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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0888-4064 1944-4931 |
| DOI: | 10.1177/08884064241255217 |
