The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination

Autor/inn/en	Wehmeyer, Michael L.; Shogren, Karrie A.; Palmer, Susan B.; Williams-Diehm, Kendra L.; Little, Todd D.; Boulton, Aaron
Titel	The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination
Quelle	In: Exceptional Children, 78 (2012) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Disabilities; Self Determination; Teaching Methods; Teaching Models; Instructional Effectiveness; High School Students; Learning Disabilities; Evidence; Control Groups; Statistical Significance; Hypothesis Testing; Mental Retardation; Statistical Analysis; Rating Scales; Structural Equation Models; Effect Size; Intervention; Comparative Analysis; Measurement Techniques; Kansas; Missouri; Texas + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning handicap; Lernbehinderung; Evidenz; Hypothesenprüfung; Hypothesentest; Geistige Behinderung; Statistische Analyse; Rating-Skala; Messtechnik
Abstract	Promoting self-determination has become a best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. This article presents the results of a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of Instruction (SDLMI, Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000) to promote self-determination. The authors used data on self-determination using multiple measures collected with 312 high school students with cognitive disabilities in both a control and a treatment group to examine the relationship between the SDLMI and self-determination. After determining strong measurement invariance for each latent construct, they found significant differences in latent means across measurement occasions and differential effects attributable to the SDLMI. This was true across disability category, though there was variance across disability populations. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10