic Details
Title: Using the Self-Determined Learning Model of Instruction for Teachers to Set Goals to Enhance Their Inclusive Education Practices.
Authors: Kurth, Jennifer A.1 (AUTHOR) jkurth@ku.edu, Toews, Samantha G.2 (AUTHOR), Shogren, Karrie A.1 (AUTHOR), Townsend, Rebecca J.1 (AUTHOR), Zagona, Alison L.1 (AUTHOR)
Source: Research & Practice for Persons with Severe Disabilities. Sep2026, Vol. 51 Issue 3, p147-165. 19p.
Subject Terms: *Autonomy (Psychology), *Mainstreaming in special education, *Teaching methods, *Goal (Psychology), *Research, *Theory, *Learning strategies, Descriptive statistics, Mathematical models, Data analysis software, Regression analysis
Abstract: Self-determination is an essential outcome for all people; however, teacher self-determination has been under-studied. The present study describes how two teacher preparation programs used the Self-Determined Learning Model of Instruction (SDLMI) with 57 pre- and in-service teachers who set and monitored goals to enhance their inclusive practices and supports. We analyzed the goals teachers set to improve their inclusive practices, goal quality and attainment, and whether goal quality predicted goal attainment. We found that most teachers set goals that required a team approach, including making the environment or curriculum accessible and co-planning. Teachers generally created high-quality goals, with many teachers self-reporting that they made expected or better-than expected progress on their goals. Teacher goal quality was predictive of self-reported goal attainment. We discuss how teacher preparation programs can use the SDLMI to support teachers in creating their goals, measuring their progress, and potentially improving their implementation of essential and best practices to advance inclusive education. [ABSTRACT FROM AUTHOR]
Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 195587775
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Using the Self-Determined Learning Model of Instruction for Teachers to Set Goals to Enhance Their Inclusive Education Practices.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kurth%2C+Jennifer+A%2E%22">Kurth, Jennifer A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jkurth@ku.edu</i><br /><searchLink fieldCode="AR" term="%22Toews%2C+Samantha+G%2E%22">Toews, Samantha G.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shogren%2C+Karrie+A%2E%22">Shogren, Karrie A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Townsend%2C+Rebecca+J%2E%22">Townsend, Rebecca J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zagona%2C+Alison+L%2E%22">Zagona, Alison L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+for+Persons+with+Severe+Disabilities%22">Research & Practice for Persons with Severe Disabilities</searchLink>. Sep2026, Vol. 51 Issue 3, p147-165. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Self-determination is an essential outcome for all people; however, teacher self-determination has been under-studied. The present study describes how two teacher preparation programs used the Self-Determined Learning Model of Instruction (SDLMI) with 57 pre- and in-service teachers who set and monitored goals to enhance their inclusive practices and supports. We analyzed the goals teachers set to improve their inclusive practices, goal quality and attainment, and whether goal quality predicted goal attainment. We found that most teachers set goals that required a team approach, including making the environment or curriculum accessible and co-planning. Teachers generally created high-quality goals, with many teachers self-reporting that they made expected or better-than expected progress on their goals. Teacher goal quality was predictive of self-reported goal attainment. We discuss how teacher preparation programs can use the SDLMI to support teachers in creating their goals, measuring their progress, and potentially improving their implementation of essential and best practices to advance inclusive education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195587775
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/15407969251364226
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 147
    Subjects:
      – SubjectFull: Autonomy (Psychology)
        Type: general
      – SubjectFull: Mainstreaming in special education
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Goal (Psychology)
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Theory
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Mathematical models
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Regression analysis
        Type: general
    Titles:
      – TitleFull: Using the Self-Determined Learning Model of Instruction for Teachers to Set Goals to Enhance Their Inclusive Education Practices.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kurth, Jennifer A.
      – PersonEntity:
          Name:
            NameFull: Toews, Samantha G.
      – PersonEntity:
          Name:
            NameFull: Shogren, Karrie A.
      – PersonEntity:
          Name:
            NameFull: Townsend, Rebecca J.
      – PersonEntity:
          Name:
            NameFull: Zagona, Alison L.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Text: Sep2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 15407969
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Research & Practice for Persons with Severe Disabilities
              Type: main
ResultId 1