Examining the Demographic Factors Influencing Special Educator' Integration of Self-Determination Concept into Instruction
Bibliographic record
Abstract
This study aimed to explore the impact of special education teachers’ demographics including gender, school level taught, educational program, and teaching experience on the integration of self-determination concept into their instruction. A total of 883 elementary and secondary special educators participated in the research. The Classroom Self-Determination Teaching Assessment (CSDTA) was developed to assess the degree to which teachers integrate the self-determination notion into their instruction. Data were analyzed using descriptive and inferential statistics. Results indicated that there was no interaction among the four factors, nor among any combination of three of them. In summary, secondary school teachers demonstrated a significantly higher degree of teaching independent living skills than their elementary school counterparts, particularly those with more extensive teaching experience. Moreover, teachers in resource classes exhibited a greater proficiency in teaching self-advocacy and goal-setting skills, while those in self-contained classes predominantly focused on instructing independent living skills. Recommendations are provided.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".