Author: Maureen Sutlive TaylorPublisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 244
Book Description
Exploring the Relationship Between Teacher Efficacy and Beliefs and Orientations Towards Writing
Author: Maureen Sutlive TaylorPublisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 244
Book Description
Text(uring) the Fabric of Teachers’ Beliefs
Author: Kim MackrellPublisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 248
Book Description
Teachers’ beliefs have been shown to be highly influential upon their decisions regarding instructional practices. Despite the important role beliefs have in shaping instruction, limited research explores the teacher belief-practice relationship in New Zealand (NZ) writing classrooms. This study aimed to examine the relationship between NZ year 7 and 8 writing teachers' beliefs and instructional practices, two years of schooling where underachievement persists. The explanatory sequential mixed-methods design had two successive phases. The first phase used an online questionnaire (N = 204) to identify beliefs about writing, namely, teacher-participants’ attitudes, self-efficacy towards teaching writing, and theoretical orientation, and their use of evidence-based writing practices. During the second phase, in-depth case-study data (N = 4) were used to interrogate the findings from the questionnaire and establish an understanding of the influences on teachers’ beliefs. From the questionnaire data, teachers reported positive attitudes and self-efficacy towards teaching writing although most feelings of preparedness came from in-service training or their own personal preparation rather than University courses. Factor analysis determined that teachers predominately orient their practice towards hybrid teaching, which combines explicit instruction with student-centred approaches. Two other orientations were identified: explicit instruction and correct writing. Both teachers’ theoretical orientation and attitude towards writing made unique contributions to predicting teachers’ use of evidence-based practices. Correlation analysis highlighted a relationship between the hybrid teaching orientation and most evidence-based writing practices. All case-study teachers, according to the questionnaire, aligned their writing instruction towards hybrid teaching; however, the manifestation of this was unique in each classroom as teachers drew from different sources of influence, other related beliefs influenced the selection of instructional practices, and differing conceptualisations of their role as a writing teacher. The findings suggest that NZ year 7 and 8 writing teachers’ beliefs influence their instructional decisions. Teachers draw from a variety of sources and writing discourses, creating an eclectic approach to writing instruction. Additionally, for the case-study teachers, some beliefs and practices were absent, primarily around viewing writing as a social practice with the potential to create social change. It is hypothesised that teachers’ beliefs will become more explicit and their instructional choices more deliberate if they become aware of the influence their beliefs have on their instructional practices and have a broader understanding of writing discourses.
Student and Teacher Writing Motivational Beliefs
Author: Steve GrahamPublisher: Frontiers Media SA
ISBN: 283254441X
Category : Science
Languages : en
Pages : 267
Book Description
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.
Examining Relationships Among Teachers' Preparation, Efficacy, and Writing Practices
Author: Mary Elisabeth BrindlePublisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 95
Book Description
Writing Instruction
Author: Tammy L. BennettPublisher:
ISBN: 9781339455044
Category : Composition (Language arts)
Languages : en
Pages : 331
Book Description
This mixed-methods study focused on first, second, and third grade elementary teachers from a Northwest Suburban Chicago school district, who were fully implementing the Being a Writer (Developmental Studies Center, 2007) program for the first time in their classrooms. The Being a Writer program provides teachers with daily writing lesson plans in addition to mentor texts that serve as proficient writing models for students. The quantitative portion of the study included administering pre-and post-study surveys to 11 teacher participants. The four survey components were a Demographic Information questionnaire (Graham et al., 2001), the Teaching Efficacy Scale for Writing (Graham et al., 2001), the Writing Orientation Survey (Graham et al.), and the Teaching Writing Survey (Graham et al.). Three focal teachers also participated in a qualitative multiple case study. The qualitative portion of the study included individual teacher interviews, classroom writing lesson and workshop observations, teacher self-reports, and document collection. A cross-case analysis was then conducted to examine similarities and differences across the three focal participants' data. The quantitative findings indicated there were no statistically significant changes in either the teachers' self-efficacy for teaching writing or their beliefs about