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The effects of the self-determined l...

Spolsky, Sonya C.

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The effects of the self-determined learning model of instruction on the self-determination and goal attainment of deaf and hard-of-hearing middle school and high school students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of the self-determined learning model of instruction on the self-determination and goal attainment of deaf and hard-of-hearing middle school and high school students./
Author:	Spolsky, Sonya C.
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3668859
ISBN:	9781321441741

The effects of the self-determined learning model of instruction on the self-determination and goal attainment of deaf and hard-of-hearing middle school and high school students.
Spolsky, Sonya C.

The effects of the self-determined learning model of instruction on the self-determination and goal attainment of deaf and hard-of-hearing middle school and high school students. - 186 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ed.D.)--The University of Arizona, 2014.

Promoting student self-determination has been identified as best practice in special education as an effective way to promote goal attainment and successful post school outcomes for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination with students who are deaf or hard-of-hearing. This study reports finding from a quasi experimental switching replication study examining the impact of intervention using the Self-Determined Learning Model of Instruction on student self-determination and goal attainment for students who are deaf or hard-of-hearing. Findings within this study using the current research design and limited sample do not support the efficacy of the model for differential goal attainment and goal attainment facilitation by Group assignment but students who are classified as DHH were able to set goals and attain these at a better than expected level of progress. Measures of self-determination used in this study proved to have good internal reliability with students who have various levels of hearing loss and who use various modes of communication.

ISBN: 9781321441741Subjects--Topical Terms:

516693
Special education.

The effects of the self-determined learning model of instruction on the self-determination and goal attainment of deaf and hard-of-hearing middle school and high school students.
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245 1 4 $a The effects of the self-determined learning model of instruction on the self-determination and goal attainment of deaf and hard-of-hearing middle school and high school students.
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Shirin Antia.
502 $a Thesis (Ed.D.)--The University of Arizona, 2014.
520 $a Promoting student self-determination has been identified as best practice in special education as an effective way to promote goal attainment and successful post school outcomes for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination with students who are deaf or hard-of-hearing. This study reports finding from a quasi experimental switching replication study examining the impact of intervention using the Self-Determined Learning Model of Instruction on student self-determination and goal attainment for students who are deaf or hard-of-hearing. Findings within this study using the current research design and limited sample do not support the efficacy of the model for differential goal attainment and goal attainment facilitation by Group assignment but students who are classified as DHH were able to set goals and attain these at a better than expected level of progress. Measures of self-determination used in this study proved to have good internal reliability with students who have various levels of hearing loss and who use various modes of communication.
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650 4 $a Special education. $3 516693
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710 2 $a The University of Arizona. $b Special Education. $3 1024013
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