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 |
| 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 |
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