Effects of the SDLMI on Academic and Nonacademic Behaviors: A Meta-Analysis

Pulos, Joshua M.; Morin, Kristi L.; Peltier, Corey; Sinclair, Tracy; Williams-Diehm, Kendra

doi:10.1007/s10864-023-09508-6

Cited by 3 publications

(1 citation statement)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Unlike stand-alone curricula, which target specific content, a model of instruction can be overlaid on any curricular area, including core content curricula (e.g., mathematics, transition planning) delivered in inclusive, secondary classrooms (e.g., Raley et al, 2021). Since its initial introduction to the field in 2000, an array of research has demonstrated the efficacy of the SDLMI for enabling students to (a) set educationally relevant and valued goals, (b) create action plans to achieve those goals, and (c) evaluate progress toward those goals, revising their action plans or goals as needed (Hagiwara et al, 2017; Pulos et al, 2023).…”

Section: Self-determined Learning Model Of Instruction and Coaching M...mentioning

confidence: 99%

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

Raley,

Bumble,

Malone

et al. 2023

J Spec Educ

View full text Add to dashboard Cite

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.

show abstract

Section: Self-determined Learning Model Of Instruction and Coaching M...mentioning

confidence: 99%

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

Raley,

Bumble,

Malone

et al. 2023

J Spec Educ

View full text Add to dashboard Cite

show abstract

The effect of student-directed writing goals on writing outcomes for adolescent developing writers

Aitken,

Halkowski

2023

Read Writ

View full text Add to dashboard Cite

Self-Regulation and High School Graduation for Youth With and Without Disabilities in Foster Care

Cavendish,

Stewart,

Schreiner

et al. 2024

Remedial and Special Education

View full text Add to dashboard Cite

High school graduation rates for youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Importantly, higher self-regulation skill increased the likelihood that all foster youth (with and without disabilities) were on track for graduation. Implications for school-based youth supports are discussed.

show abstract

Effects of the SDLMI on Academic and Nonacademic Behaviors: A Meta-Analysis

Cited by 3 publications

References 61 publications

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

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

The effect of student-directed writing goals on writing outcomes for adolescent developing writers

Self-Regulation and High School Graduation for Youth With and Without Disabilities in Foster Care

Contact Info

Product

Resources

About