Special and General Education Teachers’ Beliefs About Writing and Writing Instruction

Abstract

Seventy-six general education and 67 special education teachers working in the same 66 elementary schools were surveyed about their beliefs about writing. Each teacher taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Survey findings indicated that general education teachers believed that they were better prepared to teach writing than special education teachers, and they were more positive about their own efforts to learn to teach writing. General education teachers also held more positive attitudes about teaching writing and their own capabilities as a writer than their special education counterparts. Furthermore, general educators were more likely than special educators to indicate that writing developed through effort and process, and less likely to think that writing knowledge came from experts. Beliefs about adequacy of preparation to teach writing predicted teachers’ beliefs about their level of knowledge to teach writing, efficacy to overcome students’ writing difficulties, and attitudes toward teaching writing. Recommendations for future research and implications for practice are presented.

Secondary Educators’ Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction

“…Starting in the 1980s, researchers began investigating the elements of effective writing instruction and current writing practices in schools (Applebee, 1981). Although improvements in writing instruction have occurred since the 1980s (Applebee, 1981), research continues to indicate that there is still much to be concerned about with secondary—as well as elementary—writing instruction (Applebee & Langer, 2006; Graham et al, 2022a; Kiuhara et al, 2009). Indeed, results of our study indicate that in-person writing instruction remains largely unchanged in the last 15 years.…”

“…Survey results were analyzed using frequencies and percentages for the characteristics of participants. Likert scale items were analyzed using descriptive statistics including percentage, mean, and standard deviation as this is consistent with prior survey studies in education (e.g., Graham et al, 2014; Graham et al, 2022a; Graham et al, 2022b; Kiuhara et al, 2009; Ray et al, 2016). Additionally, t-tests were run to examine if there was a statistically significant difference between teachers’ reported writing instruction, writing adaptations, and writing assignments when teaching in-person and via distance learning.…”

“…Given the writing difficulties experienced by many secondary students, and challenges posed by the COVID-19 pandemic, it is critical to understand the typical and not-so-typical (e.g., shift from in-person to distance learning) instructional practices of both special education and general education teachers of secondary students. Despite a growing literature base on writing practices of elementary teachers (e.g., Graham et al, 2022a), there is surprisingly little research on reported practices from secondary teachers. There have been a few national surveys of secondary teachers with a primary focus on general education teachers (Gillespie et al, 2014; Kiuhara et al, 2009).…”

“…In a follow-up study using data from the same study, Poch (2022) examined general and special education middle and high school teachers’ use of evidence-based practices. At the elementary level, Graham et al, 2022a examined special and general education teachers’ beliefs about writing and writing instruction with 4 th grade teachers. Importantly, no surveys to date have been published regarding secondary teacher reports of delivering writing instruction during the COVID-19 pandemic.…”

“…More is known for earlier, elementary grades. In a recent survey of teacher beliefs, the vast majority of elementary special education teachers (i.e., >80% of surveyed teachers) reported they slightly to strongly agreed they were knowledgeable about effective writing instructional techniques including adaptations (Graham et al, 2022a). Given obvious differences in age and development between elementary and secondary grade, it is important to know the degree to which secondary teachers (i.e., general and special education) report using evidence-based or effective instructional techniques and adaptations.…”