Teachers' Goals for Teaching Writing to Economically Disadvantaged Students: Relations with Beliefs and Writing Instruction
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| Title: | Teachers' Goals for Teaching Writing to Economically Disadvantaged Students: Relations with Beliefs and Writing Instruction |
|---|---|
| Language: | English |
| Authors: | Clarence Ng (ORCID |
| Source: | Reading and Writing: An Interdisciplinary Journal. 2026 39(1):1-28. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Writing Instruction, Teaching Methods, Elementary School Teachers, Writing Teachers, Economically Disadvantaged, Teacher Attitudes, Cognitive Ability, Basic Writing, Educational Objectives, Writing Skills |
| DOI: | 10.1007/s11145-025-10631-1 |
| ISSN: | 0922-4777 1573-0905 |
| Abstract: | This study examines how writing is taught to students from low socioeconomic status (LSES) backgrounds, considering the issue of writing underperformance of these students. A total of 241 Australian teachers from Grades 4 to 6 completed a survey questionnaire. Using an achievement goal perspective, structural equation analyses revealed the link between teachers' beliefs about students' cognitive attributes and the suitability of basic writing instruction, with their teaching goals and the frequency of teaching writing skills. Cluster analyses identified three distinct groups of teachers with differing goal profiles, beliefs, and writing instructional practices. The findings highlight the importance of mastery goals in teaching writing to LSES students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505347 |
| Database: | ERIC |
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| Abstract: | This study examines how writing is taught to students from low socioeconomic status (LSES) backgrounds, considering the issue of writing underperformance of these students. A total of 241 Australian teachers from Grades 4 to 6 completed a survey questionnaire. Using an achievement goal perspective, structural equation analyses revealed the link between teachers' beliefs about students' cognitive attributes and the suitability of basic writing instruction, with their teaching goals and the frequency of teaching writing skills. Cluster analyses identified three distinct groups of teachers with differing goal profiles, beliefs, and writing instructional practices. The findings highlight the importance of mastery goals in teaching writing to LSES students. |
|---|---|
| ISSN: | 0922-4777 1573-0905 |
| DOI: | 10.1007/s11145-025-10631-1 |
