Review of Teacher Fidelity Measurement of the Self-Determined Learning Model of Instruction

Autor/inn/en	Kiblen, Jessie C.; Shogren, Karrie; Zimmerman, Kathleen N.; Raley, Sheida K.; Curran Mansouri, Mary; Alsaeed, Abdulaziz
Titel	Review of Teacher Fidelity Measurement of the Self-Determined Learning Model of Instruction
Quelle	In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 4, S.422-440 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Self Determination; Secondary School Students; Fidelity; Evidence Based Practice; Measurement; Intervention; Students with Disabilities; Educational Research; Teacher Characteristics; Student Characteristics; Secondary School Teachers; Program Implementation + Suchen Sie Ihr Suchwort? Selbstbestimmung; Sekundarschüler; Messverfahren; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsforschung; Pädagogische Forschung
Abstract	Evidence-based interventions such as the Self-Determined Learning Model of Instruction (SDLMI) promote abilities, skills, and attitudes associated with self-determination for secondary students with and without disabilities. Exploring factors that impact fidelity of implementation and lead to enhanced student outcomes will inform a greater understanding of the relationship between fidelity practices and teacher success in implementing the SDLMI. This systematic literature review summarizes how 12 empirical studies investigating the impact of the SDLMI on student outcomes describe fidelity procedures, measures, and outcomes in existing SDLMI research. Results summarize how fidelity of implementation was assessed, including characteristics of participants (i.e., implementors and students), the training implementers received, and specific fidelity data collection details and outcomes. There remains a need for improved reporting of detailed demographic information of participants (e.g., students and implementors), training dosage and ongoing support (e.g., coaching), and fidelity tools used. Implications for practice and research are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01