دورية أكاديمية
Teaching Writing in Primary Education: Classroom Practice, Time, Teachers' Beliefs and Skills
| العنوان: | Teaching Writing in Primary Education: Classroom Practice, Time, Teachers' Beliefs and Skills |
|---|---|
| اللغة: | English |
| المؤلفون: | Rietdijk, Saskia, van Weijen, Daphne, Janssen, Tanja, van den Bergh, Huub, Rijlaarsdam, Gert |
| المصدر: | Journal of Educational Psychology. Jul 2018 110(5):640-663. |
| الإتاحة: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Writing Instruction, Elementary School Teachers, Educational Practices, Teacher Attitudes, Teaching Skills, Writing (Composition), Process Approach (Writing), Writing Strategies, Time Factors (Learning), Writing Attitudes, Self Efficacy, Correlation, Instructional Innovation, Questionnaires, Interviews, Observation, Program Implementation, Teaching Methods, Statistical Analysis |
| مصطلحات جغرافية: | Netherlands |
| DOI: | 10.1037/edu0000237 |
| تدمد: | 0022-0663 |
| مستخلص: | The aim of this study was to provide insight into the current practice of writing instruction in Dutch primary education, as a stepping stone for designing and implementing sustainable innovations that could satisfy both practitioners and policymakers. We investigated the extent to which three domain-specific approaches--communicative writing, process writing, and writing strategy instruction--and general features of high-quality instruction were implemented in writing lessons in the upper grades of primary schools. We also examined the learning time for writing, teachers' views on writing and writing instruction, how efficacious they feel about teaching writing, and how skilled they are in the writing instruction domain. Lastly, we explored relations between classroom practices, learning time, and teachers' beliefs and skills through correlation analysis, to identify potential aids and constraints to guide innovations in writing education. Participants were 61 teachers of 45 primary schools in the Netherlands. Data were collected through questionnaires, stimulated recall interviews and over 100 lesson observations. Results indicated that the three domain-specific approaches for writing instruction were insufficiently implemented in Dutch classrooms, as were differentiating and the teaching of learning strategies. The allocated learning time was also insufficient, but the realized learning time and the extent to which teachers promoted active learning were satisfactory, providing a strong basis for curricular improvement. Several relations were found between teachers' classroom practices, learning time, and teachers' beliefs and skills in the domain of writing instruction. Finally, we discuss options for sustainable innovations of writing instruction in this national context. |
| Abstractor: | As Provided |
| Number of References: | 109 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1184271 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0022-0663 |
|---|---|
| DOI: | 10.1037/edu0000237 |