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The Nature of Elementary Writing Teachers' Instructional Practices and the Effects of Experience, Professional Preparation, Teaching Efficacy Beliefs, Knowledge, and Ability on Their Practices
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DOI：10.1080/10888438.2026.2614773.png)
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Abstract
En 中文
PurposeThis study describes the nature of writing pedagogy in a group of elementary teachers and evaluates the impact of preparation, knowledge, efficacy beliefs, ability, and experience on their instruction.MethodForty-three grade four and five teachers (95.3% female; 90.7% White; 46.5% taught grade four) participated. The factors presumed to influence instruction were assessed and used to predict, using quantile regression, writing lesson quality and breadth, stability, and consistency of instructional elements coded during observations.ResultsFindings indicated that few teachers devoted much instructional time to revising, editing, grammar, transcription, or vocabulary; few used checklists or rubrics to guide students; and most relied on sustained individual practice with conferencing. Preparation, knowledge, and writing ability predicted some aspects of instruction for some teachers.ConclusionOur findings mirror and extend those found by other observational studies of writing and point to specific features of instruction that should be addressed during professional development.
Keywords:
ENGLISH LEARNERS
SCHOOL-STUDENTS
READING GROWTH
GRADES 4-6
LITERACY
IMPACT
ACHIEVEMENT
ATTITUDES
TIME
METAANALYSIS
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