The Relationship between Early Elementary Teachers' Instructional Practices and Theoretical Orientations and Students' Growth in Writing

Autor/inn/en	Ritchey, Kristen D.; Coker, David L., Jr.; Jackson, Allison F.
Titel	The Relationship between Early Elementary Teachers' Instructional Practices and Theoretical Orientations and Students' Growth in Writing
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 28 (2015) 9, S.1333-1354 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9573-0
Schlagwörter	Early Childhood Education; Writing Instruction; Writing Achievement; Instructional Effectiveness; Curriculum Based Assessment; Teacher Surveys; Rating Scales; Norm Referenced Tests; Writing Evaluation; Writing Tests; Grade 1; Grade 2; Grade 3; Correlation; Teacher Attitudes; Beliefs; Elementary School Teachers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schreibunterricht; Unterrichtserfolg; Rating-Skala; Writing test; Schreibtest; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Korrelation; Lehrerverhalten; Belief; Glaube; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	We investigated the relationship between 28 teachers' theoretical orientations to writing instruction and self-reported instructional practices and student writing performance. First-, second-, and third-grade teachers completed the Teacher Writing Orientation Scale developed by Graham, Harris, MacArthur, and Fink (2002) and reported the frequency of common instructional practices in writing. Student writing samples included a curriculum-based measurement writing assessment administered three times across the spring of a single school year and a subtest of a norm-referenced writing assessment. The correlational relationships between teachers' theoretical orientations and their instructional practices varied by grade level. Multilevel models indicated that the relationships between teachers' orientations towards writing instruction and student outcomes varied depending on the writing outcome and whether the model was predicting writing achievement or growth. These findings point to the need for additional research that could help to develop a better understanding of the ways teachers' theoretical orientations, instructional practices, and student outcomes are related. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01