Students often experience psychological barriers that negatively impact their academic performance. For example, students may experience motivated disengagement and limited access to manageable and actionable strategies when needed. Past research has shown that scientifically informed interventions can mitigate such barriers and improve success…

Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of…

Implementation supports for teachers can significantly impact the degree to which evidence-based practices are used as intended with secondary students across settings and content areas. The present analysis focused on examining the impact of teacher implementation supports on the goals set by students with and without disabilities engaging in an…

This research followed students over their first two years of college. During this time, many students lose sight of their goals, leading to poor academic performance and leaving STEM and business majors. This research was the first to examine longitudinal changes in future vividness, how those changes impact academic success, and identify sex…

Prior literature in engineering education has focused on student-centered learning by utilizing active, constructive, and interactive instructional strategies. However, most research focused on evaluating the effectiveness of these instructional strategies by comparing them with traditional approaches, which typically placed students in passive…

This paper explores how learning analytics data provided by a math problem-solving educational technology platform informed 5th and 6th grade teachers' instructional decisions around socioemotional learning (SEL). MathSpring is an educational technology tool that provides teachers with data on students' effort, progress, and emotions while…

The current study investigated the impact of manipulating reading strategy, reading the questions first (QF) or the passage first (PF), during a reading comprehension test, and we explored how reading strategy was related to student characteristics. Participants' eye movements were monitored as they read 12 passages and answered multiple-choice…

Researchers often invoke the metaphor of a pipeline when studying participation in careers in science, technology, engineering, and mathematics (STEM), focusing on the important issue of students who "leak" from the pipeline, but largely ignoring students who persist in STEM. Using interview, survey, and institutional data over 6 years,…

Parent-child coregulation, thought to support children's burgeoning regulatory capacities, is the process by which parents and their children regulate one another through their goal-oriented behavior and expressed affect. Two particular coregulation patterns--dyadic contingency and dyadic flexibility--appear beneficial in early childhood, but…

Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic…

Self-determination, defined by acting as the causal agent in one's life, plays a critical role in the transition from high school to postsecondary education, employment, and community living for all students, including students with significant support needs. The "Self-Determined Learning Model of Instruction" (SDLMI) is a teaching model…

The purpose of this study was to understand a school-based mentoring model that uses school staff as adult mentors. This study presents existing literature on school-based mentoring models along with a case study of one teen parent high school. The report also includes step-by-step guidance for implementation. At the case study school, all school…

To promote and enhance self-determination, the Self-Determined Learning Model of Instruction (SDLMI) was developed for teachers to teach students the skills needed to engage in goal-directed actions. The SDLMI was originally designed to be delivered by teachers, but technologies are emerging that can provide an alternative medium to delivering…

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based model of instruction implemented by a facilitator (e.g., general or special education teacher, family member, related service professional, transition professional) to enable students to learn to self-regulate problem solving in service to a goal. Students learn how to…

Middle grades teachers want early adolescents to take responsibility for their own learning and success in school. One way to encourage this is with "interactive homework," which enables students to lead conversations with a parent or family partner about something interesting they are learning in class. An exploratory study tested…