The relationship between early elementary teachers’ instructional practices and theoretical orientations and students’ growth in writing

Professional Development for Data-Based Instruction in Early Writing: Tools, Learning, and Collaborative Support

“…This finding is in line with previous studies (e.g., Graham et al, 2001; Graham et al, 2002; Ritchey, Coker, & Jackson, 2015; Troia et al, 2011), and might reflect that teachers were study volunteers (a prerequisite of participating in this project)—Teachers motivated to participate in the research might already have a relatively strong sense of their capacity to effect improved student outcomes. Furthermore, research is needed to determine the extent to which teachers’ efficacy affects their instructional practices and, by extension, student outcomes (Graham et al, 2002; Ritchey et al, 2015; Troia et al, 2011). A related, important question for future DBI research is whether efficacy of a wider range of teachers who participate in PD such as DBI-TLC is altered, particularly for those who begin with relatively low self-efficacy.…”

Teachers’ Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic

“…Past studies of teachers’ beliefs have typically focused on teachers’ attitudes toward themselves ( Tschannen-Moran and Hoy, 2007 ; van Uden et al, 2014 ), their students ( Lavigne, 2014 ) and the nature of teaching and learning ( Windschitl and Sahl, 2002 ; Kim et al, 2013 ). Other studies examined teachers of specific academic domains, focusing, for example, on attitudes toward literacy ( Martin et al, 2007 ; Jiménez et al, 2015 ; Ritchey et al, 2015 ), such as stressing phonics as opposed to a whole-language approach when teaching reading ( DeFord, 1979 ). Other studies explored beliefs regarding mathematics instruction ( Lerman, 1990 ; Stipek et al, 2001 ; Sweeting, 2011 ), for example, stressing answer correctness as opposed to focusing on understanding mathematical concepts ( Stipek et al, 2001 ).…”

Effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write

“…Having briefly reviewed developmental models of writing, teacher content knowledge and teacher beliefs, and online professional development on writing instruction, what kind of link is expected them together? Both teacher content knowledge and teacher beliefs have an influence on how writing is taught and writing performance (Carreker, Joshi, & Boulware‐Gooden, 2010; Ritchey, Coker, & Jackson, 2015). Developmental models of writing help us understand how children progress in writing, and these models are aligned with theories of learning that explain how the development of writing depends on cognitive processes, language skills, motor skills, motivational aspects, and social factors (Berninger & Winn, 2006).…”