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
Authors | Ng, Chi-hung, Graham, Stephen Edward, Renshaw, Peter, Cheung, Alan and Mak, Barley |
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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. |
Keywords | Writing ; Writing skills ; Writing instruction; Writing achievement ; Low SES students ; Teaching self-efficacy |
Year | 01 Jan 2024 |
Journal | International Journal of Educational Research |
Journal citation | 124, pp. 1-21 |
Publisher | Elsevier Ltd. (UK) |
ISSN | 0883-0355 |
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 access | Published as non-open access |
Research or scholarly | Research |
Page range | 1-21 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 05 Jan 2024 |
Publication process dates | |
Accepted | 21 Dec 2023 |
Deposited | 30 Aug 2024 |
Additional information | © 2023 The Author(s). Published by Elsevier Ltd. |
This is an open access article under the CC BY-NC license | |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/90x6v/australian-grades-4-to-6-teachers-beliefs-and-practices-about-teaching-writing-to-low-ses-students
Download files
Publisher's version
OA_Ng_2024_Australian_grades_4_to_6_teachers.pdf | |
License: CC BY-NC 4.0 | |
File access level: Open |
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