Author: Lindsay WongPublisher:
ISBN:
Category :
Languages : en
Pages : 252
Book Description
Self-efficacy and Writing Development of Elementary Students
Author: Lindsay WongHandbook of Writing Research, Second Edition
Author: Charles A. MacArthurPublisher: Guilford Publications
ISBN: 1462529313
Category : Language Arts & Disciplines
Languages : en
Pages : 481
Book Description
The definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations--including students with disabilities and English learners--are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified. New to This Edition *Chapters on genre instruction, evaluation and revision, argumentative writing, computer-based instruction, and professional development. *Chapters on new literacies, out-of-school writing, translation, and self-regulation. *Many new topics and authors, including more international perspectives. *Multiple chapters connect research findings to the Common Core writing standards. See also the editors' Best Practices in Writing Instruction, Second Edition, an accessible course text and practitioner's guide.
Self-efficacy in the Teaching of Writing
Author: Renae Mattson-MartinezPublisher:
ISBN: 9780549841531
Category :
Languages : en
Pages : 350
Book Description
This study looks at professional development of teachers of writing through their participation in the first year of IIMPaC (In-service, Inquiry, Modeling, Practice and Coaching). IIMPaC is a program of the South Coast Writing Project (SCWriP), a site of the National Writing Project (NWP). The IIMPaC program is a three-year professional development program that works at developing teachers' confidence and abilities first as writers, experiencing the writing process as their students do, and secondly as teachers of writing. Through analysis of observations, surveys, and interviews, this study showed that each teacher-participant gained knowledge and insight into the teaching of writing that would, or had already, influenced their classroom practices. Further research is needed to measure the depths of impact participation has on classroom practices throughout years two and three of this three-year program, as well as the impact participating in IIMPaC has on student writing.
Writing and Motivation
Author: Suzanne HidiPublisher: BRILL
ISBN: 1849508216
Category : Education
Languages : en
Pages : 346
Book Description
The aim of this volume is to bring together contributions from international research on writing and motivation. It not only addresses the basic question of how motivation to write can be fostered, but also provides analyses of conceptual and theoretical issues at the intersection of the topics of motivation and writing. What emerges from the various chapters is that the motivational aspects of writing represent a rich, productive and partially still unexplored research field. This volume is a step in the direction of a more systematic analysis of the problems as well as an effort to present and compare various models, perspectives and methods of motivation and writing. It addresses the implications of writing instruction based on the 2 main approaches to writing research: cognitive and socio-cultural. It provides systematic analysis of the various models, perspectives, and methods of motivation and writing. It brings together the international research available in this burgeoning field.
Examining the Writing Motivation and Achievement of At-risk Elementary-aged Students
Author: Melissa Sue MartinPublisher:
ISBN:
Category : Achievement motivation in children
Languages : en
Pages : 166
Book Description
Writing achievement of students in the United States is weak. Approximately 75% of 12th graders are not proficient writers (National Center for Educational Statistics, 2012) and performance of students in poverty lags behind that of more affluent peers. Because writing is complex (Torrance & Galbraith, 2006) and often viewed as aversive to students (Boscolo & Gelati, 2013), motivation is an important consideration for teachers. However, little research exists examining writing motivation. A correlational research design was employed to examine writing achievement and motivation (i.e., self-efficacy and attributions) of at-risk elementary-aged students (N = 61). Participants, who attended Title 1 schools (in grades 3-5), completed several measures of writing motivation and writing achievement (Narrative Writing Self-Efficacy Scale, Writing Skills Self-Efficacy Scale [Pajares, Hartley, & Valiante, 2001], Student Writing Attributions Scale, and Test of Written Language-IV [Hammill & Larsen, 2009]). Relations among motivation variables and writing achievement were examined, as well as differences in motivation and proficiency based on sex and grade-level. Results indicate a significant relation between narrative writing self-efficacy and writing achievement (p .01) as well as a significant relation between writing skills self-efficacy and writing achievement (p
Relating Elementary Students' Process Portfolios to Writing Self-efficacy and Performance
Author: Iolie NicolaidouPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Writing performance is essential for academic success at all levels. To help elementary school students become better and motivated writers, educators need to help them have functional writing self-efficacy beliefs that slightly exceed what a learner can actually accomplish. A suggested way to achieve this is having students create process portfolios to: a) document the writing process and their progress monitoring, b) have access to peers' work and c) receive feedback. This multiple case study explored the development of students' writing performance and writing self-efficacy beliefs through a one-academic-year implementation of process portfolios in three fourth grade elementary school classes (N=63 students) in Cyprus. The students of two fourth grade classes (n2=23, n3=20) created paper-based process portfolios, while in the researcher's class (n1=20) students created digital portfolios. The study explored how process portfolio affordances, such as a process approach in writing, progress monitoring (goal setting, reflection, self-evaluation), access to peers' work and feedback related to students' writing performance and self-efficacy and how this relationship changed over time. It relied on a mixed method (quantitative and qualitative) research methodology comprised of pre- mid-and post- portfolio implementation students' writing performance and self-efficacy tests, teachers' and students' interviews on their perceptions of portfolios and a portfolio artifact analysis. While there is much to understand regarding the impact of portfolios on students' writing performance and writing self-efficacy the results of this study produced several important findings and practical implications related to portfolio use and the added pedagogical benefits of portfolio affordances. The key findings revealed that students' writing performance increased over time. Learning gains were also found in students' ability to provide corrective feedback and constructive comments to their peers' work, to set goals, and to provide accurate self-evaluations of their work. Students' writing self-efficacy increased over time and became more accurate as it reflected students' actual performance by the end of portfolio implementation. Implications for practice and guidelines based on a bottom-up approach that could facilitate a large-scale implementation of digital and paper-based portfolios in Cyprus in the future are offered.
