Student and Teacher Perceptions of Goal Attainment during Intervention with the Self-Determined Learning Model of Instruction

Autor/inn/en	Shogren, Karrie A.; Hicks, Tyler A.; Raley, Sheida K.; Pace, Jesse R.; Rifenbark, Graham G.; Lane, Kathleen Lynne
Titel	Student and Teacher Perceptions of Goal Attainment during Intervention with the Self-Determined Learning Model of Instruction
Quelle	(2020), (33 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Attitudes; Student Attitudes; Goal Orientation; Intervention; Students with Disabilities; Inclusion; Learner Engagement; Self Management; Electronic Learning; Coaching (Performance); Academic Achievement; High School Students; High School Teachers; Instructional Effectiveness; Self Determination + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Zielorientierung; Zielvorstellung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Selbstmanagement; Schulleistung; High school; High schools; Oberschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Selbstbestimmung
Abstract	A major instructional focus of interventions designed to promote self-determination, such as the Self-Determined Learning Model of Instruction (SDLMI), is to engage students in learning to set their goals, identify action plans, and evaluate their performance. However, little is known about how students define their goal attainment outcomes, or the degree to which students and teachers agree the attainment of goal set using the SDLMI in inclusive general education classes. This study examined the relation between student and teacher ratings of goal attainment during the first semester of a longitudinal, cluster randomized controlled trial of the SDLMI, as well as the impact of student disability status and teacher supports for implementing the SDLMI (i.e., online resources versus online resources + in-person coaching) on goal attainment. Findings suggested the feasibility of engaging students with and without disabilities in rating their goal attainment process during SDLMI instruction in secondary schools, with Kappa analysis indicating that, when credit is given for at least partial agreement between students and teachers, there is a fair amount of inter-rater agreement using conventional interpretation criteria. Importantly, however, conclusions drawn about the impact of student (i.e., disability status) and teacher factors (i.e., teacher implementation supports) on goal attainment outcomes are impacted by whether student or teaching ratings of goal attainment are utilized as the outcome measure. Implications for future research and practice are described. [This paper will be published in the "Journal of Special Education."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01