The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
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| Title: | The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms |
|---|---|
| Language: | English |
| Authors: | Raley, Sheida K. (ORCID |
| Source: | Remedial and Special Education. Dec 2021 42(6):363-373. |
| 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: | 11 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A170008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education High Schools Grade 9 Junior High Schools Middle Schools |
| Descriptors: | Students with Disabilities, Self Determination, Inclusion, Program Effectiveness, Educational Practices, High School Students, High School Teachers, Grade 9, Models |
| DOI: | 10.1177/0741932520984842 |
| ISSN: | 0741-9325 1538-4756 |
| Abstract: | Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact of an evidence-based practice designed to promote student self-determination, the "Self-Determined Learning Model of Instruction" (SDLMI), on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. Findings suggested a relatively small change in overall self-determination during the first year of a multiyear study, but consistent patterns across students with and without disabilities. Implications for research and practice are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| Accession Number: | EJ1317874 |
| Database: | ERIC |
| Abstract: | Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact of an evidence-based practice designed to promote student self-determination, the "Self-Determined Learning Model of Instruction" (SDLMI), on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. Findings suggested a relatively small change in overall self-determination during the first year of a multiyear study, but consistent patterns across students with and without disabilities. Implications for research and practice are discussed. |
|---|---|
| ISSN: | 0741-9325 1538-4756 |
| DOI: | 10.1177/0741932520984842 |
