Self-determination and elementary education: Elementary school teachers? knowledge of and use of interventions to promote self-determination.

2011

Michael Wehmeyer
[email protected]
785-864-0723

NCLBA and IDEIA call for an emphasis on accountability to improve student achievement in academic areas for all students and promoting self-determination has been proposed as a means to achieve this outcome. In this study, 407 elementary school teachers in 30 states were surveyed to measure (a) their perceptions of the importance of self-determination, (b) to what extent they teach it and (c) the barriers they perceive that inhibit them from teaching it. Both general and special educators assigned considerable importance to self-determination instruction and both reported at least occasionally providing such instruction. We found a lack of congruence between the value teachers place on promoting self-determination and the time they devote to teaching self-determination skills.

Self-Determination, Elementary Education, Teacher Knowledge

Peer-reviewed publications in scholarly journals submitted

Professionals

Electronic (disc, CD, 508 compliant web posting)

N/A