Teaching Writing in the Primary Grades in Norway: A National Survey

Autor/inn/en	Graham, Steve; Skar, Gustaf B.; Falk, Daroon Y.
Titel	Teaching Writing in the Primary Grades in Norway: A National Survey
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 2, S.529-563 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10080-y
Schlagwörter	Foreign Countries; Writing Instruction; Primary Education; Elementary School Teachers; Teaching Methods; Writing Assignments; Writing Skills; Feedback (Response); Revision (Written Composition); Learning Motivation; Evidence Based Practice; Teacher Attitudes; Self Efficacy; Norway + Suchen Sie Ihr Suchwort? Ausland; Schreibunterricht; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Korrektur; Motivation for studies; Lernmotivation; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Norwegen
Abstract	A sample of 1049 Norwegian teachers in grades 1-3 were surveyed about how they taught writing as well as their preparation and efficacy to do so. Although there was moderate variability in their response to survey items, most teachers provided students with a multi-faceted writing program. Teachers indicated students typically spent 20 min a day writing, and they were assigned various types of writing over the course of the school year. The average teacher applied numerous instructional practices frequently to teach writing skills, support students' writing, provide students with feedback, and conference with them about writing. Less commonly, teachers taught planning and revising, promoted students' motivation for writing, and applied evaluation data to adjust writing instruction. While teachers were not generally positive about their preservice preparation to teach writing, they believed that their inservice preparation was adequate. They were slightly to moderately positive about their efficacy to teach writing. Teachers' beliefs about preparation and efficacy as well as their use of data-driven practices each uniquely predicted teachers' reported writing practices. Recommendations for future research were offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01