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Multi-Year Implementation of the Sel...

Matusevich, Hunter A.,

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Multi-Year Implementation of the Self-Determined Learning Model of Instruction: The Impacts on Student Goal Setting // Hunter A Matusevich.
Author:	Matusevich, Hunter A.,
Description:	1 electronic resource (168 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30639455
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 /Hunter A Matusevich. - 1 electronic resource (168 pages)

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

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.

English

ISBN: 9798381427721Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Goal setting

Multi-Year Implementation of the Self-Determined Learning Model of Instruction: The Impacts on Student Goal Setting /
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245 1 0 $a Multi-Year Implementation of the Self-Determined Learning Model of Instruction: The Impacts on Student Goal Setting / $c Hunter A Matusevich.
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500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
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520 $a 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.
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590 $a School code: 0099
650 4 $a Special education. $3 516693
650 4 $a Secondary education. $3 2122779
650 4 $a Disability studies. $3 543687
653 $a Goal setting
653 $a Inclusive
653 $a Self-determination
653 $a Goal Setting Challenge
653 $a General education
690 $a 0529
690 $a 0533
690 $a 0201
710 2 $a University of Kansas. $b Special Education. $e degree granting institution. $3 3771909
720 1 $a Shogren, Karrie A. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-07A.
790 $a 0099
791 $a Ph.D.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30639455