Dissertation/Thesis Abstract

Examining the effects of the Self-Determined Learning Model of Instruction on students with and without intellectual disability
by Jenkins-Cook, Toni, Ed.D., University of Kansas, 2016, 126; 10163026
Abstract (Summary)

This dissertation is composed of four chapters linked by the use of the Self-Determined Learning Model of Instruction (SDLMI), a model of teaching to promote self-regulated goal setting and attainment. Chapter One provides an overview of self-determination, including component elements, essential characteristics, and anticipated outcomes from interventions that promote self-determination. A review of literature associated with student-directed learning strategies, the SDLMI, promoting the self-determination of students with extensive support needs, and promoting the self-determination of elementary-aged students without disability is also included in Chapter One. Chapter Two reports a study conducted to determine the effectiveness of the SDLMI when used with elementary school students who have extensive support needs. Chapter Three describes a study conducted to determine the effectiveness of the SDLMI when used with elementary students without disabilities. Finally, Chapter Four summarizes the previous chapters and draws conclusions and implications for future research and practice for elementary school students with and without disability.

Indexing (document details)
Advisor: Wehmeyer, Michael L.
Commitee: Hansen, David, Kurth, Jennifer, Murray, Angela, Shogren, Karrie A., Wehmeyer, Micael L.
School: University of Kansas
Department: Special Education
School Location: United States -- Kansas
Source: DAI-A 78/02(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education, Special education
Keywords: Motivation to read, Self-determination, Self-determined learning model of instruction, Students with extensive support needs
Publication Number: 10163026
ISBN: 9781369177992
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