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Factors Affecting Writing Achievement : Mapping Teacher Beliefs

Citation

Wyatt-Smith, C and Castleton, GE, Factors Affecting Writing Achievement : Mapping Teacher Beliefs, English in Education, 38, (1) pp. 39-63. ISSN 0425-0494 (2004) [Refereed Article]


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Copyright Statement

The definitive published version is available online at: http://interscience.wiley.com

Official URL: http://interscience.wiley.com

DOI: doi:10.1111/j.1754-8845.2004.tb00772.x

Abstract

The intersection of teacher beliefs with writing achievement in schooling is a key concern of this paper. The paper reports part of a two-year Australian study that set out to examine in detail how it is that teachers judge Year 5 students' literacy achievement using writing as the case instance. In what follows, we examine the data in the form of concept maps that the teachers them selves made available showing their beliefs about, and insights into the factors that affect student writing achievement. Drawing on these maps, we highlight the range of teacher-identified factors, including those relating to in-class behaviour, motivation, attitudes to school learning, social and cultural backgrounds, oracy and even life circumstances. Additionally, we address how the identified factors function, operating either as standalone elements or within a dynamic network of inter-relationships.

Item Details

Item Type:Refereed Article
Keywords:Teacher beliefs writing achievement factors affecting writing achievement
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other Education and Training
Objective Field:Education and Training not elsewhere classified
Author:Castleton, GE (Associate Professor Geraldine Castleton)
ID Code:59744
Year Published:2004
Deposited By:Education
Deposited On:2009-12-16
Last Modified:2009-12-17
Downloads:0

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