Predicting Efficacy to Teach Writing

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2022-06-23 DOI:10.1086/720640
Steve Graham, Tien Ping Hsiang, Amber B. Ray, Guihua Zheng, Michael A. Hebert
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引用次数: 5

Abstract

Three studies examined if teachers’ beliefs about writing predicted their efficacy to teach writing. We surveyed primary grade teachers from Taiwan (N = 782), Shanghai (N = 429), and the United States (N = 214). At each location, teachers completed surveys assessing attitudes toward writing and the teaching of writing, beliefs about students’ progress as writers, and epistemological beliefs about writing instruction, writing development, and writing knowledge. We examined if each of these beliefs made unique and statistically significant contributions to predicting efficacy to teach writing after variance due to all other predictors, as well as personal and contextual variables, was controlled. With one exception, these three sets of beliefs each accounted for unique variance in predicting teacher efficacy at each location. There was, however, variability in unique variance in teacher efficacy scores accounted for by specific beliefs across locations and the factor structure of various measures by location.
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预测写作教学效果
三项研究考察了教师对写作的信念是否能预测他们的写作教学效果。我们调查了来自台湾(N=782)、上海(N=429)和美国(N=214)的小学教师。在每个地点,教师都完成了调查,评估对写作和写作教学的态度,对学生作为作家的进步的信念,以及对写作教学、写作发展和写作知识的认识论信念。我们研究了在所有其他预测因素以及个人和上下文变量的方差得到控制后,这些信念中的每一个是否对预测写作教学效果做出了独特且具有统计学意义的贡献。除了一个例外,这三组信念在预测每个地点的教师效能方面都有独特的差异。然而,教师效能感得分的独特差异存在可变性,这是由不同地点的特定信念和不同地点的各种测量的因素结构所解释的。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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