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Examining the Impact of Implementation Supports on Goals Set by Students in Inclusive, Secondary Classes

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Title: Examining the Impact of Implementation Supports on Goals Set by Students in Inclusive, Secondary Classes
Language: English
Authors: Raley, Sheida K. (ORCID 0000-0001-8422-1916), Shogren, Karrie A. (ORCID 0000-0001-7925-1299), Brunson, Lashanna (ORCID 0000-0001-7727-7348), Gragoudas, Stelios (ORCID 0000-0002-3924-4972), Thomas, Kelli R. (ORCID 0000-0003-1407-0993), Pace, Jesse R. (ORCID 0000-0002-3857-9439)
Source: Grantee Submission. 2022 30(ptionality):324-339.
Peer Reviewed: Y
Page Count: 17
Publication Date: 2022
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170008
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High School Students, Goal Orientation, Inclusion, Self Determination, Models, Evidence Based Practice, Core Curriculum, Teachers, Special Education Teachers, Coaching (Performance), Program Effectiveness, Students with Disabilities
DOI: 10.1080/09362835.2021.1938056
Abstract: Implementation supports for teachers can significantly impact the degree to which evidence-based practices are used as intended with secondary students across settings and content areas. The present analysis focused on examining the impact of teacher implementation supports on the goals set by students with and without disabilities engaging in an evidence-based practice designed to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI), in inclusive, secondary classes. While goal setting is central to SDLMI, there is limited research on the impact of teacher implementation supports (i.e., online only versus online + coaching supports) on the content of the goals students choose using the SDLMI, particularly in inclusive, secondary classrooms where students are learning core content. The findings suggested that the vast majority of goals set by students in inclusive, general education classes focused on academic learning and minimal differences across goals set by students with and without disabilities and across teacher implementation support groups. Implications for practice and research are provided.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2023
Accession Number: ED624656
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Examining the Impact of Implementation Supports on Goals Set by Students in Inclusive, Secondary Classes
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  Data: <searchLink fieldCode="AR" term="%22Raley%2C+Sheida+K%2E%22">Raley, Sheida K.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8422-1916">0000-0001-8422-1916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shogren%2C+Karrie+A%2E%22">Shogren, Karrie A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7925-1299">0000-0001-7925-1299</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brunson%2C+Lashanna%22">Brunson, Lashanna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7727-7348">0000-0001-7727-7348</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gragoudas%2C+Stelios%22">Gragoudas, Stelios</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3924-4972">0000-0002-3924-4972</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thomas%2C+Kelli+R%2E%22">Thomas, Kelli R.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1407-0993">0000-0003-1407-0993</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pace%2C+Jesse+R%2E%22">Pace, Jesse R.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3857-9439">0000-0002-3857-9439</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2022 30(ptionality):324-339.
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Curriculum%22">Core Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink>
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  Data: 10.1080/09362835.2021.1938056
– Name: Abstract
  Label: Abstract
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  Data: Implementation supports for teachers can significantly impact the degree to which evidence-based practices are used as intended with secondary students across settings and content areas. The present analysis focused on examining the impact of teacher implementation supports on the goals set by students with and without disabilities engaging in an evidence-based practice designed to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI), in inclusive, secondary classes. While goal setting is central to SDLMI, there is limited research on the impact of teacher implementation supports (i.e., online only versus online + coaching supports) on the content of the goals students choose using the SDLMI, particularly in inclusive, secondary classrooms where students are learning core content. The findings suggested that the vast majority of goals set by students in inclusive, general education classes focused on academic learning and minimal differences across goals set by students with and without disabilities and across teacher implementation support groups. Implications for practice and research are provided.
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  Label: Abstractor
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  Data: 2023
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        Value: 10.1080/09362835.2021.1938056
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      – Text: English
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    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Goal Orientation
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      – SubjectFull: Inclusion
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      – SubjectFull: Self Determination
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      – SubjectFull: Students with Disabilities
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      – TitleFull: Examining the Impact of Implementation Supports on Goals Set by Students in Inclusive, Secondary Classes
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