Exploring Writing Instructional Practices, Teacher Beliefs, and Student Writing Outcomes: A Classroom Observation Study

• In Event: AERA Roundtable Session 12
  In Roundtable Session: Innovative Classroom Observational Studies in Grades K–6 (Table 8)

Abstract

One of the greatest factors affecting student writing achievement is teachers’ beliefs about writing and teaching writing, which strongly influence the quality of instruction provided in the classroom. Existing research has also demonstrated that the most effective writing teachers have strong self-efficacy for writing and teaching writing, and a teacher’s beliefs can strongly influence their students’ efficacy toward writing. This study used authentic classroom observations to explore the relationships between teachers’ beliefs about writing, their instructional practices related to writing, and students’ writing outcomes. Some findings support prior literature, such as focusing on the writing-process increasing student achievement. However, others (such as a negative impact of providing opportunities for peer collaboration) deviate from established best-practices and warrant further exploration.

Authors

• Katherine Landau Wright, Boise State University

• Sherry Dismuke, Boise State University

• Jadelyn A. Abbott, Weber State University

• Tracey S. Hodges, The Empowering Advocate LLC

• Peter Boedeker, Baylor College of Medicine