The Self-Determined Learning Model of Instruction: Promoting Implementation Fidelity

Autor/inn/en	Shogren, Karrie A.; Raley, Sheida K.; Rifenbark, Graham G.; Lane, Kathleen Lynne; Bojanek, Erin K.; Karpur, Arun; Quirk, Carol
Titel	The Self-Determined Learning Model of Instruction: Promoting Implementation Fidelity
Quelle	(2020), (39 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education; Intervention; Self Determination; Fidelity; Inclusion; Guidelines; General Education; Program Implementation; Teaching Methods; Content Validity; Personal Autonomy; Correlation; Educational Quality; Evidence Based Practice; Outcomes of Education + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Selbstbestimmung; Inklusion; Richtlinien; Allgemein bildendes Schulwesen; Allgemeinbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Korrelation; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg
Abstract	There has been an increased focus on the tenets of implementation science in special education research, namely on the degree to which interventions are implemented as intended (i.e., fidelity of implementation) and factors that influence fidelity of implementation. For complex interventions, such as the "Self-Determined Learning Model of Instruction" (SDLMI), there is an ongoing need to refine conceptualizations of fidelity of implementation the factors that influence it in inclusive educational contexts. Therefore, the purpose of this paper is two-fold: (a) to describe a framework for conceptualizing fidelity of implementation factors that influence fidelity when evaluating a complex intervention like the SDLMI and (b) to present initial content validity and internal consistency of a new measure designed to assess specific aspects of fidelity of implementation of the SDLMI in inclusive, general education classrooms. Implications and future directions for research in implementation science, special education, and self-determination interventions are described. [This paper will be published in "Inclusion."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01