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	In: Journal of Special Education, 55 (2021) 2, S.101-112 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Shogren, Karrie A.) ORCID (Lane, Kathleen Lynne) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466920950264
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 performances. However, little is known about how students define their goal attainment outcomes, or the degree to which students and teachers agree on the attainment of goals 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 vs. 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 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 interrater 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. [For the Grantee Submission, see ED607065.] (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