teaching writing. One statistically significant change between the pre- and post-study survey results suggested that teachers assessed student writing less often after they implemented Being a Writer. However, the qualitative findings indicated that two of the focal teachers' personal self-efficacy for teaching writing increased during this study. All three focal teachers' beliefs about teaching writing fluctuated between a Correct Writing and a Natural Learning belief orientation as they implemented Being a Writer. Focal teachers' beliefs about the value of having students choose their own topics to write about strengthened. Other qualitative findings suggested that all three of the focal participants increased how often they had their students plan their writing, and two participants increased how often they had students confer with peers about their writing. This study's findings indicate that teachers' self-efficacy for teaching writing, beliefs about teaching writing, and use of instructional writing strategies may change as they implement an evidence-based writing program.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 522
Book Description
Exploring the Self-Efficacy Beliefs of a Writing Teacher Through the Practice of Student-Centered, Asset-Based Pedagogies
Author: Erin TintiPublisher:
ISBN:
Category : Education
Languages : en
Pages : 0
Book Description
Teachers, specifically early career teachers, report that they do not have high selfefficacybeliefs when it comes to teaching writing to adolescent students in the classroom. Previous studies show that early career teachers of writing report not having much in the way of formal education on how to teach writing during their pre-service teacher education courses, therefore leaving them with limited concept knowledge for how to teach writing during their first years in the classroom. Most early career teachers default to a productfocused, teacher-centered approach to teaching writing, one that focuses on the form and function of the writing being produced and where the teacher is the authority on what constitutes good writing in the writing classroom. This approach, however, does not show any reported improvements of self-efficacy for teaching writing by early career writing teachers. This study sought to find whether utilizing a student-centered, asset-based approach to teaching writing, one that decenters the teacher and focuses on the process over the product, leveraging student assets, identities, and interests as the starting place from which to grow the student writer, could have an impact on the reported self-efficacy of the writing teacher. This dissertation is rooted in Bandura's self-efficacy theory and two theoretical frameworks: student-centered pedagogy and asset-based pedagogy. The chosen methodology was Participatory Narrative Inquiry (PNI) and the study focused on one participant, an early career 7/8 grade teacher of writing. Findings from this study indicate that developing further concept knowledge and utilization of student-centered, asset-based pedagogies had a positive effect on the participant's perceived self-efficacy for teaching writing. Furthermore, the data collection strategies that included collaboration between the researcher and the participant also had a positive effect on positive perceptions of selfefficacy for teaching writing.
Exploring the Relationship Between Personal Teacher Efficacy and Career Trajectory
Author: Michael D. UdenWriting for Pleasure
Author: Ross YoungPublisher: Routledge
ISBN: 1000298841
Category : Education
Languages : en
Pages : 206
Book Description
This book explores what writing for pleasure means, and how it can be realised as a much-needed pedagogy whose aim is to develop children, young people, and their teachers as extraordinary and life-long writers. The approach described is grounded in what global research has long been telling us are the most effective ways of teaching writing and contains a description of the authors’ own research project into what exceptional teachers of writing do that makes the difference. The authors describe ways of building communities of committed and successful writers who write with purpose, power, and pleasure, and they underline the importance of the affective aspects of writing teaching, including promoting in apprentice writers a sense of self-efficacy, agency, self-regulation, volition, motivation, and writer-identity. They define and discuss 14 research-informed principles which constitute a Writing for Pleasure pedagogy and show how they are applied by teachers in classroom practice. Case studies of outstanding teachers across the globe further illustrate what world-class writing teaching is. This ground-breaking text is essential reading for anyone who is concerned about the current status and nature of writing teaching in schools. The rich Writing for Pleasure pedagogy presented here is a radical new conception of what it means to teach young writers effectively today.
Teacher Efficacy, Orientations Toward Children and Self-esteem
Author: Colin John GibbsPublisher:
ISBN:
Category : Student teachers
Languages : en
Pages : 446
Book Description