Implementing Self-Determination Activities

Abstract

A statewide collaborative team of a university researcher, state department of education project staff, local school teachers and administrators, and parent consultants examined how a variety of secondary schools implemented and assessed student self-determination activities. The purpose was to link research to practice by systematically engaging in observation and dialogue about factors affecting implementation and sustainability of self-determination activities within schools. We used multiple methods, including participant observation, interviews, networking groups, and student assessments, to gather and evaluate information. Our analyses focused on generating lessons learned that had potential value for participants as well as a broader audience of practitioners, researchers, and policymakers. These lessons included the importance of engaging general educators in dialogue about the self-determination opportunities within the general curriculum.