Do Special and General Education Teachers' Mindset Theories about the Malleability of Writing and Intelligence Predict Their Writing Practices?
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| Title: | Do Special and General Education Teachers' Mindset Theories about the Malleability of Writing and Intelligence Predict Their Writing Practices? |
|---|---|
| Language: | English |
| Authors: | Steve Graham, Stephen Ciullo (ORCID |
| Source: | Journal of Learning Disabilities. 2024 57(2):63-78. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Regular and Special Education Relationship, Elementary School Teachers, Writing Processes, Writing (Composition), Grade 4, Teacher Attitudes, Cognitive Processes, Positive Attitudes, Intelligence Differences, Beliefs, Writing Instruction, Writing Attitudes, Self Efficacy |
| DOI: | 10.1177/00222194231181915 |
| ISSN: | 0022-2194 1538-4780 |
| Abstract: | Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers' mindsets predicted writing frequency (i.e., frequency of students' writing) and how often they taught writing skills and processes once variance due to teachers' preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers' mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1417028 |
| Database: | ERIC |
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| Abstract: | Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers' mindsets predicted writing frequency (i.e., frequency of students' writing) and how often they taught writing skills and processes once variance due to teachers' preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers' mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented. |
|---|---|
| ISSN: | 0022-2194 1538-4780 |
| DOI: | 10.1177/00222194231181915 |
