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Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators

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Title: Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators
Language: English
Authors: Bojanek, Erin K., Raley, Sheida K., Shogren, Karrie A., Lane, Kathleen Lynne
Source: Grantee Submission. 2021.
Peer Reviewed: Y
Page Count: 42
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170008
Document Type: Reports - Research
Education Level: Secondary Education
Descriptors: Faculty Development, Special Education Teachers, Self Determination, Teaching Methods, Teaching Models, Outcomes of Education, Knowledge Base for Teaching, Inclusion, Regular and Special Education Relationship, Secondary Education, Training
DOI: 10.1352/2326-6988-9.2.118
Abstract: There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of professional development. Results suggested teachers had positive perceptions of the training and showed improvements in knowledge and skills related to self-determination, but reported no change in perceived usefulness for students. Findings suggested teachers already perceived self-determination to be important and relevant to their students and that this professional development training was successful in improving teachers' knowledge and skills. Further research is needed to examine how this training impacts teacher implementation of the SDLMI and student outcomes. [This paper was published in "Inclusion" v9 n2 p118-133 2021.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: ED617653
Database: ERIC
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  Data: Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators
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  Data: 10.1352/2326-6988-9.2.118
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  Data: There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of professional development. Results suggested teachers had positive perceptions of the training and showed improvements in knowledge and skills related to self-determination, but reported no change in perceived usefulness for students. Findings suggested teachers already perceived self-determination to be important and relevant to their students and that this professional development training was successful in improving teachers' knowledge and skills. Further research is needed to examine how this training impacts teacher implementation of the SDLMI and student outcomes. [This paper was published in "Inclusion" v9 n2 p118-133 2021.]
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        PageCount: 42
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Special Education Teachers
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      – SubjectFull: Self Determination
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teaching Models
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Secondary Education
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      – SubjectFull: Training
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      – TitleFull: Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators
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