A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning

By M. Wehmeyer, M. Agran, C. Hughes. 2000

363 citations recorded by the source corpus.

Subfields: Psychiatry and Mental health, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0abd233777fbe774aff16a769625d1fbb70ec25c

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In Psychiatry and Mental health

In Safety Research

In Sociology and Political Science

Citations in the corpus

Effects of the Self-Directed IEP on Student Participation in Planning Meetings (2006, background): “Also, these findings present further evidence to support the importance of teaching selfdetermination skills to students with mild to moderate mental retardation (Martin et al., 2003; Ward, 1988; Wall & Dattilo, 1995; Wehmeyer et al., 2000) and the notion that students can successfully participate i”
The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices (2014, background): “If we want students to be empowered, teachers need to be empowered as well (Wehmeyer et al., 2000).”
Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators (2008, background): “In a national survey of secondary special educators, Wehmeyer, Agran, and Hughes (2000) found that more than two thirds of teachers indicated that some or all of their students had educational goals addressing self-determination on their individualized education program (IEP) or individualized…”
From Marginalized to Maximized Opportunities for Diverse Youths With Disabilities (2008, background): “Despite a growing number of studies demonstrating positive outcomes of increased self-determination skills, teachers report knowing little about self-determination and how to implement self-determination instruction in their classroom ( Wehmeyer, Agran, & Hughes, 2000 ).”
Self-Determination for Students with Disabilities: Views of Parents and Teachers (2003, background): “Wehmeyer et al. (2000) reported that teachers working in less restrictive environments were more likely to believe that instruction in self-determination was needed.”
Research-Based Principles and Practices for Educating Students with Autism: Self-Determination and Social Interactions (2010, neutral): “…teaching students to become more self-determined is important (Carter, Lane, Pierson, & Stang, 2008; Thoma, Pannozzo, Fritton, & Bartholomew, 2008; Wehmeyer, Agran, & Hughes, 2000) and there are numerous curricular and instructional models identiﬁed to enable them to provide this instructional…”
Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction (2006, background): “…learning strategies are ranked high by teachers as an instructional technology to promote positive learning outcomes in general education (Agran & Alper, 2000), relatively few teachers are teaching these skills (Karvone, Test, Wood, Browder, & Algozzine, 2004; Wehmeyer et al., 2000).”
Promoting Transition Goals and Self-Determination through Student Self-Directed Learning: The Self-Determined Learning Model of Instruction (2000, neutral): “Wehmeyer, Agran, and Hughes (2000) found that 60% of more than 1,200 teachers working with adolescents with cognitive dis abilities were familiar with the self-determina tion construct, and that between 90% and 98% of teachers indicated that related instruc tion in this area was either "moderately…”
Putting Self-Determination into Practice (2004, result): “This finding was similar to (a) Wehmeyer and Schwartz (1998a), who found no SD skills in 895 IEP transition goals; (b) Wehmeyer, Agran, and Hughes (2000), who found 31% of secondary-level teachers reported writing no SD goals in student IEPs, 47% reported writing SD IEP goals for some students, and…”