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Teachers Beliefs and Practices for the Teaching of Writing in the New Zealand Elementary School: Influences on Student Progress
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Walls, Helen; Johnston, Michael – Australian Journal of Learning Difficulties, 2023
In the present study, the effects of teachers' beliefs and practices about writing pedagogy on students' progress were investigated in the context of the New Zealand primary school system. A total of 626 teachers completed a survey on their beliefs and practices. Principal component analysis of beliefs isolated three dimensions, reflecting…
Descriptors: Teacher Attitudes, Teaching Methods, Writing Instruction, Elementary School Teachers
Teacher-Implemented Self-Regulated Strategy Development for Story Writing with 6-Year-Olds in a Whole-Class Setting in New Zealand
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Finlayson, Kristen; McCrudden, Matthew T. – Journal of Research in Childhood Education, 2019
Self-regulating strategy development (SRSD) writing instruction is an evidence-based approach that has been shown to increase students' writing performance and knowledge of writing. The purpose of this study was to investigate whether early elementary students' story writing performance and knowledge of writing would change following 5 weeks of…
Descriptors: Foreign Countries, Writing Instruction, Writing Strategies, Elementary School Students
What Makes a Difference in Writing Instruction When Working with Priority Learners: An Inquiry into Effective Teacher Practice
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Gadd, Murray; Parr, Judy M. – set: Research Information for Teachers, 2022
This article, based on a 2-year study of working strategically with Years 5 to 8 priority learners, concludes that what is effective writing instruction for all students is particularly effective for priority learners. It also suggests, however, that knowing your students well and making adaptations to some dimensions of effective writing…
Descriptors: Writing Instruction, Instructional Effectiveness, Teaching Methods, Writing Achievement
What Does an Effective Teacher of Writing Do That Makes a Difference to Student Achievement?
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Gadd, Murray – set: Research Information for Teachers, 2017
This article, based on an 18-month study of effective writing instruction amongst Year 5 to 8 students, concludes that effective implementation of three dimensions of effective practice (learning tasks; direct instruction; self-regulation) are probable key levers in generating greater than expected learner gains in writing. It further concludes…
Descriptors: Writing Teachers, Teacher Effectiveness, Writing Achievement, Teacher Student Relationship
Generating Positive Outcomes by Years 5 to 8 Priority Learners in Writing: An Inquiry into Effective Teacher Practice
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Parr, Judy M.; Gadd, Murray – Teaching and Learning Research Initiative, 2018
Writing is a demanding, multidimensional process that is, cognitively and socially, highly complex. Success in writing is vital to success in education and in the workforce. Writing is increasingly used to demonstrate learning through schooling and has the potential to contribute toward understanding and learning in the content areas. The project…
Descriptors: Foreign Countries, Grade 5, Grade 6, Grade 7
Who Says You Need to Teach Reading to 11-13-Year-Olds?
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Parkhill, Faye Fiona; Fletcher, Jo Florence; Greenwood, Janinka; Grimley, Michael; Bridges, Sue – Education 3-13, 2013
Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11-13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading…
Descriptors: Foreign Countries, Reading Difficulties, Reading Instruction, Elementary School Students
Literacy Research That Matters: A Review of the School Sector and ECE Literacy Projects
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McDowall, Sue – Teaching and Learning Research Initiative, 2015
This is the second publication in the Teaching and Learning Research Initiative (TLRI) Project Plus series. Project Plus aims to inform questions of policy and practice by synthesising findings of educational interest from projects funded by the TLRI. This Project Plus focuses on literacy in the early childhood education (ECE) and school…
Descriptors: Foreign Countries, Strategic Planning, National Curriculum, International Assessment