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Special and general education teachers’ beliefs about writing and writing instruction
Graham, Steve Collins, Alyson A. Ciullo, Stephen
Graham, Steve
Collins, Alyson A.
Ciullo, Stephen
Abstract
Seventy-six general education and 67 special education teachers working in the same 66 elementary schools were surveyed about their beliefs about writing. Each teacher taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Survey findings indicated that general education teachers believed that they were better prepared to teach writing than special education teachers, and they were more positive about their own efforts to learn to teach writing. General education teachers also held more positive attitudes about teaching writing and their own capabilities as a writer than their special education counterparts. Furthermore, general educators were more likely than special educators to indicate that writing developed through effort and process, and less likely to think that writing knowledge came from experts. Beliefs about adequacy of preparation to teach writing predicted teachers’ beliefs about their level of knowledge to teach writing, efficacy to overcome students’ writing difficulties, and attitudes toward teaching writing. Recommendations for future research and implications for practice are presented.
Keywords
beliefs, teachers, special education, teacher efficacy, attitudes, epistemology
Date
2023
Type
Journal article
Journal
Journal of Learning Disabilities
Book
Volume
56
Issue
3
Page Range
163-179
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled