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Full-Text Articles in Education
The Preservice Teacher Self-Efficacy For Writing Inventory (Ptswi): A Tool For Measuring Beliefs About Writing, Tracey S. Hodges, Katherine Landau Wright, Erin M. Mctigue
The Preservice Teacher Self-Efficacy For Writing Inventory (Ptswi): A Tool For Measuring Beliefs About Writing, Tracey S. Hodges, Katherine Landau Wright, Erin M. Mctigue
Literacy, Language, and Culture Faculty Publications and Presentations
Teachers are often underprepared to teach writing, which can negatively impact the performance and attitudes of their students. In teacher preparation programs, one goal should be to specifically develop future teachers of writing. Focusing on self-efficacy beliefs, increasing preservice teachers’ confidence and preparedness for teaching writing could yield positive impacts on classroom writing instructional practices. Currently, tools to quantitatively measure self-efficacy for writing and writing instruction in preservice teachers are sparse, thus limiting teacher educators’ ability to understand the efficacy of writing instruction. Therefore, the purpose of the present study is to gather evidence of score validity and reliability of …
Developing And Examining Validity Evidence For The Writing Rubric To Inform Teacher Educators (Write), Tracey S. Hodges, Katherine Landau Wright, Stefanie A. Wind, Sharon D. Matthews, Wendi K. Zimmer, Erin Mctigue
Developing And Examining Validity Evidence For The Writing Rubric To Inform Teacher Educators (Write), Tracey S. Hodges, Katherine Landau Wright, Stefanie A. Wind, Sharon D. Matthews, Wendi K. Zimmer, Erin Mctigue
Literacy, Language, and Culture Faculty Publications and Presentations
Assessment is an under-researched challenge of writing development, instruction, and teacher preparation. One reason for the lack of research on writing assessment in teacher preparation is that writing achievement is multi-faceted and difficult to measure consistently. Additionally, research has reported that teacher educators and preservice teaches may have limited assessment literacy knowledge. In previous studies, researchers have struggled to provide strong evidence of validity, reliability, and fairness across raters, writing samples, and rubric items. In the present study, we fill several gaps in the research literature by developing a rubric, the Writing Rubric to Inform Teacher Educators (WRITE), which utilizes …
What Do Middle Grades Preservice Teachers Believe About Writing And Writing Instruction?, Tracey S. Hodges, Katherine Landau Wright, Erin Mctigue
What Do Middle Grades Preservice Teachers Believe About Writing And Writing Instruction?, Tracey S. Hodges, Katherine Landau Wright, Erin Mctigue
Literacy, Language, and Culture Faculty Publications and Presentations
After third grade, students’ motivation and enjoyment of writing begins to wane, and this trend continues through most of their education. Middle grade students especially need high-quality writing instruction; however, many teachers report feeling inadequately prepared to teach writing. To combat these issues, teacher preparation programs should understand how their preservice teachers feel about writing and teaching writing. The present study surveyed 150 middle grade preservice teachers to determine their self-efficacy beliefs about writing and writing instruction. Results indicate that preservice teachers valued writing, but did not feel confident with many specific aspects of writing instruction.