高中课堂教学辅导模式原则的自主学习模式分析

IF 1.4 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Special Education Pub Date : 2023-09-14 DOI:10.1177/00224669231197405

Sheida K. Raley, Jennifer L. Bumble, Kayla M. Malone, Lindsay F. Rentschler, Karrie A. Shogren, Kara A. Hume, Daniel J. Greenberg, Abdulaziz H. Alsaeed

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引用次数: 0

摘要

指导是支持教师在课堂上实施循证实践(ebp)的重要组成部分。自主学习教学模式(SDLMI)是一种旨在促进学生自主的EBP，它采用了一种基于研究的指导模式，有六个指导原则。本定性研究分析了普通教育和特殊教育高中教师对自闭症学生实施SDLMI的教练员与普通教育和特殊教育高中教师之间的教练对话内容，以探讨SDLMI教练模式的指导原则是否符合SDLMI教练模式。研究结果强调了教练原则在建立教练和教师之间的信任，支持教师设定有意义的目标，建立与SDLMI实施相关的技能和能力，促进创新和忠诚，以及促进反思对话方面的有用性。讨论了对研究和实践的启示。

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

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.

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来源期刊

Journal of Special Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.