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Student and Teacher Perceptions of Goal Attainment during Intervention with the Self-Determined Learning Model of Instruction

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Title: Student and Teacher Perceptions of Goal Attainment during Intervention with the Self-Determined Learning Model of Instruction
Language: English
Authors: Shogren, Karrie A. (ORCID 0000-0001-7925-1299), Hicks, Tyler A., Raley, Sheida K., Pace, Jesse R., Rifenbark, Graham G., Lane, Kathleen Lynne (ORCID 0000-0001-6364-838X)
Source: Journal of Special Education. Aug 2021 55(2):101-112.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170008
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Teacher Attitudes, Student Attitudes, Goal Orientation, Intervention, Students with Disabilities, Inclusion, Learner Engagement, Self Management, Electronic Learning, Coaching (Performance), Academic Achievement, High School Students, High School Teachers, Instructional Effectiveness, Self Determination
DOI: 10.1177/0022466920950264
ISSN: 0022-4669
1538-4764
Abstract: A major instructional focus of interventions designed to promote self-determination, such as the Self-Determined Learning Model of Instruction (SDLMI), is to engage students in learning to set their goals, identify action plans, and evaluate their performances. However, little is known about how students define their goal attainment outcomes, or the degree to which students and teachers agree on the attainment of goals set using the SDLMI in inclusive general education classes. This study examined the relation between student and teacher ratings of goal attainment during the first semester of a longitudinal, cluster randomized controlled trial of the SDLMI, as well as the impact of student disability status and teacher supports for implementing the SDLMI (i.e., online resources vs. online resources + in-person coaching) on goal attainment. Findings suggested the feasibility of engaging students with and without disabilities in rating their goal attainment process during SDLMI in secondary schools, with kappa analysis indicating that, when credit is given for at least partial agreement between students and teachers, there is a fair amount of interrater agreement using conventional interpretation criteria. Importantly, however, conclusions drawn about the impact of student (i.e., disability status) and teacher factors (i.e., teacher implementation supports) on goal attainment outcomes are impacted by whether student or teaching ratings of goal attainment are utilized as the outcome measure. Implications for future research and practice are described. [For the Grantee Submission, see ED607065.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2021
Accession Number: EJ1304113
Database: ERIC
FullText Text:
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  Data: Student and Teacher Perceptions of Goal Attainment during Intervention with the Self-Determined Learning Model of Instruction
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  Data: <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="%22Hicks%2C+Tyler+A%2E%22">Hicks, Tyler A.</searchLink><br /><searchLink fieldCode="AR" term="%22Raley%2C+Sheida+K%2E%22">Raley, Sheida K.</searchLink><br /><searchLink fieldCode="AR" term="%22Pace%2C+Jesse+R%2E%22">Pace, Jesse R.</searchLink><br /><searchLink fieldCode="AR" term="%22Rifenbark%2C+Graham+G%2E%22">Rifenbark, Graham G.</searchLink><br /><searchLink fieldCode="AR" term="%22Lane%2C+Kathleen+Lynne%22">Lane, Kathleen Lynne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6364-838X">0000-0001-6364-838X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education%22"><i>Journal of Special Education</i></searchLink>. Aug 2021 55(2):101-112.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
– Name: Pages
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  Data: 12
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  Label: Publication Date
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  Data: 2021
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  Data: Institute of Education Sciences (ED)
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  Data: R324A170008
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  Data: Journal Articles<br />Reports - Research
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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="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink>
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  Data: 10.1177/0022466920950264
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  Data: 0022-4669<br />1538-4764
– Name: Abstract
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  Data: A major instructional focus of interventions designed to promote self-determination, such as the Self-Determined Learning Model of Instruction (SDLMI), is to engage students in learning to set their goals, identify action plans, and evaluate their performances. However, little is known about how students define their goal attainment outcomes, or the degree to which students and teachers agree on the attainment of goals set using the SDLMI in inclusive general education classes. This study examined the relation between student and teacher ratings of goal attainment during the first semester of a longitudinal, cluster randomized controlled trial of the SDLMI, as well as the impact of student disability status and teacher supports for implementing the SDLMI (i.e., online resources vs. online resources + in-person coaching) on goal attainment. Findings suggested the feasibility of engaging students with and without disabilities in rating their goal attainment process during SDLMI in secondary schools, with kappa analysis indicating that, when credit is given for at least partial agreement between students and teachers, there is a fair amount of interrater agreement using conventional interpretation criteria. Importantly, however, conclusions drawn about the impact of student (i.e., disability status) and teacher factors (i.e., teacher implementation supports) on goal attainment outcomes are impacted by whether student or teaching ratings of goal attainment are utilized as the outcome measure. Implications for future research and practice are described. [For the Grantee Submission, see ED607065.]
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  Data: As Provided
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  Data: 2021
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  Data: EJ1304113
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      – Type: doi
        Value: 10.1177/0022466920950264
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 101
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Academic Achievement
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      – SubjectFull: High School Teachers
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Self Determination
        Type: general
    Titles:
      – TitleFull: Student and Teacher Perceptions of Goal Attainment during Intervention with the Self-Determined Learning Model of Instruction
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