What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

Hodges, Tracey S.; Wright, Katherine Landau; McTigue, Erin M.

doi:10.1080/19404476.2019.1565508

Cited by 20 publications

(21 citation statements)

References 39 publications

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“…The role of literature in developing students' writing skills is very essential. The students can acquire enjoyment during the online learning process in which it can help students to decrease their stress (Hodges et al, 2019). The use of other creative writing strategies is recommended to assess students' writing skills such as essay writing, poetry writing, or novel writing (Göçen, 2019).…”

Section: Discussionmentioning

confidence: 99%

Assessing students’ writing skills in virtual classroom: strategies and challenges in EFL context

Dewi

Santosa²,

Dewi³

et al. 2023

J. Eng. Foreign. Lang.

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The massive implementation of online learning is seen as a great movement in EFL learning during pandemic COVID-19. However, it has complexities in its practices, especially in conducting online assessment. This descriptive qualitative study aimed at exploring online assessment strategies used to assess writing and the challenges encountered by the teachers during the assessment. The data were collected through an online open-ended questionnaire administration to 16 EFL teachers. Thematic data analysis method was applied in analyzing the data by identifying themes and sub-themes from the data obtained. The result indicated that several online assessment strategies were utilized by the EFL teachers to assess writing, namely writing report, writing genre text, writing short story, writing summary, and answering essay-based test. Those strategies were done through learning management system (LMS) in which the delivery and submission of the assessment were done online. Some prominent challenges encountered by EFL teachers in conducting online assessment to assess writing skills included academic integrity, time allocation, punctuality, Internet access, and guidance and feedback. It implies that the online assessment strategy chosen by the teachers to assess students’ writing skills needs to consider the challenges that might be encountered.

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Section: Discussionmentioning

confidence: 99%

Assessing students’ writing skills in virtual classroom: strategies and challenges in EFL context

Dewi

Santosa²,

Dewi³

et al. 2023

J. Eng. Foreign. Lang.

View full text Add to dashboard Cite

show abstract

“…Unfortunately, this ability of dyslexic students is not taken into account by teachers. Research has shown that students with dyslexia are gifted in 3D models [12,57], and if teachers use 3D images, 3D maps, and 3D simulations, dyslexic students may develop better understanding of the subject and improve geographical skills important for their life like orientation, decoding map symbols, and so on. Despite the fact that 55.7% of geography teachers had an ICT certification, and 65.6% of teachers believe enough or very much that the school's technological equipment is satisfactory, it is interesting that the majority of them do not actually use it.…”

Section: Discussionmentioning

confidence: 99%

“…However, in order to do this, they first should be interested in the subject they teach, and in this particular case we refer to the subject of geography. According to Hodges et al [57], teachers with negative attitudes spend little time discussing and teaching science topics in their classroom, rely more on standardized methods and low-level teaching, and are less trained. As a result, they are less able to motivate their students toward the subject they teach [29].…”

Section: Discussionmentioning

confidence: 99%

Geography Teachers’ Knowledge of and Perceptions on Dyslexia

et al. 2020

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At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers’ willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers’ knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students’ performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers’ training on dyslexia and the integration of new technology in teaching dyslexic students.

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“…The first principle is represented by the writing content presented throughout the professional development. To maximize the content, the focus was on instruction, strategies, standards, and assessment (Frey et al, 2016; Graham, 2018; Graham et al, 2002, 2012, 2016; Harris et al, 2013; Hodges, Wright, & McTigue, 2019; Shanahan & Shanahan, 2008; Serravallo, 2017; Tompkins, 2019; Wright, 2016). I also integrated writing theories and application (Hodges, 2017; Hodges & McTigue, 2014; Hodges & Weber, 2015).…”

Section: The Write Principlesmentioning

confidence: 99%

The WRITE Principles for Developing a Research‐to‐Practice Cycle Professional Development

Hodges¹

2022

The Reading Teacher

Self Cite

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Writing can be challenging to implement in upper elementary classrooms because teachers report needing additional support and students may struggle to meet the academic and developmental demands of emerging adolescence. This was true of one diverse, high‐need, under‐resourced school that had ambitious writing instruction goals. To meet these goals, the school and I partnered to develop and implement the WRITE principles, a model of professional development based on a research‐to‐practice cycle. The specific procedures for ongoing professional development, principles that guided and informed decision‐making within the model, and experiences of the learning leader and teachers are detailed so that others can apply similar processes that meet their school‐wide needs. The WRITE principles focus on (W) writing instruction, strategies, standards, and assessment; (R) resources; (I) identity; (T) trust; and (E) efficacy and were applied within a multi‐year research‐to‐practice partnership cycle.

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What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

Cited by 20 publications

References 39 publications

Assessing students’ writing skills in virtual classroom: strategies and challenges in EFL context

Assessing students’ writing skills in virtual classroom: strategies and challenges in EFL context

Geography Teachers’ Knowledge of and Perceptions on Dyslexia

The WRITE Principles for Developing a Research‐to‐Practice Cycle Professional Development

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