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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 0000-0001-8422-1916), Jennifer L. Bumble, Kayla M. Malone, Lindsay F. Rentschler (ORCID 0000-0002-4012-9787), Karrie A. Shogren (ORCID 0000-0001-7925-1299), Kara A. Hume, Daniel J. Greenberg (ORCID 0009-0000-7345-4589), Abdulaziz H. Alsae
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
FullText Text:
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  Data: An Analysis of the Self-Determined Learning Model of Instruction Coaching Model Principles in High School Classrooms
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– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Sheida+K%2E+Raley%22">Sheida K. Raley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8422-1916">0000-0001-8422-1916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+L%2E+Bumble%22">Jennifer L. Bumble</searchLink><br /><searchLink fieldCode="AR" term="%22Kayla+M%2E+Malone%22">Kayla M. Malone</searchLink><br /><searchLink fieldCode="AR" term="%22Lindsay+F%2E+Rentschler%22">Lindsay F. Rentschler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4012-9787">0000-0002-4012-9787</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karrie+A%2E+Shogren%22">Karrie A. Shogren</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7925-1299">0000-0001-7925-1299</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kara+A%2E+Hume%22">Kara A. Hume</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+J%2E+Greenberg%22">Daniel J. Greenberg</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7345-4589">0009-0000-7345-4589</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abdulaziz+H%2E+Alsae%22">Abdulaziz H. Alsae</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education%22"><i>Journal of Special Education</i></searchLink>. 2024 58(2):63-75.
– Name: Avail
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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: https://sagepub.com
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  Data: Y
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  Data: 13
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  Label: Publication Date
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  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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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>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1177/00224669231197405
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4669<br />1538-4764
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Label: Abstractor
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  Data: As Provided
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  Label: IES Funded
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  Data: Yes
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  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1433542
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1433542
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        Value: 10.1177/00224669231197405
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      – Text: English
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        PageCount: 13
        StartPage: 63
    Subjects:
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Faculty Development
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Fidelity
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Reflection
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