An Analysis of the Self-Determined Learning Model of Instruction Coaching Model Principles in High School Classrooms

被引：0

作者：

Raley, Sheida K. ^{[1
,4
]}

Bumble, Jennifer L. ^{[2
]}

Malone, Kayla M. ^{[3
]}

Rentschler, Lindsay F. ^{[3
]}

Shogren, Karrie A. ^{[1
]}

Hume, Kara A. ^{[3
]}

Greenberg, Daniel J. ^{[1
]}

Alsaeed, Abdulaziz H. ^{[1
]}

机构：

[1] Univ Kansas, Lawrence, KS USA

[2] Univ Arkansas, Fayetteville, AR USA

[3] Univ North Carolina Chapel Hill, Chapel Hill, NC USA

[4] Univ Arkansas, Curriculum & Instruct Dept, 410 N Arkansas Ave,Rm 305, Fayetteville, AR 72701 USA

来源：

JOURNAL OF SPECIAL EDUCATION | 2024年 / 58卷 / 02期

关键词：

self-determination; coaching; Self-Determined Learning Model of Instruction; autism; high school classrooms; CAUSAL AGENCY; EDUCATION; IMPACT; YOUTH;

D O I：

10.1177/00224669231197405

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of coaching conversations between coaches and general and special education high school teachers implementing the SDLMI with autistic students to explore alignment with the guiding principles of the SDLMI coaching model. Findings highlighted the usefulness of the coaching principles in building trust between coaches and teachers, supporting teachers to set meaningful goals and build skills and competencies related to SDLMI implementation, promoting innovation and fidelity, and facilitating reflective dialogue. Implications for research and practice are discussed.

引用

页码：63 / 75

页数：13

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