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ERIC Number: EJ1026489
Record Type: Journal
Publication Date: 2013-Sep
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Factors that Predict Elementary Educators' Perceptions and Practice in Teaching Self-Determination
Cho, Hyun-Jeong; Wehmeyer, Michael; Kingston, Neal
Psychology in the Schools, v50 n8 p770-780 Sep 2013
Promoting self-determination has been suggested as a means for students with disabilities to access the general curriculum. We surveyed 407 elementary educators to examine a) the effects of classroom setting and teaching self-regulation strategies on the perceived importance and frequency of teaching self-determination; and b) the severity level of student disability, teacher primary assignment, teaching experience, and classroom and school setting on self-regulation instruction. Teaching experience and classroom setting predicted the use of self-regulation strategies, but primary assignment, school setting, and student disability did not. Self-regulation instruction predicted the frequency of teaching self-determination, but neither it nor classroom setting predicted the perceived importance of teaching self-determination. Limitations and implications of this study are discussed, and suggestions for future research are offered.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A