The Effects of the Self-Determined Learning Model of Instruction on the Self-Determination and Goal Attainment of Deaf and Hard-of-Hearing Middle School and High School Students

Persistent Link:
http://hdl.handle.net/10150/338894
Title:
The Effects of the Self-Determined Learning Model of Instruction on the Self-Determination and Goal Attainment of Deaf and Hard-of-Hearing Middle School and High School Students
Author:
Spolsky, Sonya Christine
Issue Date:
2014
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Promoting student self-determination has been identified as best practice in special education as an effective way to promote goal attainment and successful post school outcomes for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination with students who are deaf or hard-of-hearing. This study reports finding from a quasi-experimental switching replication study examining the impact of intervention using the Self-Determined Learning Model of Instruction on student self-determination and goal attainment for students who are deaf or hard-of-hearing. Findings within this study using the current research design and limited sample do not support the efficacy of the model for differential goal attainment and goal attainment facilitation by Group assignment but students who are classified as DHH were able to set goals and attain these at a better than expected level of progress. Measures of self-determination used in this study proved to have good internal reliability with students who have various levels of hearing loss and who use various modes of communication.
Type:
text; Electronic Dissertation
Keywords:
goal attainment; hard-of-hearing; self-determination; deaf; Special Education
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education
Degree Grantor:
University of Arizona
Advisor:
Antia, Shirin

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleThe Effects of the Self-Determined Learning Model of Instruction on the Self-Determination and Goal Attainment of Deaf and Hard-of-Hearing Middle School and High School Studentsen_US
dc.creatorSpolsky, Sonya Christineen_US
dc.contributor.authorSpolsky, Sonya Christineen_US
dc.date.issued2014-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractPromoting student self-determination has been identified as best practice in special education as an effective way to promote goal attainment and successful post school outcomes for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination with students who are deaf or hard-of-hearing. This study reports finding from a quasi-experimental switching replication study examining the impact of intervention using the Self-Determined Learning Model of Instruction on student self-determination and goal attainment for students who are deaf or hard-of-hearing. Findings within this study using the current research design and limited sample do not support the efficacy of the model for differential goal attainment and goal attainment facilitation by Group assignment but students who are classified as DHH were able to set goals and attain these at a better than expected level of progress. Measures of self-determination used in this study proved to have good internal reliability with students who have various levels of hearing loss and who use various modes of communication.en_US
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectgoal attainmenten_US
dc.subjecthard-of-hearingen_US
dc.subjectself-determinationen_US
dc.subjectdeafen_US
dc.subjectSpecial Educationen_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAntia, Shirinen_US
dc.contributor.committeememberAntia, Shirinen_US
dc.contributor.committeememberErin, Janeen_US
dc.contributor.committeememberMacFarland, Stephanieen_US
dc.contributor.committeememberPalmer, Susanen_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.