An Analysis of the Self-Determined Learning Model of Instruction Coaching Model Principles in High School Classrooms
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| Title: | An Analysis of the Self-Determined Learning Model of Instruction Coaching Model Principles in High School Classrooms |
|---|---|
| Language: | English |
| Authors: | Sheida K. Raley (ORCID |
| Source: | Journal of Special Education. 2024 58(2):63-75. |
| 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A200007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Self Determination, Models, Coaching (Performance), Trust (Psychology), Faculty Development, Interpersonal Relationship, High School Teachers, Innovation, Fidelity, Special Education Teachers, Feedback (Response), Goal Orientation, Dialogs (Language), Teacher Administrator Relationship, Reflection |
| DOI: | 10.1177/00224669231197405 |
| ISSN: | 0022-4669 1538-4764 |
| Abstract: | Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of coaching conversations between coaches and general and special education high school teachers implementing the SDLMI with autistic students to explore alignment with the guiding principles of the SDLMI coaching model. Findings highlighted the usefulness of the coaching principles in building trust between coaches and teachers, supporting teachers to set meaningful goals and build skills and competencies related to SDLMI implementation, promoting innovation and fidelity, and facilitating reflective dialogue. Implications for research and practice are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1433542 |
| Database: | ERIC |
| Abstract: | Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of coaching conversations between coaches and general and special education high school teachers implementing the SDLMI with autistic students to explore alignment with the guiding principles of the SDLMI coaching model. Findings highlighted the usefulness of the coaching principles in building trust between coaches and teachers, supporting teachers to set meaningful goals and build skills and competencies related to SDLMI implementation, promoting innovation and fidelity, and facilitating reflective dialogue. Implications for research and practice are discussed. |
|---|---|
| ISSN: | 0022-4669 1538-4764 |
| DOI: | 10.1177/00224669231197405 |
