MTSS教学自主学习模式研究综述

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2023-10-11 DOI:10.1177/21651434231200000

Hunter A. Matusevich, Karrie A. Shogren, Sheida K. Raley, Kathleen N. Zimmerman, Abdulaziz Alsaeed, Richard Chapman

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引用次数: 0

摘要

自我决定是毕业后成功的一个预测指标。对有残疾和没有残疾的学生进行自我指导的重要性日益得到承认。自主学习教学模式(SDLMI)已经在不同的环境下以不同的强度在所有学生中实施。研究人员提出了一个多层支持系统(MTSS)框架可以用来组织所有学生的自我决定指导。然而，尚未进行系统的文献综述，以告知在MTSS内实施SDLMI。本系统综述检查了干预研究，综合了可以为正在进行的研究和实践提供信息的关键特征，这些研究和实践将MTSS框架应用于自决指导。描述了研究和实践的局限性和影响。

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A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS

Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have suggested a multi-tiered system of support (MTSS) framework could be used to organize self-determination instruction for all students. However, a systematic literature review to inform SDLMI implementation within MTSS has not been conducted. This systematic review examined intervention research, synthesizing key features that could inform ongoing research and practice applying an MTSS framework to self-determination instruction. Limitation and implications for research and practice are described.

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来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.