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 (ORCID |
| Source: | Grantee Submission. 2024. |
| Peer Reviewed: | Y |
| Page Count: | 48 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A180137 |
| Document Type: | 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, Special Education Teachers |
| DOI: | 10.1177/00222194231181915 |
| Abstract: | Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different 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 towards 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. [This paper was published in "Journal of Learning Disabilities" v57 n2 p63-78 2024.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED680528 |
| 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 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 towards 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. [This paper was published in "Journal of Learning Disabilities" v57 n2 p63-78 2024.] |
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| DOI: | 10.1177/00222194231181915 |
