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Teaching Writing in Primary Education: Classroom Practice, Time, Teachers' Beliefs and Skills
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2018 (English)In: Journal of Educational Psychology, ISSN 0022-0663, E-ISSN 1939-2176, Vol. 110, no 5, p. 640-663Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to provide insight into the current practice of writing instruction in Dutch primary education, as a stepping stone for designing and implementing sustainable innovations that could satisfy both practitioners and policymakers. We investigated the extent to which three domain-specific approaches-communicative writing, process writing, and writing strategy instruction-and general features of high-quality instruction were implemented in writing lessons in the upper grades of primary schools. We also examined the learning time for writing, teachers' views on writing and writing instruction, how efficacious they feel about teaching writing, and how skilled they are in the writing instruction domain. Lastly, we explored relations between classroom practices, learning time, and teachers' beliefs and skills through correlation analysis, to identify potential aids and constraints to guide innovations in writing education. Participants were 61 teachers of 45 primary schools in the Netherlands. Data were collected through questionnaires, stimulated recall interviews and over 100 lesson observations. Results indicated that the three domain-specific approaches for writing instruction were insufficiently implemented in Dutch classrooms, as were differentiating and the teaching of learning strategies. The allocated learning time was also insufficient, but the realized learning time and the extent to which teachers promoted active learning were satisfactory, providing a strong basis for curricular improvement. Several relations were found between teachers' classroom practices, learning time, and teachers' beliefs and skills in the domain of writing instruction. Finally, we discuss options for sustainable innovations of writing instruction in this national context.

Place, publisher, year, edition, pages
American Psychological Association (APA), 2018. Vol. 110, no 5, p. 640-663
Keywords [en]
writing instruction, classroom practice, teachers' beliefs, teachers' skills, primary school
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Didactics
Identifiers
URN: urn:nbn:se:umu:diva-150741DOI: 10.1037/edu0000237ISI: 000437721500003Scopus ID: 2-s2.0-85043400048OAI: oai:DiVA.org:umu-150741DiVA, id: diva2:1241105
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2018-08-22Bibliographically approved

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Rijlaarsdam, Gert

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
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  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
  • rtf