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Multi-Year Implementation of the Self-Determined Learning Model of Instruction : = The Impacts on Student Goal Setting.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Multi-Year Implementation of the Self-Determined Learning Model of Instruction :/
Reminder of title:	The Impacts on Student Goal Setting.
Author:	Matusevich, Hunter A.
Description:	1 online resource (168 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381427721

Multi-Year Implementation of the Self-Determined Learning Model of Instruction : = The Impacts on Student Goal Setting.
Matusevich, Hunter A.

Multi-Year Implementation of the Self-Determined Learning Model of Instruction :The Impacts on Student Goal Setting. - 1 online resource (168 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ph.D.)--University of Kansas, 2023.

Includes bibliographical references

Within the five chapters of this dissertation, the overall theme was to examine student goal setting when engaged in the Self-Determined Learning Model of Instruction (SDLMI) in inclusive, secondary, academic content, general education classrooms over multiple years. Chapter 1 provides an overview of self-determination, goal setting, and the SDLMI, an intervention to promote self-determination and self-directed goal setting. In addition, Chapter 1 also briefly introduces the aims of subsequent chapters (i.e., Chapters 2, 3, 4) along with the research questions guiding this dissertation. In Chapter 2, a systematic review of the literature related to goal setting in inclusive classrooms is presented. Findings highlighted two interventions, the SDLMI and the Goal Setting Challenge (GSC) App, were implemented in inclusive, high school classrooms with students with and without disabilities. Therefore, further research is needed to support scaling-up the implementation of these practices along with the identification and development of other self-determination interventions that can be implemented in inclusive, high school classrooms with students with and without disabilities. As the SDLMI was one of two interventions implemented in inclusive, high school classrooms with students with and without disabilities, Chapters 3 and 4 specifically focus on examining student goal setting when engaged in the SDLMI in inclusive, secondary, academic content classrooms over multiple years. Therefore, the focus of Chapter 3 was to better understand the types of goals students set over multiple semesters when engaged in the SDLMI. Results suggested when students with and without disabilities are engaged in the SDLMI within inclusive, secondary, academic content classrooms, they tend to set a variety of goals related to academic learning over time. Chapter 4 then examined the quality of students' goals and Goal Attainment Scaling rating scales over time as measured by the SMART (specific, measurable, attainable/achievable, relevant, time-bound) goal framework. The findings showed students set relatively high-quality goals and GAS rating scales and showed some growth in the quality of their goals and GAS rating scales over time, which highlights the impact of the SDLMI on students' goal-setting abilities and skills. Chapter 5 provides an integrated discussion of the overall findings across chapters and future directions for research and practice.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381427721Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

Goal settingIndex Terms--Genre/Form:

554714
Electronic books.

Multi-Year Implementation of the Self-Determined Learning Model of Instruction : = The Impacts on Student Goal Setting.
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