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The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes

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Title: The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes
Language: English
Authors: Karrie A. Shogren (ORCID 0000-0001-7925-1299), Tyler A. Hicks, Sheida K. Raley (ORCID 0000-0001-8422-1916), Kathleen Lynne Lane (ORCID 0000-0001-6364-838X), Carol Quirk, Hunter A. Matusevich, Dale W. Matusevich, Abdulaziz Alsae (ORCID 0000-0002-3549-8975)
Source: Teacher Education and Special Education. 2024 47(4):261-282.
Availability: SAGE Publications. 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: 22
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170008
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Program Implementation, Self Determination, Teaching Models, Outcomes of Education, Inclusion, General Education, Students with Disabilities, Goal Orientation, Intervention, High School Students, Regular and Special Education Relationship, High School Teachers, Coaching (Performance)
DOI: 10.1177/08884064241255217
ISSN: 0888-4064
1944-4931
Abstract: People with disabilities consistently advocate for their right to be self-determined. Decades of research highlight the positive impacts of self-determination intervention on in-school and post-school outcomes of secondary students with disabilities. Increasingly, self-determination interventions are being implemented in inclusive contexts for "all" students, including students with and without disabilities. To enable implementation with high fidelity, further examination of the supports needed by teachers is required. In this study, the authors examine the impacts of differing intensities of teacher implementation supports (online modules only vs. online modules + coaching) on the initiation of the self-determined learning model of instruction (SDLMI) by schools and teachers and outcomes for students that arise from more intensive implementation when schools and teachers do initiate. Results suggest that intensifying teacher implementation supports has a positive impact on a cascading series of outcomes for schools, teachers, and students. In this study, the authors discuss the implications of the results for future research and practice.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: EJ1444983
Database: ERIC
FullText Text:
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  Data: The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes
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  Data: English
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  Data: <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="%22Tyler+A%2E+Hicks%22">Tyler A. Hicks</searchLink><br /><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="%22Kathleen+Lynne+Lane%22">Kathleen Lynne Lane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6364-838X">0000-0001-6364-838X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carol+Quirk%22">Carol Quirk</searchLink><br /><searchLink fieldCode="AR" term="%22Hunter+A%2E+Matusevich%22">Hunter A. Matusevich</searchLink><br /><searchLink fieldCode="AR" term="%22Dale+W%2E+Matusevich%22">Dale W. Matusevich</searchLink><br /><searchLink fieldCode="AR" term="%22Abdulaziz+Alsae%22">Abdulaziz Alsae</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3549-8975">0000-0002-3549-8975</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+and+Special+Education%22"><i>Teacher Education and Special Education</i></searchLink>. 2024 47(4):261-282.
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  Data: SAGE Publications. 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: 22
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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
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  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>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Models%22">Teaching Models</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22General+Education%22">General Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</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="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink>
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  Data: 10.1177/08884064241255217
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  Data: 0888-4064<br />1944-4931
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: People with disabilities consistently advocate for their right to be self-determined. Decades of research highlight the positive impacts of self-determination intervention on in-school and post-school outcomes of secondary students with disabilities. Increasingly, self-determination interventions are being implemented in inclusive contexts for "all" students, including students with and without disabilities. To enable implementation with high fidelity, further examination of the supports needed by teachers is required. In this study, the authors examine the impacts of differing intensities of teacher implementation supports (online modules only vs. online modules + coaching) on the initiation of the self-determined learning model of instruction (SDLMI) by schools and teachers and outcomes for students that arise from more intensive implementation when schools and teachers do initiate. Results suggest that intensifying teacher implementation supports has a positive impact on a cascading series of outcomes for schools, teachers, and students. In this study, the authors discuss the implications of the results for future research and practice.
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  Data: As Provided
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  Data: 2024
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  Data: EJ1444983
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1444983
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        Value: 10.1177/08884064241255217
    Languages:
      – Text: English
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      Pagination:
        PageCount: 22
        StartPage: 261
    Subjects:
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Teaching Models
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Inclusion
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        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Goal Orientation
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      – SubjectFull: Intervention
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      – SubjectFull: High School Students
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      – SubjectFull: Regular and Special Education Relationship
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      – SubjectFull: High School Teachers
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      – SubjectFull: Coaching (Performance)
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      – TitleFull: The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes
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              Type: published
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