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

Autor/inn/en	Shogren, Karrie A.; Burke, Kathryn M.; Anderson, Mark H.; Antosh, Anthony; LaPlante, Terri; Hicks, Tyler
Titel	Examining the Relationship between Teacher Perceptions of Implementation of the SDLMI and Student Self-Determination Outcomes
Quelle	In: Career Development and Transition for Exceptional Individuals, 43 (2020) 1, S.53-63 (11 Seiten)Infoseite zur Zeitschrift 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; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143419887855
Schlagwörter	Teacher Attitudes; Models; Self Determination; Self Efficacy; Intervention; Special Education Teachers; Students with Disabilities; Intellectual Disability; Attitude Change; Fidelity; Program Implementation; Secondary School Students; Transitional Programs; Late Adolescents; Rhode Island + Suchen Sie Ihr Suchwort? Lehrerverhalten; Analogiemodell; Selbstbestimmung; Self-efficacy; Selbstwirksamkeit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Attitudinal change; Einstellungsänderung; Sekundarschüler; Halbstarker
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 2-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 affected 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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01