Every Child Can Write, Grades 2-5
Author: Melanie MeehanPublisher: Corwin Press
ISBN: 1544384084
Category : Education
Languages : en
Pages : 364
Book Description
Empowering striving writers to thrive as writers! Somehow, in every classroom during every year, there are students who keep us up at night because of the instructional challenges they face as writers. These students—our striving writers—may find success exploring different entry points and pathways than those their classmates travel. Every Child Can Write will help you lead striving writers along their journey toward growth, confidence, and success. Filled with practical strategies, classroom-management ideas,and reproducible tools, this book also offers low- and high-tech solutions for increasing writing volume and boosting self-esteem. Plus, with suggestions for differentiating instruction based on standards and student needs, it will help you: Implement principles of UDL to optimize your classroom environment and student learning; Identify and honor students’ strengths throughout your writing instruction; Maximize the power of formative assessment to set goals with students; and Integrate the most appropriate technology that empowers students and leads them to independence. As essential as writing is in elementary school, it will be even more important when your students reach middle school. Now is the time to give them the skills, practice, and confidence they need to succeed. As we know, in distance learning caregivers and teachers partner more than ever to help students with writing. The Distance Learning companion to Every Child Can Write is for teachers to share with caregivers to help children develop their writing lives—even while learning at home. Each of the eight modules contains video clips that talk caregivers through tools for supporting their student writers, along with downloadable tools that can be used by teachers or caregivers.
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.
Elementary students' writing self-efficacy beliefs and expository writing
Author: Mark MartinezPublisher:
ISBN:
Category : Language arts (Elementary)
Languages : en
Pages : 172
Book Description
"This study investigated the relationship between elementary students' writing self-efficacy beliefs and expository writing. Seventy-four elementary students in grades 3, 4, 5 and 6 responded to surveys about their writing self-efficacy beliefs and wrote expository essays in a quasi-experimental design. Although previous researchers found writing self-efficacy to be a strong predictor of writing performance, a weak correlational relationship was found between general writing self-effiacy and expository writing performance. Furthermore, the more specific writing self-efficacy survey did not produce significant associations. A developmental writing self-efficacy trend was seen that was not consistent with previous research of supportive of social cognitive theory. The small sample number may have impacted statistical thresholds. Implications and suggestions for future research are discussed."--From the abstract.
Reading Engagement
Author: John T. GuthriePublisher:
ISBN:
Category : Education
Languages : en
Pages : 264
Book Description
Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, "Reading Engagement: A Rationale for Theory and Teaching" (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) "Children's Motivations for Reading and Reading Engagement" (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes" (Dale H. Schunk and Barry J. Zimmerman); (3) "Motivation, Volition, and Collaborative Innovation in Classroom Literacy" (Lyn Corno and Judi Randi); (4) "The Pull of the Text and the Process of Involvement in Reading" (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) "Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning" (Anne P. Sweet); (6) "The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation" (Robert B. Ruddell and Norman J. Unrau); (7) "Characteristics of Classrooms That Promote Motivations and Strategies for Learning" (John T. Guthrie and Ann Dacey McCann); (8) "Integrating Science and Literacy Experiences to Motivate Student Learning" (Roger Bruning and Barbara M. Schweiger); (9) "Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds" (Kathryn H. Au); (10) "Starting Right: Strategies for Engaging Young Literacy Learners" (Julianne C. Turner); (11) "Incentives and Intrinsic Motivation to Read" (Linda B. Gambrell and Barbara Ann Marinak); and (12) "School Change and Literacy Engagement: Preparing Teaching and Learning Environments" (Carol Minnick Santa). (RS)