Teachers Beliefs and Practices for the Teaching of Writing in the New Zealand Elementary School: Influences on Student Progress

Autor/inn/en	Walls, Helen; Johnston, Michael
Titel	Teachers Beliefs and Practices for the Teaching of Writing in the New Zealand Elementary School: Influences on Student Progress
Quelle	In: Australian Journal of Learning Difficulties, 28 (2023) 1, S.27-54 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2023.2208145
Schlagwörter	Teacher Attitudes; Teaching Methods; Writing Instruction; Elementary School Teachers; Foreign Countries; Writing Achievement; Direct Instruction; Writing Processes; Sociocultural Patterns; Constructivism (Learning); New Zealand + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Soziokulturelle Theorie; Neuseeland
Abstract	In the present study, the effects of teachers' beliefs and practices about writing pedagogy on students' progress were investigated in the context of the New Zealand primary school system. A total of 626 teachers completed a survey on their beliefs and practices. Principal component analysis of beliefs isolated three dimensions, reflecting valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches. Analysis of the practices data isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. Next, a sub-sample of 19 survey respondents supplied writing samples from their students, at two time points, allowing for the measurement of progress over time. Associations between teachers' scale locations for reported beliefs and practices, and their students' progress were explored. Explicit teaching beliefs and practices were positively correlated with progress and socio-cultural practices were negatively correlated with progress. Our findings support the use of explicit methods for the teaching of writing and cast some doubt over the efficacy of constructivist approaches. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01