Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students

Journal article


Ng, Chi-hung, Graham, Stephen Edward, Renshaw, Peter, Cheung, Alan and Mak, Barley. (2024). Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students. International Journal of Educational Research. 124, pp. 1-21. https://doi.org/10.1016/j.ijer.2023.102304
AuthorsNg, Chi-hung, Graham, Stephen Edward, Renshaw, Peter, Cheung, Alan and Mak, Barley
Abstract

The current study examined writing beliefs and practices of 187 grades 4 to 6 teachers who taught writing in schools serving predominantly low SES students in Queensland, Australia. These participants completed a mailed survey that assessed their perceptions of preparation to teach writing to low SES students, time spent on writing instruction, frequency of writing instruction, students’ time spent on writing, efficacy beliefs for teaching writing, beliefs about these students’ cognitive attributes for successful writing, beliefs about the suitability of basic writing instruction for low SES students, frequency of teaching basic writing skills and frequency of teaching advanced writing skills. As predicted, these teachers did not feel that they were prepared adequately to teach writing to low SES students. Neither did they consider in-service support sufficient. These teachers spent limited time on teaching writing, with a majority (81 %) spending 1 or 2 h or less teaching writing each week. Most teachers held deficit beliefs about low SES students, considering them lacking cognitive and motivational attributes for successful writing. Most also considered basic writing instruction appropriate for low SES students. As expected, most teachers taught basic writing skills more often than advanced writing skills. The results of multiple regression analyses showed that teachers’ efficacy beliefs predicted frequency of teaching basic and advanced skills and moderated the effects of other teacher beliefs on how often basic writing skills were taught to low SES students.

KeywordsWriting ; Writing skills ; Writing instruction; Writing achievement ; Low SES students ; Teaching self-efficacy
Year01 Jan 2024
JournalInternational Journal of Educational Research
Journal citation124, pp. 1-21
PublisherElsevier Ltd. (UK)
ISSN0883-0355
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ijer.2023.102304
Web address (URL)https://www.sciencedirect.com/science/article/pii/S0883035523001672?via%3Dihub
Open accessPublished as non-open access
Research or scholarlyResearch
Page range1-21
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online05 Jan 2024
Publication process dates
Accepted21 Dec 2023
Deposited30 Aug 2024
Additional information

© 2023 The Author(s). Published by Elsevier Ltd.

This is an open access article under the CC BY-NC license
(http://creativecommons.org/licenses/by-nc/4.0/).

Place of publicationUnited Kingdom
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