Self-determination and Leader in Me schools: a case study

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dc.contributor Erevelles, Nirmala
dc.contributor Kuntz, Aaron
dc.contributor Myrick, John
dc.contributor Swoszowski, Nicole
dc.contributor.advisor Mutua, Kagendo
dc.contributor.author Shaw, Shandra Meshell
dc.date.accessioned 2020-09-30T17:24:52Z
dc.date.available 2020-09-30T17:24:52Z
dc.date.issued 2020
dc.identifier.other u0015_0000001_0003615
dc.identifier.other Shaw_alatus_0004D_14091
dc.identifier.uri http://ir.ua.edu/handle/123456789/7014
dc.description Electronic Thesis or Dissertation
dc.description.abstract This investigation employed a qualitative single case embedded design to understand the teaching practices and self-determination experiences of students with high incidence disabilities in a Lighthouse elementary Leader in Me school. This study addressed the following research questions: 1) how do teachers in an elementary Lighthouse Leader in Me school both understand and support students’ with high incidence disabilities need for autonomy, competence, and relatedness; 2) how does training in the 7 Habits principles impact self-determined behaviors among students with high incidence disabilities in an elementary Lighthouse Leader in Me school; and 3) how does the social contextual environment of an elementary Lighthouse Leader in Me school support the exercise and expression of self-determined behaviors for students with high incidence disabilities. Participants included four fifth-grade students with specific learning disabilities and Attention Deficit with Hyperactivity Disorder who received special education services inside the general education classroom for at least 80% of the school day. Data were collected using semi-structured interviews, student leadership portfolio discussions, school tours, observations, and artifact examination. Data were analyzed using common comparative thematic analysis. Results suggest that a culture of high expectations accompanied by teacher supports created an inclusive learning environment conducive for self-determined behaviors among students with high incidence disabilities. Overall, students experienced positive self- iii determination outcomes with limited sustained impact. Recommendations for program considerations and further research are provided.
dc.format.extent 200 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Special education
dc.title Self-determination and Leader in Me schools: a case study
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Special Education and Muliple Abilities
etdms.degree.discipline Special Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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