期刊
ELEMENTARY SCHOOL JOURNAL
卷 -, 期 -, 页码 -出版社
UNIV CHICAGO PRESS
DOI: 10.1086/720640
关键词
-
资金
- Research Committee of the University of Macau [MYRG201600041-FED]
This study examined the predictive role of teachers' beliefs about writing on their efficacy to teach writing. The findings revealed that, with one exception, teachers' beliefs had unique effects on predicting teacher efficacy across different locations.
Three studies examined if teachers' beliefs about writing predicted their efficacy to teach writing. We surveyed primary grade teachers from Taiwan (N = 782), Shanghai (N = 429), and the United States (N = 214). At each location, teachers completed surveys assessing attitudes toward writing and the teaching of writing, beliefs about students' progress as writers, and epistemological beliefs about writing instruction, writing development, and writing knowledge. We examined if each of these beliefs made unique and statistically significant contributions to predicting efficacy to teach writing after variance due to all other predictors, as well as personal and contextual variables, was controlled. With one exception, these three sets of beliefs each accounted for unique variance in predicting teacher efficacy at each location. There was, however, variability in unique variance in teacher efficacy scores accounted for by specific beliefs across locations and the factor structure of various measures by location.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据