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Direct linkJessie C. Kiblen; Karrie A. Shogren; Jennifer A. Kurth; Sheida K. Raley – Inclusion, 2025
Promoting self-determination has been shown to enhance outcomes for students with and without disabilities. The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based instructional model designed to promote self-determination in diverse contexts, including inclusive general education classrooms. SDLMI delivery requires training…
Descriptors: Teaching Models, Coaching (Performance), Self Determination, Evidence Based Practice
Hunter A. Matusevich; Karrie A. Shogren; Sheida K. Raley; Kathleen Lynne Lane; Bruce B. Frey – Inclusion, 2024
Understanding the impacts of professional development (PD) on teachers' perceptions of their knowledge, skills, and usefulness (KSU) of evidence-based practices is important, particularly for self-determination interventions in inclusive, secondary classrooms. Limited research exists examining the impacts of self-determination intervention PD on…
Descriptors: Faculty Development, Teacher Attitudes, Pedagogical Content Knowledge, Usability
Erin K. Bojanek; Sheida K. Raley; Karrie A. Shogren; Kathleen Lynne Lane – Inclusion, 2021
There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of…
Descriptors: Faculty Development, Special Education Teachers, Self Determination, Teaching Methods
