Examining Teacher Perceptions of SDLMI Implementation and Student Self-Determination Outcomes

Autor/inn/en	Shogren, Karrie A.; Burke, Kathryn M.; Anderson, Mark H.; Antosh, Anthony; LaPlante, Terri; Hicks, Tyler A.
Titel	Examining Teacher Perceptions of SDLMI Implementation and Student Self-Determination Outcomes
Quelle	(2019), (32 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Shogren, Karrie A.) ORCID (Burke, Kathryn M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Attitudes; Self Determination; Teaching Methods; Program Implementation; Fidelity; Correlation; Special Education Teachers; Students with Disabilities; Faculty Development; Coaching (Performance); Intervention; Program Effectiveness; Rhode Island + Suchen Sie Ihr Suchwort? Lehrerverhalten; Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	This study explored teacher perceptions of their ability to implement the Self-Determined Learning Model of Instruction (SDLMI) with fidelity and the impact of these perceptions on student self-determination outcomes on the Self-Determination Inventory: Student Report (SDI:SR). Using a piece-wise growth model, we found stability in teacher perceptions of their implementation over a two-year period even with the introduction of a second transition-focused intervention to a subset of the sample. Using a mediation model we then found a complex relationship between teacher perceptions of fidelity and student outcomes on the SDI:SR. We found that teacher-perceived fidelity over the course of the year was influenced by students' beginning of the year self-determination status, and that teacher-perceived fidelity then impacted students' end of the year self-determination status. The findings suggest an interactive relationship between teacher perceptions of implementation and student outcomes. Implications for research and practice are discussed. [This is the in press version of an article in "Career Development and Transition for Exceptional Individuals."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06