Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students?

Autor/inn/en	Graham, Steve; Wolbers, Kimberly; Dostal, Hannah; Holcomb, Leala
Titel	Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students?
Quelle	In: Journal of Deaf Studies and Deaf Education, 26 (2021) 3, S.438-450 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enab012
Schlagwörter	Elementary School Teachers; Deafness; Hearing Impairments; Students with Disabilities; Writing Instruction; Teacher Attitudes; Beliefs; Self Efficacy; Teacher Effectiveness; Epistemology; Teaching Methods; Writing Strategies; Skill Development; Writing Skills; American Sign Language; English; Connecticut; Florida; Illinois; Kentucky; Louisiana; Massachusetts; Michigan; New York; Ohio; Oklahoma; Pennsylvania; South Carolina; Tennessee; Washington + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schreibunterricht; Lehrerverhalten; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibtechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Writing skill; Schreibfertigkeit; English language; Englisch; Master-Studiengang
Abstract	Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United States slightly agreed that they were efficacious writing teachers and they were slightly positive about their writing. They slightly agreed that learning to write involves effort and process, moderately disagreed that writing development is innate or fixed, slightly disagreed that knowledge about writing is certain, and were equally split about whether writing knowledge comes from authorities and experts. On average, teachers applied the twenty-two instructional writing practices surveyed at least once a month. They reported their students wrote weekly, and their writing was supported through goal setting, feedback, and prewriting activities. Writing instruction mostly focuses on teaching grammar and how to plan compositions. Teacher self-efficacy uniquely and statistically predicted reported teaching practices after attitude toward writing, and epistemological beliefs were first controlled. Recommendations for future research and implications for practice are presented. [For the corresponding grantee submission, see ED614584.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01