Teaching Writing in Grades 7–9 in Urban Schools in the Greater China Region

• In Event: Poster Session 2
  In Poster Session: Literacy Instruction

Abstract

A random sample of 1,724 Grades 7 to 9 Chinese language arts teachers in Shanghai, Hong Kong, Macao, and Taipei City were surveyed about classroom instructional writing practices in June 2015 in order to draw recommendations for improving writing instruction in middle schools. Seventy seven percent (n = 1334) of the teachers completed the survey. Chinese writing instructional practices in Shanghai, Hong Kong, Macao, and Taipei are compared. The relationships among teacher preparedness, motivation for teaching writing, teacher’s attitudes towards writing and teaching writing, and teachers’ instructional practices are also examined.

Authors

• Tien Ping Hsiang, University of Macau

• Steve Graham, Arizona State University

• Ping Man Wong, University of Macau