Understanding Teacher Beliefs and Instructional Decision Making Concerning Disciplinary Literacy: The Case of Secondary Teachers in an Urban School

Jenkins, Kellee

doi:10.26803/ijlter.17.1.11

“…Broadly, instructional decision making in secondary classrooms often revolves around a classroom culture defined by the teacher's beliefs (Jenkins, 2018). Studies show that preservice and in-service teachers' beliefs about knowing relate to their beliefs about learning, and these epistemological beliefs relate to instructional decisions (McCarthey & Mkhize, 2013;Neely, 2014).…”

Section: Teacher Beliefs Knowledge and Challenges Related To Writing ...mentioning

confidence: 99%

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

Carter

¹

,

Townsend

²

2022

Journal of Writing Research

2

0

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Teachers navigate ongoing accountability pressures that target writing in each content area, yet little is understood about their experiences with or their rationales for integrating writing into content area lessons. While previous research describes writing in U.S. secondary classrooms and explains barriers to writing integration, this study investigates teacher decision making to determine why teachers in various content areas are integrating writing. Using a multicase study design, we explored teacher reflections to discern the reasons why teachers chose to integrate writing frequently. Four teachers, one from each primary content area (mathematics, English language arts, science, social studies), reflected on their writing integration over one quarter. Findings revealed that teachers who integrate writing frequently value the substantial benefits of regular writing for their students. Teachers saw that frequent writing led to students both producing written products more independently and deepening their disciplinary understandings. Teachers also saw benefits to their own pedagogy; specifically, they better understood students' learning processes and planned more attentively. This research suggests that committing to frequent writing integration can (1) enhance students' writing and disciplinary knowledge, and (2) enrich teacher knowledge related to supporting students' writing practices and using writing as a tool for learning in the content areas. Our findings also highlight the complex relationship between teacher beliefs and teacher practice. By looking at the instructional decision making of teachers who integrate writing frequently, we offer guidance on how pre-and in-service teachers might use reflection in and on action to develop a commitment to writing instruction.

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“…Beliefs, then, can influence if a teacher finds writing to be a relevant aspect of secondary classrooms (Jenkins, 2018), and writing practice may affect teacher beliefs about writing. Thus, the relationship between beliefs about writing and writing instruction may be an especially important consideration when looking at writing in the content areas.…”

Section: Teacher Beliefs Knowledge and Challenges Related To Writing ...mentioning

confidence: 99%

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

Carter

¹

,

Townsend

²

2022

Journal of Writing Research

0

View full text Add to dashboard Cite

Teachers navigate ongoing accountability pressures that target writing in each content area, yet little is understood about their experiences with or their rationales for integrating writing into content area lessons. While previous research describes writing in U.S. secondary classrooms and explains barriers to writing integration, this study investigates teacher decision making to determine why teachers in various content areas are integrating writing. Using a multicase study design, we explored teacher reflections to discern the reasons why teachers chose to integrate writing frequently. Four teachers, one from each primary content area (mathematics, English language arts, science, social studies), reflected on their writing integration over one quarter. Findings revealed that teachers who integrate writing frequently value the substantial benefits of regular writing for their students. Teachers saw that frequent writing led to students both producing written products more independently and deepening their disciplinary understandings. Teachers also saw benefits to their own pedagogy; specifically, they better understood students' learning processes and planned more attentively. This research suggests that committing to frequent writing integration can (1) enhance students' writing and disciplinary knowledge, and (2) enrich teacher knowledge related to supporting students' writing practices and using writing as a tool for learning in the content areas. Our findings also highlight the complex relationship between teacher beliefs and teacher practice. By looking at the instructional decision making of teachers who integrate writing frequently, we offer guidance on how pre-and in-service teachers might use reflection in and on action to develop a commitment to writing instruction.

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“…Motivation is the drive-in humans to cause the individual to initiate and maintain action directed at certain goals (Jenkins, 2018). Motivation can be seen as a driver in accomplishing achievement in learning.…”

Section: Literature Reviewsmentioning

confidence: 99%

Student Motivation in Online English Learning

Sunardi¹

2021

ELER

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This study aims to discover and describe the condition of the motivational object experienced by students in online English learning during the COVID-19 pandemic. This research was conducted in Yogyakarta in the even learning year 2020/2021. Sampling was done using a purposive sampling technique, and four classes were obtained, each of which there was 32 students, with the total number of samples being 128 students. Data collection techniques in this study are by distributing questionnaires, interviews, and documentation. The questionnaire was made using google forms. Data analysis calculated the percentage of each category indicator and learning motivation aspect, from which the data percentage score was interpreted, and each indicator was analyzed in depth. The results of this study indicate that the learning motivation of students in Yogyakarta in the even semester is in the odd category. This can be seen from the moderate category, as many as 72 students out of 128 students, while from the motivational presentation score with the highest ARSC aspect, the satisfaction aspect is 28%. This research is expected to evaluate various parties involved in organizing online learning in universities so that the implementation is more optimal.

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Understanding Teacher Beliefs and Instructional Decision Making Concerning Disciplinary Literacy: The Case of Secondary Teachers in an Urban School

Cited by 7 publications

References 22 publications

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

Student Motivation in Online English Learning

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