TY - JOUR
T1 - Primary grade teachers' theoretical orientations concerning writing instruction
T2 - Construct validation and a nationwide survey
AU - Graham, Steve
AU - Harris, Karen R.
AU - MacArthur, Charles
AU - Fink, Barbara
N1 - Funding Information:
Preparation of this article was supported by the Center to Accelerate Student Learning, funded by the U.S. Department of Education’s Office of Special Education Programs (Grant H324V980001). This paper was accepted for publication during Dr. Royer’s term as Editor. Address correspondence and reprint requests to Steve Graham, University of Maryland, Department of Special Education, College Park, MD, 20742. E-mail: sg23@umail.umd.edu. 147
PY - 2002
Y1 - 2002
N2 - Teachers' practices are directly tied to their beliefs or theories about instruction. The purpose of the present study was to develop an instrument to measure primary grade teachers' theoretical orientations about writing instruction, provide construct validation for this instrument, and describe teachers' beliefs about writing instruction in the early grades. Factor analysis of responses from a nationwide sample of primary grade teachers yielded three distinct dimensions, measuring beliefs about the role of explicit instruction, correctness in students' writing, and natural learning methods. The validity of the instrument was supported by findings showing that teachers' orientations were related to classroom writing practices in a predictable and reliable manner. Finally, most of the participating teachers emphasized both explicit instruction as well as incidental and informal methods of learning (i.e., the natural learning) in their theory of writing instruction for young children, while downplaying the importance of correctness in writing.
AB - Teachers' practices are directly tied to their beliefs or theories about instruction. The purpose of the present study was to develop an instrument to measure primary grade teachers' theoretical orientations about writing instruction, provide construct validation for this instrument, and describe teachers' beliefs about writing instruction in the early grades. Factor analysis of responses from a nationwide sample of primary grade teachers yielded three distinct dimensions, measuring beliefs about the role of explicit instruction, correctness in students' writing, and natural learning methods. The validity of the instrument was supported by findings showing that teachers' orientations were related to classroom writing practices in a predictable and reliable manner. Finally, most of the participating teachers emphasized both explicit instruction as well as incidental and informal methods of learning (i.e., the natural learning) in their theory of writing instruction for young children, while downplaying the importance of correctness in writing.
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U2 - 10.1006/ceps.2001.1085
DO - 10.1006/ceps.2001.1085
M3 - Article
AN - SCOPUS:0036235513
SN - 0361-476X
VL - 27
SP - 147
EP - 166
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 2
M1 - 91085
ER -